Active School Flag

 

The Active School Flag (ASF) initiative is a Department of Education and Skills initiative (DES) supported by Healthy Ireland (HI) which aims to get more schools, more active,more often. It is awarded to schools that strive to achieve a physically educated and physical active school community. ASF forms part of the National Physical Activity Plan and the Healthy Ireland vision where everyone can enjoy physical and mental and well-being to their full potential,and where well-being is valued and supported at every level of society and is everyone’s responsibility. 80% of Irish children, currently, are not active enough (Children’s Sport Participation and Physical Activity Study,2010). They are present in every classroom in the country. ASF provides schools with a template to get their whole school more active, within the confines of the school day, with an emphasis on FUN and INCLUSION.

While we feel a lot of physical activity goes on in our school, our challenge will be to encourage the whole school community to enjoy physical activity. The ASF requires schools to review and self-evaluate their current provision under three areas; Physical Education, Physical Activity and Partnerships. If we can say yes to all of the criteria in these areas we will be awarded a flag and we will have got the whole school more active. This is our aim for this school year to become more active.

The P.E. Curriculum 

There are 6 strands in the P.E. curriculum:

• Athletics

• Dance

• Games

• Gymnastics

• Outdoor and Adventure

• Aquatics

Each class participates in a minimum of one hour timetabled physical Education per week. Pupils take part in lessons that cover the strands of the Physical Education Curriculum – Athletics, Dance, Games, Gymnastics and Outdoor and Adventure activities. Third class take part in the aquatics strand and have completed a block of swimming lessons this year. PE lessons take place in the hall and in the playground and school grounds. If you wish to take a look at the curriculum, it can be found on the NCCA website.

Gymnastics

 

As part of the Active School Flag Program, we have chosen Gymnastics as our focus strand. All classes took part in a six week block and the hall was set up by our committee with all the equipment needed. We focused on developing our skills of jumping, landing and balancing as well as progressing in a variety of rolls such as the pencil, teddy bear, forward, backward and James Bond!. All teachers on the staff took part in a gymnastics course as part of Croke Park with the PDST which was alot of fun.

Swimming

 

As part of the Aquatics strand, children from third class visited a local swimming pool, where they developed a selection of swimming strokes, learned how to stay safe in the water and participated in lots of water based ball games. They worked very hard and had lots of fun learning from the very experienced instructors.

Athletics

 

With our new running track open for business, all of the children have thoroughly enjoyed developing their running techniques out on the track. As part of the athletics strand, children have been using this fantastic resource to take part in  long distance running, sprints, jogging, walking, hurdling and relays as part of their PE lesson. As well as this, we have also been implementing the daily mile, run around Europe Challenge, run to Lapland challenge and run before school challenge during the year. We have noticed a huge change in the fitness levels in our school.

Games

 

Hurling, Gaelic and Football:

Manus and Leo, our local football and hurling coaches, have been working with us all year to help develop a range of skills in  ball handling, kicking, carrying and striking. Master Mc Gowan and Master Kelly have organised lunch time leagues with the senior classes in the hall at break-time. Many of our senior classes have also been involved in blitzes and games throughout the year. We are very lucky in St Aengus NS to have all of this support.

Playground Games

Students from sixth class took on the role of playground leaders. they were responsible for teaching each class a traditional playground game that was then played altogether as a whole school during small break. Some of the games that were included were team tag, toilet tag and stuck in the mud. It was a huge success and well done to sixth class who did a fantastic job!

Dance

 

A local dance teacher visited our school for a number of weeks to deliver dance lessons to all classes. Every week each class learned a specific dance and at the end of the block we all came together to perform a whole school dance in the hall. Parents were invited along and everybody had lots of fun. We also took part in Dancing December, every day during the month of December all classes danced in their classrooms using the fantastic GoNoodle website. The twelve days of christmas and crazy santa were some of the favourites! As part of Seachtain Na Gaeilge, students from second class took part in Céilí dancing, bhí sé sin go h-iontach!

 

 

 

Active Flag Committee

 

our Active Flag committee were established at the start of the school year and consist of twelve students in total, three each from third class up to sixth. They have been working hard all year making our school become an even more active school then it already is. They have been involved in implementing numerous initiatives and have done a fantastic job. Well done!

Active homework

 

Every second Thursday, children were given active homework. Members from the active committee visited the classrooms on the day to inform everyone what activities to do at home. We used the Super Troopers book to get our ideas. As part of Active Week children are given active homework every night.

