Caherconlish N.S. Physical Education Plan
Introductory Statement and Rationale
(a) Introductory Statement
The P.E. plan for Caherconlish N.S. was formulated by the staff of Caherconlish
N.S. in consultation with both the BoM and parents.
(b) 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 1 . 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.
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 throughout the school
(b) Aims
We endorse the aims of the Primary School Curriculum for P.E. 2
● 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.
The Broad objectives of the P.E. curriculum 3 have been considered.
An additional aim that relates to the context of our individual school is the
development of inclusive activities at all times in every lesson.
1 Page 2, P.E. Curriculum, 1999
2 Page 10, P.E. Curriculum, 1999
3 Pages 11,12, P.E. Curriculum, 1999
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- Strands and strand units
● The strands/strand units/content objectives for the relevant class level(s) are
found on the following pages:
Refer to Curriculum (also available on http://www.ncca.ie )
o Infant classes pp. 16-23
o First and Second classes pp. 24-34
o Third and Fourth classes pp. 38-46
o Fifth and Sixth classes pp. 48-59
o Aquatics: Junior Infants-Sixth pp.62-64
Teachers’ Roles
o Each teacher will make him/herself familiar with the curriculum objectives for
his/her class
o Teachers will choose a range of activities for all strands for each class.
Children will have access to the following five strands each year – Athletics,
Dance, Gymnastics, Games, Outdoor and Adventure Activities. Aquatics will
be addressed in the context of the SPHE Curriculum from Junior Infants to
Second Class and through formal swimming lessons from third to sixth class
each year.
o We will endeavour to create a P.E. rich environment in the school through the
compilation of Suitable Videos, DVD’s, 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.
o 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 )
- Approaches and methodologies
● We will use a combination of the following approaches:
o Direct teaching approach 4
o Guided discovery approach 5
4 Page 43, P.E. Teacher Guidelines
5 Pages 43,44, P.E. Teacher Guidelines
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o Integration 6
6 Page 45, P.E. Teacher Guidelines
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We will use methods that encourage maximum participation by the child through
group work:
o Individual, pair, group and team play 7
o Station teaching 8
o Using a play area divided into grids 9
Structure of a P.E. 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 P.E. 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
- Assessment and record keeping
The School’s Assessment & Record Keeping Policies are available in the school
office.
(Refer to P.E. Curriculum pp. 68-74, Teacher Guidelines pp. 98-100)
The teachers in the school constantly assess in the P.E. lessons delivered as
we identify progress and difficulties.
● We will assess
o Willingness to participate in activities
o Readiness to engage with a certain activity
o The level of competence of a child in carrying out an activity
o Interest in and attitude to activity
o Willingness to cooperate in individual, pair and group activities
● Our assessment tools are:
o Teacher observation
o Teacher-designed tasks
o Curriculum profiles in physical education may be used as they
become available
● 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.
7 Page 51, P.E. Teacher Guidelines
8 Page 51, P.E. Teacher Guidelines
9 Page 54, Teacher Guidelines
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o Assessment for learning to provide feedback to children, improve
learning and inform practice
o 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.
o 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
● The assessment criteria used for each activity forms part of class and
school planning.
● Our school policy on record-keeping (in Plean Scoile) informs practice on:
o What is recorded, the maintenance of school records and access to
same.
o The practice of sharing information with children/parents/colleagues
- 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 P.E.
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 10
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
reP.E.at 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
10 Page 19, NCCA Draft Guidelines, Book 3 – for Teachers of Students with Mild General Learning
Disabilities
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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 behaviours - 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 cooperative 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 – http://www.specialolympics.ie
● We will also plan to include children who may have physical disabilities by
planning to include them in all P.E. activities and by adapting the activities
as necessary.
● Children with exceptional ability/talent for P.E. will be encouraged and
supported by acknowledging their talents and creating additional
challenges for these children in the strands of the P.E. 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 P.E. 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.
