Physical Education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full, active and healthy lives. We aim to provide these learning opportunities to the children in our school to maximise active learning experiences and approaches to the benefit of each individual child.
Below is the school monthly plan grid used for PE activities by class teachers;
| September | Games |
| October | Athletics |
| November | Dance |
| December | Gymnastics |
| January | Gymnastics |
| February | Dance (Céilí) |
| March | Games |
| April | Games |
| May | Outdoor and Adventure activities |
| June | Athletics
Active School Week and School Sports Day |
Strands, strand units and lesson objectives we hope to achieve;
Games
| Junior and Senior Infants: |
| • Sending, receiving and travelling
• Creating and playing games • Understanding and appreciation of games |
| Lesson objectives:
Sending, receiving and travelling Ball handling -begin to develop ball-handling skills rolling a ball to a partner or at a large target throwing a beanbag or ball under-arm into the air. – throwing under-arm and over-arm at a large target -catching by cradling (scooping) Kicking -begin to develop kicking skills -kicking a ball to a partner along the ground using the inside and the instep of the foot -controlling a ball with the foot by trapping or stopping it -dribbling a ball with the foot and trapping or stopping it Carrying and striking -begin to develop carrying and striking skills -carrying a beanbag on different body parts (e.g. palm of hand, back of hand, head) -carrying a beanbag on a small bat while moving slowly or quickly tossing the beanbag on a small bat or the hand while stationary, using forehand or backhand alternating tossing and carrying a beanbag on a small bat or the hand -bouncing a ball on a racquet while stationary striking a softball along the ground with a bat and retrieving it striking a softball against a wall using the hand or bat. Creating and playing games -Create and develop games in pairs -play simple playground games Understanding and appreciation of games -Talk about and develop movement skills relevant to games -Develop problem-solving and decision making strategies -Apply simple rules to games |
| 1st and 2nd class: |
| • Sending, receiving and travelling
• Creating and playing games • Understanding and appreciation of games |
| Lesson objectives:
Sending, receiving and travelling Ball handling -Develop and practise ball-handling skills Kicking -Develop and practise kicking skills Carrying and striking -Develop and practise carrying and striking skills Creating and playing games -Create and develop games in pairs or small groups -Play small-sided (mini) versions of games -Play playground games Understanding and appreciation of games -Discuss and develop control in movement skills relevant to games -Develop problem-solving and decision making strategies -Develop an understanding of the use of space -Apply simple rules to small-sided games. |
| 3rd and 4th class: |
| • Sending, receiving and travelling
• Creating and playing games • Understanding and appreciation of games |
| Lesson objectives:
Sending, receiving and travelling Ball handling -Develop and practise a range of ball handling skills Kicking -Develop and practise a range of kicking skills Carrying and striking -Develop and practise a range of carrying and striking skills Creating and playing games -Create and develop games with a partner or with a small group -Play small-sided (mini) versions of games -Play playground games Understanding and appreciation of games -Discuss and improve control in movement skills relevant to games -Develop an increased understanding of use of space -Develop problem-solving and decision making strategies, and an understanding of the tactics and strategies for use in modified games situations -Adapt rules to modify games and keep scores. |
| 5th and 6th class: |
| • Sending, receiving and travelling
• Creating and playing games • Understanding and appreciation of games |
| Lesson objectives:
Sending, receiving and travelling Ball handling -Develop further and extend ball-handling skills Kicking –Develop further and extend kicking skills Carrying and striking -Develop further and extend carrying and striking skills Creating and playing games -Create and develop games with a partner or with a small group -Play small-sided (mini) versions of games -Play playground games Understanding and appreciation of games -Discuss and improve control in movement skills relevant to games -Develop an understanding of the use of space in mini-games -Develop an understanding of the tactics and strategies for use in mini-games -Adapt rules for use in mini-games and keep scores of games -Develop the ability to officiate at games -Avail of opportunities in the community to participate in games -Begin to acquire an understanding of training to prepare for performance in games -Become aware of games events and players locally, nationally and internationally. |
Athletics
| Junior and Senior Infants: |
| •Running
• Jumping • Throwing • Understanding and appreciation of athletics |
| Lesson objectives:
Running Walking, jogging or running over distance -Walk or jog in a non-competitive setting for periods extending from 30 seconds to 90 seconds running with a partner, moving into space following a leader Sprinting -Sprint distances of 10 to 20 m -Practise reaction sprints -Practise the standing start Relays -Participate in a pair relay using a beanbag -Participate in team relays, in small groups, using various means of travelling running, hopping, skipping Hurdling -Run over flat markers running over lines -Run over flat markers evenly spaced -Run over low hurdles, i.e. less than 20 cm high -Run over low hurdles, evenly spaced Jumping -Practise skipping activities with and without ropes -Experiment with various ways of jumping Throwing -Experiment with appropriate objects and methods of throwing, aiming for height and distance Understanding and Appreciation of Athletics -Talk about movement and ask and answer questions about it -Develop an understanding of the basic rules of the individual athletic events |
| 1st and 2nd class: |
| •Running
• Jumping • Throwing • Understanding and appreciation of athletics |
| Lesson objectives:
Running Walking, jogging or running over distance -Walk or jog in a non-competitive setting for periods extending from 30 seconds to two minutes making letters, numbers and patterns on the ground while running Sprinting -Sprint distances of 20 to 30 m with the emphasis on sustained effort throughout the sprint -Practise reaction sprints -Practise the standing start Relays -Participate in a pair relay using a beanbag, developing simple technique passing with right hand and receiving with left hand -Participate in team relays or shuttle relays in small groups, using various means of travelling hopping, bouncing, skipping Hurdling -Run over evenly spaced low hurdles (30 cm high approximately) -Practise the technique of hurdling Jumping -Practise skipping activities with and without ropes -Explore the various ways of jumping -Practise the standing jump for distance and height -Develop a short approach run when taking off from one foot Throwing -Experiment with appropriate objects and methods of throwing, aiming for height and distance Understanding and Appreciation of Athletics -Develop an understanding of pace -Describe and discuss movement and ask and answer questions about it -Develop an understanding of some of the basic rules of athletics -Measure an achievement |
| 3rd and 4th class: |
| •Running
• Jumping • Throwing • Understanding and appreciation of athletics |
| Lesson objectives:
Running Walking, jogging or running over distance -Walk, jog or run in a non-competitive setting for periods extending from 30 seconds to 3 minutes Sprinting -Sprint distances of 30 to 60 m, developing good acceleration and finishing technique -Practise reaction sprints -Practise the standing start Relays -Participate in a pair relay using a beanbag, developing simple technique practise baton change-over technique while stationary, with a partner, developing into practice with a team of four -Practise baton change-over technique while moving slowly, with a partner, developing into practice with a team of four -Practise the standard relay (i.e. four children per team, using a baton) in a straight line -Participate in team relays or shuttle relays in small groups, using various means of travelling Hurdling -Run a distance of 20 to 40 m over evenly spaced hurdles (30–40 cm high approximately) -Practise the technique of hurdling Jumping -Explore skipping activities individually and as part of a group, with or without a rope -Explore the various ways of jumping, to include taking off from one foot or two feet and landing on two feet -Practise the standing jump for distance -Develop a short approach run when taking off from one foot taking three or five strides and jumping for distance -Practise jumping for height over an obstacle (40 cm high approximately Throwing -Develop the over-arm (javelin) throw from a standing position, using a beanbag, ball or foam javelin -Develop a short approach run (e.g. three strides) before releasing the throwing implement -Begin to throw (put) a medium-sized ball or primary shot from a standing position -Begin to throw a quoit or primary discus, practising the grip, swing and release techniques. Understanding and Appreciation of Athletics -Develop an understanding of pace setting personal challenges when running over distance by measuring and recording the distance -Describe and discuss movement and ask and answer questions about it -Develop an understanding of the rules of athletics -Measure an achievement -Analyse personal performance and performance of a partner in athletic activities |
| 5th and 6th class: |
| •Running
• Jumping • Throwing • Understanding and appreciation of athletics |
| Lesson objectives:
Running Walking, jogging or running over distance -jog or run in a non-competitive setting for periods extending from 30 seconds to 5 minutes Sprinting -Sprint distances of 50–70 m, developing good acceleration and finishing technique -practise reaction sprints -practise the standing start -practise shuttle sprints (repeat sprints) over a distance of 30 m Relays -practise baton change-over technique while moving in teams of four -participate in a relay in a straight line using a baton, with four children per team -participate in a standard relay (i.e. four children per team, using a baton) on an oval track, each child running a distance of 50 m approximately -participate in team relays in small groups Hurdling -run a distance of 40–60 m over evenly spaced hurdles (40–50 cm high approximately) -practise the technique of hurdling -run a distance of 150 m approximately over unevenly spaced hurdles (30 cm high approximately). Jumping -explore skipping activities individually and as part of a group, with or without a rope -explore the various ways of jumping, to include taking off from one foot and landing on two feet -practise the