Active school walkway and running track

 

Our running track was officially opened by our active flag committee members and the Mc Daid family in December of this year. The area at the front of our school was going through a makeover! and our amazing committee members came up with the fantastic idea of including a running track around the green area while the diggers and builders were on site. They had a meeting with the principal, who then brought the idea to the builders. We were over the moon when we got the go ahead! We are so lucky to have such an amazing resource in our school, which we continue to use every single day since it has been opened! Many thanks to the Active Committee and the Mc Daids who made this happen.

 

                                   

PE equipment and storeroom

 

Our active committee members carried out an audit of all of the PE equipment at the beginning of the year. They then organised and tidied up the store room and put everything back neatly. They made labels that were then attached to the front of each area. They have been keeping an eye on it throughout the year to ensure that it is kept tidy and everything is in its correct place. We also invested in some new PE equipment.

 

 

Our Active School Motto

 

Our Active Flag committee ran the school motto competition at the start of the year. Every class from 2nd up to 6th had a chance of coming up with their own active motto, with a homework pass for the winner. We had some fantastic entries and it was hard to choose, but the committee decided on “healthy children we aim to be, being active is the key”!  Posters were stuck up around the school to ensure that we are reminded of it every day.

move well move often

a number of staff have participated in the move well move often workshops and have informed other members of staff of its importance to the pe curriculum. it focuses on developing the 15 fundamental movement skills of • Walking, Running, Hopping, Skipping, Jumping for height, Jumping for distance, Dodging, Side stepping, Balancing, Landing, Catching, Throwing, Kicking, Striking with the hand and Striking with an implement.

 

 

 

 

 

 

Whole School Plan        Physical Education

Introductory Statement and Rationale

 

Introduction

The PE plan for St. Aengus’ N.S. has been updated this year, 2018-2019 as part of the ‘Active Flag Process’ by the principal and teaching staff. The plan has been approved by the teachers, BOM and supported by parents. It will be reviewed periodically.

 

Rationale

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.

 

Vision and Aims

 

(a) Vision

We seek to assist the children in our school in achieving their potential through the opportunities they receive to participate in activities drawn from the strands of the P.E. curriculum. We also seek to encourage children to lead active healthy lives by encouraging physical activity through out the school.

 

(b) Aims                                                          

We endorse the aims of the Primary School Curriculum for PE

• 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 by implementing the ‘Move Well Move Often Programme’.
• 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.
• To foster a culture of active participation from all students regardless of sporting ability.

 

 

The Broad objectives of the PE curriculum have been considered. (See Appendix 1)

 

1. Strands and Strand Units

The strands/strand units/content objectives for the relevant class level(s) are found on the following pages:

• Infant classes pp. 16-23
• First and Second classes pp. 24-34
• Third and Fourth classes pp. 38-46
• Fifth and Sixth classes pp. 48-59
• Aquatics: Junior Infants-Sixth pp.62-64
• Each teacher will make him/herself familiar with the curriculum objectives for his/her class
• (The school will use the PE plans prepared by the Primary School Sports Initiative (PPSI). A list The school will also use the PE lesson plans prepared by the Primary School Sports Initiative.

of teaching resources will be available which have been distributed to all class teachers.

• Teachers will choose a range of activities for all strands for each class. Where possible, children will have access to the following five strands each year – Athletics, Dance, Gymnastics, Games, Outdoor and Adventure Activities. Children in third class will complete the aquatics strand where they visit a local swimming pool.
• We will endeavour to create a PE rich environment in the school through the compilation of suitable Videos, DVDs, CDs, Websites, Posters, Photographs, Newspaper cuttings etc. These will be used to raise children’s awareness of various forms of physical activity and as a way of developing an understanding and appreciation of the strands of the curriculum
• We will ensure there is continuity and progression from class to class by:
• Developing appropriate warm-up activities for indoor and outdoor work at each level – with strand specific mobility, strengthening and flexibility exercises appropriate to each class level.
• We will record the content covered at each level which will briefly detail the level of engagement with each strand (Cúntas Míosúil )

 

2. Approaches and methodologies

• We will use a combination of the following approaches:

• Direct teaching approach[1]
• Guided discovery approach[2]
• Integration[3]

We will use methods that encourage maximum participation by the child through group work:

• Individual, pair, group and team play[4]
• Station teaching[5]
• Using a play area divided into grids[6]

Structure of a PE lesson:

 

Warm Up         pulse raising activities, stretches and mobility exercises

 

Main Activity – running, jumping, throwing, rolling, striking an object, kicking, playing small sided games, orienteering, dancing etc .

