Scoil: Baile Fálbhach Rang:5ú / 6ú Múinteoir: Bean Uí Dhufaigh

Physical Education Méan Fomhair 2018- Meitheamh 2019

Aims:

The aims of the physical education curriculum are

 to promote the physical, social, emotional and intellectual development of the child

 to develop positive personal qualities

 to help in the acquisition of an appropriate range of movement skills in a variety of contexts

 to promote understanding and knowledge of the various aspects of movement

 to develop an appreciation of movement and the use of the body as an instrument of expression and creativity

 to promote enjoyment of, and positive attitudes towards, physical activity and its contribution to lifelong health-related fitness, thus
preparing the child for the active and purposeful use of leisure time.

Month Strand Strand Unit

September Sending – Receiving- Travelling

October Games Creating and playing games

Understanding and appreciation of games

November Exploration. Creation and performance of dance

December Dance Understanding and appreciation of dance

January Movement

February Gymnastics Understanding and appreciation of gymnastics

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Physical Education Méan Fomhair 2018- Meitheamh 2019

March Running – Jumping – Throwing

April Athletics Understanding and appreciation of athletics

May Walking – Cycling – Camping Activities

June Outdoor and adventure activities Outdoor Challenges

Aquatics Orienteering

Understanding and appreciation of outdoor

adventure activities

STRANDS & LEARNING ACTIVITIES & SKILLS

STRAND UNITS
DANCE
 Explore more complex movements of different body parts and body actions.
 Exploration, creation &
 Explore further movement with an awareness of different body shapes, levels, pathways and directions in
performance of dance
space.
 Create, practise and perform a partner dance with a clear beginning, middle and end.
 Create and perform a group dance using the technique of unison (all dancers moving at the same time) and
introducing canon (dancer A performs a movement; dancer B follows).
 Explore strong and light movements, sudden and sustained movements.
 Perform a selected Irish dance and a folk dance that use frequent changes of formation.
 Perform to music showing increasing sensitivity to rhythms, phrasing and dynamics.
 Moving in space safely with others.
 Develop increased poise, balance and coordination while moving and stopping

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Physical Education Méan Fomhair 2018- Meitheamh 2019

 Develop an awareness of the need for focus and concentration in dance

 Watch the dance of others with courtesy and respect and observe, describe and discuss own dance and
the dance of others.
 Understanding & appreciation  Interpret a mood or emotion seen in a dance.
of dance

APPROACHES AND RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION

METHODOLOGIES  Outdoor space/  Teacher observation  Grouping-pair work AND LINKAGE
Classroom  Teacher-designed tasks  Peer tutoring.  Music -
 The direct -teaching
 CD player rand music,  Pupil profile cards  Co-operative groups. Listening
approach
stick figure illustration,  Demonstrations by and
 The guided – discovery
ping pong ball, a balloon, teachers, coaches and responding
approach
bubbles etc. peers.  Visual arts
 Integrated approaches
 DVD detailing movements  Breaking instructions – art work
of selected Irish and down into steps. as a
folk dance. stimulus
 Primary School for dance
Curriculum (P.E. p.40-41)  History –
Local
studies –
Feasts and
festivals in
the past
 SPHE –
Feelings
and
emotions

STRANDS &
STRAND UNITS LEARNING ACTIVITIES & SKILLS

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Physical Education Méan Fomhair 2018- Meitheamh 2019

GAMES
 Sending, receiving &  Develop and practise a range of ball handling skills
travelling o Chest pass
o Bounce pass
o Overhead pass
o Shoulder pass
o Dribbling
o Throwing at or into a small target
o Throwing and catching a large ball while moving
 Develop and practise a range of kicking skills
o Dribbling around obstacles
o Kicking a ball on the ground
o Kicking from the hand
o Passing and shooting the ball at a target
 Develop and practise a range of carrying and striking skills
o Racquet grip
o Bouncing a ball on a racquet in the air (forehand and backhand alternatively) without allowing it to
touch the ground; as above while moving.
o Striking and dribbling around obstacles using an unhook stick
o Striking a ball using a racquet to a partner, who strikes it back with the ball bouncing once between
each strike.

 Creating & playing games  Develop an understanding of the tactics and strategies for use in mini games
o Dispossession skills, evading and marking an opponent. This will include the playing of small-sided
games through the station teaching approach.