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- 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 i.e. boules, lacrosse 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 11 - Linkage and integration
(Refer to Curriculum p. 13, 18, 37, pp.45-47 Teacher Guidelines)
● Linkage and integration:
o 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 P.E. class.
o 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 P.E. class.
● Language:
o The effective use of ICT will create opportunities for pupils to
discuss and talk about their own and others’ performance in P.E.
o For example, in the Gymnastics strand the use of a digital camera
will show children what they look like when holding a balance. This
will enhance the possibility of the child achieving better quality
movement in the future as they have a better image of what they
need to do.
11 Page 4, P.E. Curriculum
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o The effective use of questioning from the teacher will develop the
vocabulary associated with P.E. Allowing the children to analyse
their own performance will allow them understand and appreciate
the activities of P.E. better and thus physically educate themselves
in a more meaningful way – as opposed to something that just
happens with time.
Organisational Planning:
- Timetable
In line the Primary Curriculum Framework, 2 hours and 30 minutes will be
allocated each week to P.E and Wellbeing. Class(es) from 3 rd to 6th will be
timetabled to attend swimming lessons during the school year. Below is an
example of a possible 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 P.E. lessons can be based outside.
September-
October
November-
December
January-March April-June
Games Dance Gymnastics Games
Athletics Gymnastics Dance Outdoor and
Adventure
activities
Games
Active School
Week 12
Athletics
Sample plan of work for P.E. for infant classes 13
September-
October
November-
December
January-March April-June
Games Dance Aquatics Games
Athletics Gymnastics Gymnastics Athletics
Aquatics Dance/Games
Active School Week
Aquatics
Outdoor and
Adventure
activities
Aquatics
Sample plan of work for P.E. for first to sixth classes 14
This school will use its discretionary time for the 6 weeks of the pool-based
activities undertaken to facilitate the Aquatics programme in the school – in order
to cover the time travelling to and from the pool.
12
13 Page 35, P.E. Teacher Guidelines
14 Page 35, P.E. Teacher Guidelines
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Content:
o Infant classes pp. 16-23
o First and Second classes pp. 24-34
o Third and Fourth classes pp. 38-46
o Fifth and Sixth classes pp. 48-59
o Aquatics: Junior Infants-Sixth pp.62-64
The school may also use the P.E. lesson plans prepared by the Primary School
Sports Initiative.
● The school will facilitate an “Active School Week” whereby the
discretionary curriculum time for the period in question is used to promote
physical activity for all children in the school encompassing as many of the
strands of the P.E. curriculum as possible.
- Code of ethics
(Refer to school’s Child Protection Policy based on the Department of Education
and Science guidelines accompanying the ‘Children First’ guidelines.
Also refer to SPHE plan; Code of Ethics, Good Practice for Children’s Sport)
● If coaches from a local or a national sporting organisation are invited into
the school to work with the children as part of their P.E. class, they will be
used to support the class teacher in the implementation of some of the
P.E. 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 sport, as in society in general’ 15
● If there is a suspected case of child abuse in the class (even if it becomes
apparent in the context of a P.E. 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. - After school activities
After school activities are organised by the school. 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 P.E. curriculum of the school as follows:
● The importance of enjoyment and play
15 Page 9, Section 1.3, Code of ethics in Irish Sport, Irish Sports Council
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● 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
Below are the following After School Arrangements:
Mr Ryan and Mr. Tynan coach GAA activities to boys and girls after school.
They also coach pupils in preparation for FAI for Five a side Soccer Tournament
Competitions/Leagues/ the school will enter:
Gaelic Football Boys and Girls Cumann na mBunscol East Limerick Leagues
Hurling and Camogie Cumann na mBunscol East Limerick Leagues
5 a side Soccer Tournament
Cumann na mBunscol Blitzes
- P.E. equipment
● Our school has a detailed inventory of equipment and resources available
for P.E. This list is checked and updated at the beginning of each school
year. (See Appendix 1 for Inventory)
● It is stored in specific storage areas in the hall. It is the responsibility of
each class teacher to ensure that all equipment is returned to the hall after
each lesson. Any breakages have to be reported to the principal/ deputy
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 and the staff, will have the responsibility to purchase the
P.E. 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 P.E. equipment annually – subject to funds being available.