 

This main activity will take place at Individual, pair and small group levels

 

Station teaching will be used to teach a specific skill and to enable the children experience a variety of activities in the PE lesson

 

We will divide our hall/play area into Grids to allow for small group activity to ensure all children will be involved

 

Cool Down: slower activities to reduce heart rate and prepare children for their return to the classroom

3. Assessment and Record Keeping

The School’s Assessment & Record Keeping Policies are available in the school office.

(Refer to PE Curriculum pp. 68-74, Teacher Guidelines pp. 98-100)

The teachers in the school constantly assess in the PE lessons delivered as we identify progress and difficulties.

• We will assess
• Willingness to participate in activities
• Readiness to engage with a certain activity
• The level of competence of a child in carrying out an activity
• Interest in and attitude to activity
• Willingness to cooperate in individual, pair and group activities
• Our assessment tools are:
• Teacher observation
• Teacher-designed tasks
• Assessment is used to provide information on individual children, assist the teacher in planning a programme and facilitates communication with other teachers, parents and other professionals.
• Assessment for learning to provide feedback to children, improve learning and inform practice
• Assessment of learning which helps to identify the milestones children reach and the progress they make to report to parents, other teachers and the children themselves.
• Assessment as learning involves teaching the children how to self assess and peer assess. It will be necessary for pupils to be reminded of what they are looking to assess e.g. types of jumps used, change of directions, arm and leg action when running
• Information gleaned from assessment is shared with children/parents/colleagues.

 

4. Children with different needs

• Teachers will endeavour to support and ensure the participation of children with special needs by planning to include all children in PE activities. This will mean we have to focus on the abilities of each child. We will refer to the Draft Guidelines for Teachers of Students with General Learning Difficulties produced by the NCCA.

 

SAMPLE: POTENTIAL AREAS OF DIFFICULTY FOR STUDENTS WITH MILD GENERAL LEARNING DISABILITIES[7]

 

Potential area of difficulty	Implications for learning	Possible strategies
• fitness levels	It may be necessary to set targets to improve fitness.	• include active warm ups and drills for skills practice • vary activities in the lesson to include the use of gross motor skills; regular short periods of exercise daily; cooling down exercises and consultation with parents/guardians
• listening and responding	The student may have difficulty with short–term memory and concentration span.	• keep instruction simple and clear. Students repeat instruction. • demonstration(s) of task; verbal analysis of task; student performs task; teacher affirms task • move to new instruction regularly
• co-ordination and balance	The student may have difficulties in fine and gross motor skills in all strand areas.	• teach suitable gait for skill, for example, throwing and catching a ball, jumping and landing, balancing. • give good visual demonstrations • reaffirm good examples and practices • use additional equipment to suit the needs of the student, for example softer balls, larger target • provide physical support to student in performing skill, for example, jumping
• spatial and body awareness	There may be safety issues for students engaging in movement exercises.	• provide suitable group arrangements; restrict area of movement; plan for the student to engage in follow the leader, and copying and contrasting exercises • use specific body parts in exercises e.g. make a shape with the upper part of the body
• left–right orientation	It may be necessary to include regular exercises with these movements.	• include warm-up exercises/stretches. Students mirror actions of peers or teacher: O’Grady says; Follow the leader • include exercises with equipment using both sides of the body
• behaviour	This will necessitate the smooth progression of lesson structure with clear instructions.	• establish routine format for class and the expectations of desired behaviors • ensure that the student is suitably placed in the class for optimum learning • check that the student is attending by reinforcing and questioning • involve the student where possible in demonstration • encourage the student and assign tasks opportunities for success
• social integration.	Keep appropriate balance between cooperative and competitive activities. Foster enjoyment of activities with others. Encourage individual student’s interest in particular aspects of the strands.	• group student(s) appropriately • use co-operative fun activities regularly • give encouragement and acknowledge good effort • set appropriate skill development level commensurate with students’ ability level • set reasonable targets for co-operative activities (individual and group).

• The School Enrichment Programme produced by Special Olympics Ireland to mark the occasion of the World Games in Ireland may be used as a useful reference – specialolympics.ie
• We will also plan to include children who may have physical disabilities by planning to include them in all PE activities and by adapting the activities as necessary.

