/ Primary Curriculum
Support Programme
foghlaim agus forbairt / / School Development
Planning Support

Suggested Prompts to Assist in Drafting

a Whole School Plan for

Physical Education (PE)

Inservice for PE will be provided over two school years, 2004 – 2006.
2004 – 2005 / 2005 – 2006
Games
Outdoor and adventure activities
Aquatics / Athletics
Dance
Gymnastics
Prior to scheduled implementation, these prompts are intended
to assist teachers in their ongoing planning for PE.
AN ROINN
OIDEACHAIS
AGUS EOLAÍOCHTA / DEPARTMENT OFEDUCATION
AND SCIENCE

V01/05

Curriculum Planning Prompts: Physical Education (PE)

This document is intended to provide support for schools at different stages of whole school planning for PE in the context of the Primary School Curriculum (1999). The relevant curriculum documents are the Physical Education Curriculum and Teacher Guidelines for Physical Education although for the purposes of linkage and integration other curriculum documents may also be accessed.

The suggestedprompts are designed to assist the planning process. Using the prompts should lead to a whole school development plan for PE, tailored to suit the context of the individual school. As these prompts are very comprehensive some of the suggestions/questions may not apply to an individual school. Likewise there may be others that should/could be included. Amendments should be made as required by individual schools.

The planning prompts may be used in a variety of ways

  • as an overview of a whole school development plan for PE

e.g. the school/principal/subject co-ordinator for PE could use it to identify the essential headings to be addressed. (The headings are available on the planning template)

  • as a guide for a school in reviewing its current practice

e.g.a school may already have a PE plan in place and may use this document to review its current plan

  • as a means of drawing previous decisions in relation to PE into a coherent unit

e.g.a school may have reached decisions already in relation to aspects of PE and may use this document to draw those decisions together

  • as astrategy for addressing identified priorities in relation to PE while maintaining a coherent overall approach to the subject.

In engaging in curriculum planning, schools should be mindful of the need to

  • adopt a pace of curriculum development which is both challenging and realistic and which takes cognisance of the particular circumstances of the school
  • take account of the national plan for the implementation of the Primary School Curriculum
  • achieve a balance in developing all the curricular areas while giving priority to achievements in literacy and numeracy
  • address both maintenance and development as essential components of the process - this approach will ensure that gains made in one curricular area are maintained when another curricular area is being developed
  • ensure that the whole-school planning process links with and influences teaching and learning in individual classrooms
  • monitor the implementation of the plan with particular reference to the learning outcomes for pupils, and communicate progress to the Board of Management and parents.

It is particularly important that teachers will have input into the plan. They should become familiar with the completed plan as it will form the basis for their own long and short-term planning. It will also inform new or temporary teachers of the approaches and methodologies used in the school. A copy of the plan should be available to each teacher to guide her/his individual planning. The plan may also be viewed by the wider school community.

Corresponding curriculum planning prompts, with similar structure and layout, are available for English, Gaeilge, Mathematics, Music, Science, SPHE, and Visual Arts.

The Primary School Curriculum is available online on the NCCA website,

Additional information on specifics in relation to PE can be accessed on the PCSP website,

1

PE

Notice: While every effort has been made to ensure accuracy, schools should consult the curriculum documents, PCSP, SDPS, relevant circulars/publications/legislation if they have specific queries regarding this subject.

(A)Questions for consideration when addressing the whole school plan for PE:

  • What is the purpose of this plan?
  • What steps are required to draw up this plan?
  • Who should be involved and how will their input be managed?
  • Is there particular staff expertise in this area that could be utilised?
  • Can related issues be addressed at this time?

(B) Suggested steps to follow in drawing up this or other curriculum plans:

 / Review
Research
Preparation /
  • Agree on aims for this plan, e.g.
We aim through this plan, drawn up in accordance with the PE curriculum, to set out our approach to the teaching and learning of PE. This plan will form the basis for teachers’ long and short-term planning. It will also inform new or temporary teachers of the approaches and methodologies used in our school.
  • Review current practice in relation to the teaching of PE in your school. What current practice can now be written up? Are there aspects of practice that need to be developed through action planning?
  • Research curriculum documents, PCSP materials, resources and materials in use in the school, Looking at our School (DES), NCCA Draft Guidelines for Teachers of Students with General Learning Disabilities…
  • Refer to other policies/curriculum plans that the school has in place which may have a bearing on this plan – Special Needs, Record Keeping, Communication, Parental Involvement, Language Programme, SPHE, Maths, Drama, SESE …

 / Consultation /
  • Consult with teachers, parents, pupils, Board of Management, PCSP, SDPS, Education Centres, Colleges of Education, National Governing Bodies … as appropriate.