ICT
● In order to ensure a P.E. rich environment, the use of the school’s digital
camera will be vital in recording P.E. activities. The display of these
pictures on the notice board will give an opportunity to children to see
themselves and others in action.
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● The use of the digital camera as a diagnostic tool for teacher is extremely
valuable as children can view their own performances while still involved in
a P.E. lesson. They can make immediate changes to the quality of their
movements which in turn will enable them assess themselves in a more
meaningful way. For example, this is particularly true when investigating
the theme of balance in the gymnastics strand. Use will also be made of a
digital video camera from time to time to enable children view their
performance of certain activities in the P.E. classroom. The teachers will
initiate discussion of same with the pupils and field any questions the child
may have as to how the quality of their performance could be enhanced.
● Microsoft Office, Digital Camera software, Publishing Software will be
necessary in the school and most of the software is loaded on the school
computers.
● All internet usage follows the strict guidelines laid down by the school in
our Internet Usage Policy. This covers the use of appropriate software and
the access to safe websites. Teachers will visit websites prior to children
being referred to them and much of the websites will be visited by the
teacher and shown to the children through a data projector.
- Health and safety
(Refer to school’s Health & Safety Policy)
Issues identified as being health and safety issues in a P.E. 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 P.E. 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 P.E.
lesson. Children will not be allowed wear any jewellery during a P.E.
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 P.E. equipment safely
● In all P.E. 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 P.E. lesson we will follow the procedures
outlined for other accidents in our Health and Safety policy.
● Running activities will not finish at a wall or pole
● Best practice is safe practice and the teacher should ensure that the
children understand that the rules and procedures are there for their
safety.
● We will endeavour to have an appropriate surface for the activities in the
P.E. lesson
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● Children will not be forced to do activities they are not physically or
mentally ready for.
The First Aid Kit is kept in Reception and is restocked regularly with items
only recommended by First Aid Personnel. Other portable kits are also
available when children are participating in P.E. outside the school grounds.
The medical conditions of all children are detailed by their parents/guardians
on the school enrolment form. These are then transferred to classroom files
each year. Their parents/guardians will be contacted and if necessary, their
family doctor as outlined on the aforementioned enrolment form. Detailed
leaflets are made available to all staff on specific conditions such as asthma,
diabetes and allergic reactions etc.
- Individual teachers’ planning and reporting
The whole school plan and the curriculum documents for P.E. 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 P.E. 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. - Staff development
http://www.pcsp.ie and http://www.irishprimaryP.E..com have definite links to the curriculum
and P.E. initiatives in Ireland and teachers are encouraged to engage with these
websites in planning and preparation for their lessons. Further school in service
may be arranged as necessary, through the Education Centre locally or the
PDST. 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. - Parental involvement
We will ask all parents to support their children to participate in all strands of the
P.E. curriculum. We will ask parents with recognised areas of expertise in the
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area of P.E. 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 will outline the benefits of the P.E. curriculum at
an information session for parents and stress the difference between P.E. and
sport and 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
transporting children to sporting events. As with any curricular plan in the school,
parents can inspect it in the office.
- 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 including the local GAA,
Athletics and Tennis Clubs.
We will also make reference to famous sports people from our community and
invite suitable people into the school to talk to the children as long as the content
is in keeping with the sentiments of the curriculum. If a local team or individual
has had a notable victory, they will be invited in to the school to share the victory
with the local children.
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
● Children’s feedback regarding the activity level, enjoyment and skill
development of the classes
● Teacher/parent/community feedback
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● Inspectors’ suggestions/report
● Second level feedback
Implementation
The plan be monitored and evaluated every three years. The following will be
consulted in appraising the P.E. plan
o Teachers
o Pupils
o Parents
o Post holders
o BOM/DES Inspectorate
Ratification and Communication
The P.E. plan has been ratified by the Board of Management.
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