 

General Adaptation Suggestions[8]

 

Equipment: Larger/lighter bat Use of velcro Larger goal/target Mark positions on playing field Lower goal/target Scoops for catching Vary balls (size, weight, color, texture)	Rules Prompts, Cues: Demonstrate/model activity Partner assisted Disregard time limits Oral prompt More space between students Eliminate outs Allow ball to remain stationary Allow batter to sit in chair Place student with disability near teacher
Boundary/Playing Field: Decrease distance Use well-defined boundaries Simplify patterns Adapt playing area (smaller, obstacles removed)	Actions:Change locomotor patterns Modify grasps Modify body positions Reduce number of actions Use different body parts
Time: Vary the tempo Slow the activity pace Lengthen the time Shorten the time Provide frequent rest periods	Bowling Simplify/reduce the number of steps Use two hands instead of one Remain in stationary position Use a ramp Use a partner Give continuous verbal cues
Basketball Use various size balls (size, weight, texture, color) Allow travelling Allow two hand dribble Use larger/lower basket Slow the pace, especially when first learning If student uses wheelchair, allow him/herself to hold ball on his lap while pushing wheelchair Use beeper ball, radio under basket for individual with visual impairment
Soccer Use walking instead of running Have well defined boundaries Reduce playing area If student uses a wheelchair, allow him/herself  to hold ball on his lap while pushing the wheelchair Use a deflated ball, beeper ball, brightly colored ball Use a target that makes noise when hit
Volleyball Use larger, lighter, softer, bright colored balls Allow players to catch ball instead of volleying Allow student to self toss and set ball Lower the net Reduce the playing court Stand closer to net on serve Allow ball to bounce first Hold ball and have student hit it	Tennis Use larger, lighter balls Use shorter, lighter racquets Use larger head racquets Slow down the ball Lower the net or do not use a net Use brightly colored balls Hit ball off tee Allow a drop serve Stand closer to net on serve Do not use service court Use a peer for assistance

• Children with exceptional ability/talent for PE will be encouraged and supported by acknowledging their talents and creating additional challenges for these children in the strands of the PE curriculum they excel in. These challenges will be based on the activity being pursued by the rest of the class. In addition, the children will be encouraged to maximise their talent by forging links with local clubs (if links have not been established already) so the child(ren) can bring their talent to a higher level. The children with exceptional ability will, on occasion, be encouraged to assist their classmates in achieving proficiency in the activities they are undertaking.

All children will be encouraged to participate in all PE activities through the use of co-operative fun activities. We will also give encouragement and acknowledge good effort wherever possible. Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance. Reasonable targets will be set for all children at individual, pair and small group levels.

 

6. Equality of participation and access

(Refer to school’s Equality Policy).

 

Due to the increased enrolment of children from other countries in Irish schools, it is vital to help these children integrate. P.E. provides great opportunities for this integration

• The Dance strand of the curriculum will be used to introduce dances from other cultures in the area of folk dance. The children from other countries will also appreciate the folk dances which are an integral part of our Irish culture.
• Large sporting events such as the Olympics, World Cup, Special Olympics etc will be used to look at the customs and sporting culture of some of the participating countries.
• Introduction of games from different countries to children in the school, yet at the same time acknowledging the special place that Gaelic Games hold in our culture. Gaelic Games will be given particular consideration as part of the Games programme[9]

 

• Every child will have access to all PE activities provided by the school and lack of financial resources on behalf of the child will not hinder their participation.
• In line with Department of Education and Science recommendations, it is the policy of St Aengus’ N.S. not to charge for in-school curricular activities. However, when organising the aquatics strand, this school is unable to meet the cost of running an adequate aquatics programme. As a result, the B.O.M. has given permission to charge a nominal fee to each child.

 

7. Linkage and integration

• Linkage and integration:
• Linkage can take place within physical education in that many activities transcend strands and are of benefit to the child irrespective of the strands or subjects being covered. Within the content of the curriculum, footnotes below the strand units suggest where linkage and integration might take place in the PE class.

 

• Theme based activities will be used to support integration especially in the gymnastics strand where the language of movement can be developed in tandem with the practical activities under the theme of travelling. Further language development can take place under the theme of balance. Mathematical concepts in fifth and sixth class can be developed with the theme of symmetry and asymmetry in the PE class.