 Understanding &  Develop an increased understanding of use of space

appreciation of games o Moving to an open space away from an opponent and seeking a pass; Moving to receive a ball
o Improving control of movement skills relevant to games
 Discuss and improve control of movement skills relevant to games
o Starting

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Physical Education Méan Fomhair 2018- Meitheamh 2019

o Stopping
o Changing speed
o Running
o Jumping
 Discuss and agree on the rules necessary.

APPROACHES AND RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION AND

METHODOLOGIES  Yard  Teacher observation  Grouping-pair work LINKAGE
 Mini balls of different  Teacher-designed  Peer tutoring.  History –Local
 The direct -teaching
types tasks  Co-operative groups. studies –Games
approach
 Unhook sticks  Pupil profile card  Demonstrations by and pastimes in
 The guided – discovery
 Skipping ropes teachers, coaches and the past
approach
 Cones peers.
 Integrated approaches
 Bibs  Breaking instructions
 Station teaching
 Stopwatch down into steps
 Buntus Activity cards
for the tasks in the
lessons
 Racquets, tennis balls
etc.
 Primary School
Curriculum (P.E. pgs.43
– 44)
 Teacher Guidelines
(pgs. 86,87)

APPROACHES AND RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION AND

METHODOLOGIES  Primary school  Teacher observation  Grouping-pair work LINKAGE

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Physical Education Méan Fomhair 2018- Meitheamh 2019

 The direct -teaching curriculum (P.E.  Teacher-designed  Peer tutoring.  SPHE- Safety and
approach p62-64) tasks  Co-operative groups. protection
 Integrated approaches  Pupil profile cards  Demonstrations by  Safety in the water
teachers, coaches and and hygiene practices
peers. related to using a pool
 Breaking instructions  Music based on water
down into steps and the sea
Strands &
Strand Units Learning Activities & Skills
ATHLETICS
 Walk/jog and run over distance in a non-competitive setting for periods extending from 30 seconds to 3
 Running mins. –
 vary the pace
 Sprinting
o Practise reaction sprints and standing starts
o Develop good acceleration and finishing technique
 Relays
o Practise baton change over technique while stationary, with a partner, developing into practice with a
team of four in a straight line
o Hurdling
o Practise the technique of hurdling
o Develop the lead leg and running three strides between the hurdles

 Explore skipping activities individually and as a group

 Jumping  Various ways of jumping e.g. off one foot and landing on two
 Practise the standing jump for distance
 Develop a short approach run when taking off on one foot
 Practice jumping heights over an obstacle -40 cm height approx... – (scissors technique)
 Hurdles

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Physical Education
 Throwing
 Understanding &
appreciation of athletics
APPROACHES AND
METHODOLOGIES
 The direct-teaching
approach
 The guided–discovery
approach
 Integrated approaches
 Station teaching
Rang:5ú / 6ú Múinteoir: Bean Uí Dhufaigh
Méan Fomhair 2018- Meitheamh 2019
 Develop an over-arm throw (javelin) from a standing position using a beanbag or foam javelin
 Develop a short approach run before releasing the throwing instrument
o Take three or five strides before releasing the foam javelin or bean bag
 Begin to throw 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.
 Develop an understanding of pace
o Vary pace from walking to jogging
 Describe and discuss movement and ask questions about it
o Discuss the effect of lengthening the approach run/ the effect of running three strides between
each hurdle.
 Measure an achievement
o Compare the length of a standing long jump to a jump with an approach run.
 Develop an understanding of the rules of athletics
o Rules for baton change over
o
RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION AND
 Yard, field  Teacher observation Grouping-pair work LINKAGE
 Cones, relay batons,  Teacher-designed tasks  Peer tutoring.  Mathematics:
beanbags, foam  Pupil profile cards  Co-operative groups. Measures
javelins, medium sized  Demonstrations by  History –
balls or discus teachers, coaches and Famous Irish
 Primary School peers. athletes
Curriculum (P.E. pgs.  Breaking instructions
38-39) down into steps
 Teacher Guidelines
(pgs. 51, 58 & 59)
 Buntús Cards
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Physical Education Méan Fomhair 2018- Meitheamh 2019

Strands &
Strand Units Learning Activities & Skills
GYMNASTICS
 Create a sequence of movements to develop body awareness and control with appropriate variations of
 Movement direction, pathway, levels, speed and effort on the floor and on apparatus.
 Increase control in take-off and landing.
 Select and link a range of gymnastic (movement) actions to travel on the floor and on apparatus.
 Produce and perform a sequence with a partner on the floor and on apparatus.
 Improve quality in body performance, body tension and body shape.
 Practise and perform a range of skills including forward roll, backward roll with control and begin to
practise the handstand.
 Create and develop their own sequences with a partner.