standing jump for distance -develop a short approach run when taking off from one foot -practise jumping for height over an obstacle (50–60 cm high approximately), developing a short approach run Throwing -develop the over-arm (javelin) throw from a standing position, using a beanbag, ball or foam javelin – -develop a short, fast approach run before releasing the throwing implement -develop the shot put or throw from a standing position, using a medium-sized ball or primary shot -develop a standing putting technique with turn -develop the discus throw using a quoit or primary discus, practising the grip, swing and release techniques. Understanding and Appreciation of Athletics -develop a better understanding of speed, strength, control and co-ordination -describe and discuss movement and ask and answer questions about it -develop an understanding of the rules of athletics and apply them in suitable competitive situations -measure an achievement -discuss personal performance and performance of a partner in athletic activities advising a partner on ways of throwing longer, sprinting faster, jumping higher -know about and participate in local organisations and clubs involved in the provision of athletic activities and facilities -begin to acquire an understanding of training to prepare for performance in selected track and field events -become aware of athletic events and athletes locally, nationally and internationally. |
Dance
| Junior and Senior Infants |
| • Exploration, creation and performance of dance
• Understanding and appreciation of dance |
| Lesson objectives:
Exploration, creation and performance of dance -explore the movements of different parts of the body and the ways in which the body can move in space using simple body actions such as travelling (walking, running, skipping) and jumping, gesture and stillness -explore and create movement at different levels, using different pathways and forming different shapes in space -explore an appropriate range of dynamics in movement moving suddenly or smoothly using strong or light movements -explore and communicate through simple body movement a range of moods or feelings -create and perform simple dances with teacher’s guidance -respond imaginatively through movement to stimuli such as words, stories, poems, pictures, music through exploring the theme of animals, using the stimulus of songs, create the shapes, actions and pathways of the animals -begin to develop work with a partner following a leader while imitating his/her movements -perform simple movements to given rhythmic and melodic phrases moving to rhymes and action songs -develop poise, balance and co-ordination while moving and stopping -begin to show sensitivity in movement to music Understanding and appreciation of dance -talk about dance phrases -interpret a mood or emotion observed in movement |
| 1st and 2nd class |
| • Exploration, creation and performance of dance
• Understanding and appreciation of dance |
| Lesson objectives:
Exploration, creation and performance of dance -explore the movements of different parts of the body and the ways in which the body can move in space using simple body actions such as travelling (walking, running, skipping) and jumping, gesture and stillness -explore and create movement at different levels, using different pathways and forming different shapes in space -explore an appropriate range of dynamics in movement moving suddenly or smoothly using strong or light movements -explore and communicate through simple body movement a range of moods or feelings -create and perform simple dances with teacher’s guidance -respond imaginatively through movement to stimuli such as words, stories, poems, pictures, music through exploring the theme of animals, using the stimulus of songs, create the shapes, actions and pathways of the animals -begin to develop work with a partner following a leader while imitating his/her movements -perform simple movements to given rhythmic and melodic phrases moving to rhymes and action songs -develop poise, balance and co-ordination while moving and stopping -begin to show sensitivity in movement to music Understanding and appreciation of dance -talk about dance phrases -interpret a mood or emotion observed in movement |
| 3rd and 4th |
| • Exploration, creation and performance of dance
• Understanding and appreciation of dance |
| Lesson objectives:
Exploration, creation and performance of dance -Explore more complex movements of body parts and body actions, to include weight transference -explore further different levels, pathways, shapes and directions in space -continue to explore an increased range of dynamics in movement -explore and communicate through body movements a range of moods and feelings -create, practise and perform dances showing a clear beginning, middle and end using simple technique of unison and introducing canon -respond with increasing sensitivity and imagination in movement to stimuli such as words, stories, poems, pictures and music -develop work with a partner and begin to work in small groups -perform a range of steps and movements to rhythmic and melodic phrases, incorporating upper body movement -perform a variety of selected Irish dances and folk dances that use frequent changes of formation -perform to music, showing a sensitivity to rhythm changes and phrasing -show increased poise, balance, control and co-ordination while moving and stopping. Understanding and appreciation of dance -observe, describe and discuss own dance and dance of others -identify the beginning, middle and end of a dance and moments when unison or canon occur -interpret a mood or emotion seen in dance |