 

• Language:
• The effective use of questioning from the teacher will develop the vocabulary associated with PE. Allowing the children to analyse their own performance will allow them understand and appreciate the activities of PE better and thus physically educate themselves in a more meaningful way – as opposed to something that just happens with time.
• Bainfidh na muinteoirí usaid as gaeilge nuair atá said ag muineadh rince gaelach

8. Timetable

In this school all classes will have one hour of PE per week . 3^rd class will be timetabled to attend swimming lessons for a sixteen week period during the school year.

(In this school all classes will have one hour of PE per week . Below is an example of the grid used for all classes.

The Outdoor and Adventure activities are done at a time when it is hoped the weather will be fine and will allow the PE lessons to be based outside.

Specialist external coaches will be rotated evenly between all the classes.

 

September-October	November-December	January-March	April-June
Games	Dance	Gymnastics	Games
Athletics	Gymnastics	Dance	Outdoor and Adventure activities
	Aquatics	Games	Athletics
Sample plan of work for PE for infant classes[10]
September-October	November-December	January-March	April-June
Games	Dance	Aquatics	Games
Athletics	Gymnastics	Gymnastics	Athletics
Aquatics	Aquatics	Dance/Games Aquatics	Outdoor and Adventure activities Aquatics
Sample plan of work for PE for first to sixth classes[11]

 

The school will also use the PE lesson plans prepared by the Primary School Sports Initiative.

 

 

9. Code of Conduct

• The school is responsible for ensuring that all those involved in teaching are aware of their different, although complementary, roles. The teacher must retain overall responsibility for planning, organisation, control and monitoring, to ensure that the child’s physical activity coherent, consistent, progressive and controlled.
• If coaches from a local or a national sporting organisation are invited into the school to work with the children as part of their PE class, they will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school. They will not replace the class teacher and ultimate responsibility for the class lies with the class teacher. The class teacher will, in turn, support the coach on certain occasions when this will lead to maximum benefit for the children in the class.
• Any coaches working in the school context will be expected to adhere to the Code of Ethics of Irish Sport, produced by the Irish Sports Council. ‘Adults interacting with children in sport (referred to as Sports Leaders in this Code) are in a position of trust and influence. They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions in sport should be guided by what is best for the child and carried out in the context of respectful and open relationships. Verbal, physical, emotional or sexual abuse of any kind or threat of such abuse is totally unacceptable within the sport, as in society in general’[12]
• If there is a suspected case of child abuse in the class (even if it becomes apparent in the context of a PE class), all teachers will adhere to the Department of Education and Science Child Protection Guidelines to be used with the ‘Children First Guidelines’ produced for all personnel working with children.

 

10. Extra-Curricular Activities

The school provides opportunities for children to participate in a range of extra-curricular sporting activities which take place both during and after school, which are provided by teachers, coaches and parents.  All children of relevant age to the activities being offered will be invited to attend. These activities will adhere to the general principles of the PE curriculum of the school as follows:

• The importance of enjoyment and play
• Maximum participation by all children
• The development of skills and understanding
• A balance between competitive and non-competitive activities
• A balance between contact and non-contact activities
• Providing opportunities for achievement for each child

 

*  G.A.A. games training

Boys and girls receive coaching from two external coaches who come to the school for two hours a week throughout the year. The children also trained by two teachers after school and they enter a number of competitions organized by Cumann na mBunscoil, including indoor and outdoor hurling and football.

 

*  Soccer training

The children receive training during the duration of games at the Aileach Football club.

Lunchtime leagues are provided throughout the year for a range of class groups.

 

*  Athletics training

Children participate in cross-country and track athletics events at local, county and provincial levels. The children undertake trials to qualify for these events and receive training at lunchtime in the weeks leading up to the events.

 

*Sports for All Day

This is held during the final term and is organized by the teaching staff and the children in his class. Various sporting activities are organized around the school grounds and the different classes come out to take part during the day.

11. PE Equipment

 

• The school is well stocked with P.E. equipment, which can be found in the sports hall. A comprehensive range of equipment is necessary to teach a balanced programme of physical education.
• All teachers have equal access to the sports equipment to use in the course of their lessons, but it is the responsibility of each class teacher to ensure that all equipment is returned to sports hall after each lesson. Any breakages and losses have to be reported to the principal as soon as possible. Each teacher will be given a copy of the equipment list and will be informed of any changes to it throughout the year.
• The principal, in consultation with the staff, will have the responsibility to purchase the PE equipment for the school and to apply for equipment from different organisations who give free equipment to schools
• The BOM, on the recommendation of the Principal, will sanction a budget for updating of PE equipment annually – subject to funds being available. The Principal will also request additional funds from the Parents Association.