 Understanding & appreciation  Discuss movement and ask and answer questions about it
of gymnastics  Develop the ability to lift, carry and place apparatus correctly and safely
 Develop awareness of others when using apparatus

APPROACHES AND RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION AND

METHODOLOGIES  Class  Teacher observation  Grouping-pair work LINKAGE
 Matts, benches,  Teacher-designed tasks  Peer tutoring.  Mathematics:
 The direct -teaching
climbing frame and  Pupil profile card  Co-operative groups. Exploring
approach
horse  Demonstrations by symmetry,
 The guided – discovery
 Activity cards for teachers, coaches and angles, shapes
approach
section 2 at end of peers. etc.
 Integrated approaches
lesson  Breaking instructions  SPHE –Myself
 Station teaching
 Activity cards for down into steps. –Safety and
development at end of protection
lesson  Music –
 Primary School (pg. Listening and
42) responding

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Physical Education Méan Fomhair 2018- Meitheamh 2019

 P.E Teacher Guidelines

(pg. 80)

Strands &
Strand Units Learning Activities & Skills
Outdoor & Adventure Activities

 Walking  Exploring the locality (with appropriate tasks set for completion along the route)
o School environment
o Phoenix Park
o Local village and environs
 Orienteering
 Develop the ability to draw a plan, and introduce drawing of controls on a plan.
 Introduce ‘Score orienteering’ in the classroom
 Undertake a journey, following a chosen route and marking it on a plan
 Choose a route and lead a partner, who draws the route taken on a plan.
 Recognise and find familiar features from photographs, and record symbols on a control card
 Introduce ‘Star Orienteering’ (using a map)

 Outdoor challenges
 Select suitable activities from the walking activities and outdoor challenge sections
 Undertake simple co-operative (trust) activities

 Understanding & appreciation
of outdoor & adventure
activities
APPROACHES AND
 Develop positive attitudes toward caring for the environment e.g. disposing of litter appropriately; Green
School Committee’s endeavours.
 Using group work and collaborative learning to plan, observe, describe and discuss outdoor activities
 Having the knowledge of the safety aspects of the activities taken
 Encouraging leadership skills and team building
 Appreciation of the outdoors and how it encourages a healthy lifestyle
RESOURCES ASSESSMENT DIFFERENTIATION INTEGRATION

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Physical Education Méan Fomhair 2018- Meitheamh 2019

METHODOLOGIES  Large space indoors  Teacher observation  Grouping-pair work AND LINKAGE
or outdoors  Teacher-designed tasks  Peer tutoring.  Geography-
 The direct -teaching
 3 sets of 6 space  Pupil profile cards  Co-operative groups. A sense of
approach
markers –cones, 6  Demonstrations by place and
 The guided – discovery
letters 3 sets teachers, coaches and space; Maps
approach
 N sign peers. Globes and
 Integrated approaches
 Master plan  Breaking instructions graphical
 Route sheets down into steps skills;
 Answers Sheets Environmenta
 Clip boards, pencils l awareness
and paper and care
 Control cards,  Science -
controls and crayons Environmenta
 Snake Walks l awareness
 Photographs and care
 Maps of playground  History –
and school heroes in
 Matching cards –map sport
symbol –laminated through the
 Primary School ages. History
Curriculum (P.E. pgs. of
45-46, 51) achievement
 P.E Teacher and changes
Guidelines (pgs. 91- through the
93, 139) ages
Explorers
 SPHE –
Myself and
the wider
world
 English: Oral

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Physical Education Méan Fomhair 2018- Meitheamh 2019

language
 Gaeilge ó
Bheal; ag
leanúint
treoracha
 Science: The
Human Body
 Maths: Time
peed
Distance
Shape and
Space
Measures
 Music:
Listening and
responding
through
movement
 Art:
Stimulus for
creative
activities e.g.
construction

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