| 5th and 6th |
| • Exploration, creation and performance of dance
• Understanding and appreciation of dance |
| Lesson objectives:
Exploration, creation and performance of dance -create and perform a more complex range of movements -communicate through movement a range of moods or feelings -create, practise and perform longer and more complex dances with clear dance forms -choose and respond with increasing sensitivity to a broader range of stimuli -develop work with a group -explore and experiment with the use of costume and props (e.g. masks) to enhance -creation and performance of dance -learn and perform a range of steps and movements to rhythms and musical phrases -perform a variety of selected Irish and folk dances that use frequent changes of formation -perform to music showing increasing sensitivity to rhythms, phrasing, style (music of different cultures, different times), dynamics (getting louder or softer) and form (binary, ternary) -show increased poise, balance, control and co-ordination while moving and stopping -perform dances showing concentration and awareness of others. Understanding and appreciation of dance -observe, describe and discuss own dance and dance of others (including professional dancers, live or video recordings) -identify the techniques used in a dance and the form of the dance -interpret a mood or emotion seen in dance -become aware of local organisations and community groups involved in dance and opportunities in the community to participate in dance. |
Gymnastics
| Junior and Senior Infants |
| -Movement
-Understanding and appreciation of gymnastics |
| Movement
-develop the basic movement actions of running, stopping, jumping, rolling, climbing, transferring weight, balancing, swinging, twisting and turning using a variety of body parts while exploring space -practise rocking and rolling activities leading to the forward roll -develop body awareness through variations of direction, pathways, levels, shape, speed and effort -link skills to produce a short sequence of movement -begin to develop work with a partner following a partner -begin to transfer work onto apparatus -absorb energy to avoid shock when landing keeping the back straight, bending the knees -develop good body tension and posture through gymnastic positions and movements. Understanding and appreciation of gymnastics -talk about movement and ask and answer questions about it -develop the ability to lift, carry and place apparatus safely -develop awareness of others when using apparatus. |
| 1st and 2nd class |
| -Movement
-Understanding and appreciation of gymnastics |
| Movement
-develop the basic movement actions of balancing, rolling, turning, twisting, stretching, climbing and transferring weight using a variety of body parts while exploring space -practise and perform the forward roll with control -begin to practise and perform the backward roll from initial rocking and rolling activities -continue to develop body awareness through further movement variations of direction, pathways, levels, shape, speed and effort -transfer floorwork onto apparatus -continue linking of movement skills to produce individual and pair sequences on the floor and using apparatus -show control in take-off and flight and develop the ability to absorb energy to avoid shock when landing -develop good body tension and posture through gymnastic positions and movements Understanding and appreciation of gymnastics -observe and describe movement and ask and answer questions about it -develop the ability to lift, carry and place apparatus correctly -develop awareness of others when using apparatus |
| 3rd and 4th class |
| -Movement
-Understanding and appreciation of gymnastics |
| Movement
-create and perform sequences of movement to develop body awareness with appropriate variations of direction, pathways, levels, shape, speed and effort -select and link a range of movement actions to travel on the floor and on apparatus -practise and perform forward and backward rolls with control -begin to practise headstand and/or handstand -show increased control in take-off, flight and landing -produce and perform sequences with a partner on the floor and using apparatus -develop good body tension and posture through gymnastic positions and movements. Understanding and appreciation of gymnastics -observe and describe movement and ask and answer questions about it -develop the ability to lift, carry, set up, dismantle and store apparatus correctly and safely -develop awareness of others when using apparatus |
| 5th and 6th class |
| -Movement
-Understanding and appreciation of gymnastics |
| Movement
-select and link a range of gymnastic actions to travel on the floor and on apparatus -practise and perform a range of skills -produce and perform more complex sequences with a partner on the floor and using apparatus -produce group sequences -show controlled take-off, flight and landing -improve quality in body performance, notably in extension, body tension and clarity of body shape. Understanding and appreciation of gymnastics -observe, describe and ask and answer questions about movement -develop the ability to lift, carry, set up, dismantle and store apparatus correctly and safely -develop awareness of others when using apparatus -become aware of local organisations and clubs that promote gymnastics -become aware of local, national and international gymnasts and gymnastic events. |