 

 

12. Health and Safety

Issues identified as being health and safety issues in a PE context include warm-up at the start of all physical activity, practising in confined spaces, use of equipment, accidents, supervision, activities involving the whole school yard, procedures for dealing with accidents …etc

It is important to acknowledge from the beginning that while the following procedures will eliminate unnecessary hazards they cannot remove all risks due to the physical nature of the subject. When engaging children in PE all members of staff will ensure that the following safety aspects will be taken into consideration

• All children have to wear suitable footwear and clothing during a PE lesson. Children will be encouraged not to wear jewellery during a PE lesson.
• The equipment used will be suitable in size, weight and design to the age, strength and ability of the child and be of good quality and in good repair.
• Children will be taught how to lift and carry all PE equipment safely
• In all PE lessons, children will warm up and cool down. This develops good practice and the children will return to class relaxed after activity.
• Should an accident occur in the PE lesson we will follow the procedures outlined for other accidents in our Health and Safety policy.
• A first aid kit is kept in the old kitchen. A second portable kit is available for children participating in sporting activities outside of the school.

 

13. Individual teachers’ planning and reporting

The whole school plan and the curriculum documents for PE will lay out the structure and format that teachers will follow in addition to the aims and objectives of the primary school curriculum. While these documents are vital for planning, it is important that teachers do not rely on them exclusively as it is necessary to adapt the PE plan to their own class level and experience. It is vital that all teachers plan individually while at the same time ensuring that their class plans co-ordinate and feed into the overall school plan.

Teachers will plan based on the strands as outlined on the yearly timetable in Section 8 and can explore the use of themes in their planning especially in Gymnastics where themes such as balance and travel can provide a great stimulus for lessons (Refer to pp. 34-35 Teacher Guidelines)

The Cúntas Míosúil will be very relevant in reviewing and developing the school plan for the following years. Once the individual cúntas míosúil have been evaluated it should be obvious to the staff which elements of the curriculum are being implemented and which strands need more attention.

 

14. Staff development

 

The principal will take responsibility for monitoring developments in PE. Current research, reference books, resource materials and websites dealing with PE., such as  www.pcsp.ie and www.irishprimarype.com have definite links to the curriculum and PE in Ireland. The school has relevant resource material which will aid the teachers in their development and implementation of the PE curriculum and we endeavour to build it.

If the need arises, we will ask our local Education Centre if they can organise a course on a particular area of PE we think we need more training on. The staff members attending extra courses will be encouraged to share their new ideas with the rest of the staff. Like all other areas of the curriculum, time is allocated at each staff meeting for regular updates to all staff on the different areas and initiatives that are taking place inside and outside school

Teachers can benefit from their interaction with the local sports coaches e.g. G.A.A. who provide coaching in the locality. Any coaches invited into the school will be there to support the teacher with a view to promoting good practice.

15. Parental involvement

 

We ask all parents to support their children to participate in all strands of the PE curriculum. We ask parents with recognised areas of expertise in the area of PE and/or Sport to support us in our efforts if their talents will be of benefit. At all times the class teacher will be present and will retain ultimate responsibility for the class. We encourage them to become involved in our Active School Week or any initiative we will organise. We will encourage sporting endeavour at all times.

In order to partake in school sport, we may need the assistance of parents in supervising children at sporting events. In the event of an emergency, we may need the assistance of parents in transporting children. As with any curricular plan in the school, parents can inspect it in the office/online.

 

16. Community links

We are very much aware of the school’s role in the community and we are also conscious of the fact that the expertise of people in the community is an invaluable resource to any school.  

The school maintains links with a variety of local clubs. Local sports organisations offer to provide coaching of particular sports as part of the physical education programme.  We avail of these services when the need arises and the coaches are made aware of the school policy regarding the implementation of physical education.  The coaches are aware that they assist and support during physical education lessons, but the class teacher retains overall responsibility.

 

How will we know that the plan has been implemented?

Teachers’ preparation will be based on this plan and the planning of individual teachers will feed into the overall school plan. Therefore, the school plan needs to be reviewed on a regular basis.

Teachers will also be more acquainted with the content and methodologies outlined in the plan. There should be clear progression as children move from class to class.

 

Success criteria

• The importance of enjoyment and play
• Maximum participation by all children
• The development of skills and understanding
• A balance between competitive and non-competitive activities
• A balance between contact and non-contact activities
• Providing opportunities for achievement for each child

Means of assessing the outcomes of the plan include

• Teacher/parent/community feedback
• Children’s feedback regarding the activity level, enjoyment and skill development of the classes
• Inspectors’ suggestions/report
• Second level feedback

 

___________________________________________________________________________________

IMPLEMENTATION   (a)  Roles and Responsibilities Ÿ     B.O.M. – ratify plan & support implementation. Ÿ     Parents – be aware of content of school plan & support P.E. Ÿ     Principal – oversees implementation and supports staff. Ÿ     The principal will co-ordinate the progress of the plan, encourage and accept feedback on its implementation and report to staff on findings Ÿ     Teachers – follow school plan and implement P.E. accordingly. Ÿ     Pupils – co-operate and participate in class lessons. Ÿ     Other staff – be aware of contents of this plan and follow procedures and support class teachers.   (b)  Timeframe Ÿ     Staff will review this plan under the guidance of the principal.

 

RATIFICATION   This school plan was formulated by the principal and staff and ratified by the Board of Management on:                15th January 2019.  It was reviewed and ratified by BOM on 18 February 2019.   Chairperson:___________________________   Date:_______________________   REVIEW This plan will be reviewed on an ongoing basis and/or as the need arises.   This plan was reviewed on ___________________.   This plan was reviewed on ___________________.   This plan was reviewed on ___________________.   This plan was reviewed on ___________________.

Appendix 1 PE Curriculum Objectives 

When due account is taken of intrinsic abilities and varying circumstances, the physical education curriculum should enable the child to

Social and personal development

• experience enjoyment and achievement through movement
• interact and co-operate sensitively with others, regardless of cultural or social background or special needs
• develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
• develop an understanding of fair play and team spirit through participation and competition
• develop positive attitudes towards participation in movement activities
• experience adventure and challenge

Physical and motor development

• develop strength, speed, endurance and flexibility through engaging in a wide variety of activities
• develop agility, alertness, control, balance and co-ordination through movement
• develop personal competence in the athletic skills of running, jumping and throwing
• perform dances with confidence and competence, including simple folk and Irish dances
• develop personal competence in a range of gymnastic movements
• develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations
• apply the skills needed to live and move with confidence in the environment
• build water confidence near, in, on and under water
• develop personal competence in a variety of strokes and water agility

Knowledge and understanding

• develop an understanding and general knowledge of movement activities and derive benefit as a participant and as a spectator
• develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus
• experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions
• develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
• observe, discuss, analyse, interpret and enjoy the performance of movement
• gather, record and interpret information on achievement in movement activities
• be inventive, make decisions, solve problems and develop autonomy through movement activities
• participate in and develop a knowledge, understanding and appreciation of cultural activities through movement
• develop an appreciation of and respect for the environment through participation in activities outdoors

Creative and aesthetic development

• use the body as a means of expression and communication, using a range and variety of stimuli
• create and perform simple dances
• create and play simple games
• develop artistic and aesthetic understanding within and through movement

Development of health-related fitness

• maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style
• understand and practise good hygiene and posture
• appreciate the benefits of relaxation and cope with challenges

Development of safety

• adopt safe practices in all physical activities.

 

 

Teachers Resources

• PSSI folders
• Move Well Move Often Resources
• Busy Breaks
• Go Noodle
• Literacy and Numeracy Trails
• PDST Gymnastics pack

 

 

 

 

 

 

 

 

 

 

[1]              Page 43, PE Teacher Guidelines

[2]              Pages 43,44, PE Teacher Guidelines

[3]              Page 45, PE Teacher Guidelines

[4]              Page 51, PE Teacher Guidelines

[5]              Page 51, PE Teacher Guidelines

[6]              Page 54, Teacher Guidelines

[7]              Page 19, NCCA Draft Guidelines, Book 3 – for Teachers of Students with Mild General Learning Disabilities

[8]              Based on:  http://www.pecentral.org/adapted/adaptedactivities.html

[9]              Page 4, PE Curriculum

[10]             Page 35, PE Teacher Guidelines

[11]             Page 35, PE Teacher Guidelines

[12]             Page 9, Section 1.3, Code of ethics in Irish Sport, Irish Sports Council