 / Preparation of draft plan /
  • (See framework below). Each school’s own context factors will influence the plan adopted. (See Teacher Guidelines: PE Curriculum pp.28-29; Looking at our School p. ix)

 / Circulation /
  • Circulate the draft plan, consult members of the school community, as appropriate, and amend if necessary.

 / Ratification
and
Communication /
  • Present the plan to the Board of Management for ratification.
  • Communicate the ratified plan to members of the school community as appropriate.

1

Curriculum Planning Prompts

Physical Education (PE)

Introductory Statement and Rationale

(a) Introductory Statement

State how the plan was formulated and who was involved (process and partnership as appropriate).

(b) Rationale

Why teach PE? The importance of PE in our school – refer to curriculum documents for PE (see pp. 2-3 Teacher Guidelines).

State the reason(s) why it was decided to focus on this area for development e.g.

To benefit teaching and learning in our school

To conform to principles outlined in the primary curriculum

To review the existing plan for PE in light of the 1999 Primary School Curriculum

______

Vision and Aims

(a) Vision

Relate the plan to the school’s characteristic spirit (ethos) e.g.

We seek to assist the children in our school in achieving their potential …

(b) Aims

State what the school ideally hopes to achieve by introducing this plan (Refer to aims and objectives for PE, Curriculum pp.10 –12).

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
  • 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.
  • Are there additional aims that relate to the context of your individual school?

______

This PE Plan will be addressed under the following headings

Curriculum Planning:

  1. Strands and strand units
  2. Approaches and methodologies
  3. Assessment and record keeping
  4. Multi-class teaching
  5. Children with different needs
  6. Equality of participation and access
  7. Linkage and integration

Organisational Planning:

  1. Timetable
  2. Code of ethics
  3. After school activities
  4. PE equipment and ICT
  5. Health and safety
  6. Individual teachers’ planning and reporting
  7. Staff development
  8. Parental involvement
  9. Community links

1. Strands and strand units

  • Are teachers familiar with the strands/strand units/content objectives for the relevant class level(s)?

Refer to Curriculum

  • 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
  • Could teachers choose a range of activities for all strands for each class? Have children access to five strands each year – Athletics, Dance, Gymnastics, Games, Outdoor and Adventure Activities? How will the remaining sixth strand, Aquatics, be implemented? Refer to pp. 94-95 of the Teacher Guidelines for Approaches to Aquatics.What opportunities are created to develop an understanding and appreciation of each strand unit? Discussion of activities, Video/DVD/CD-ROM material featuring activities; Portfolios of information about sports in the form of posters/photographs/newspaper cuttings….
  • How do teachers ensure that there is continuity and progression from class to class? List of playground/cooperative/aquatic games at each class level. Record of content covered at each level which will briefly detail the level of engagement with each strand. Record of achievement of children as they progress through the class levels.
  • Are there specific issues that need to be considered in multi-class situations? Physical strength of pupils, group teaching, use of task cards.

2. Approaches and methodologies

(Refer to pp. 42-101 Teacher Guidelines)

  • Do we use a combination of the following approaches?
  • Direct teaching approachp. 43
  • Guided discovery approachpp. 43-44
  • Integration pp. 45-49
  • Do we use methods that encourage maximum participation by the child through group work?
  • Individual, pair, group and team play p. 51
  • Station teaching pp. 51-53
  • Using a play area divided into grids p. 54

3. Assessment and record keeping

(Refer to school’s Assessment & Record Keeping Policies;Curriculum pp. 68-74, Teacher Guidelines pp. 98-100)

  • When do teachers assess?
  • What do teachers assess e.g. willingness to participate in activities, to ‘perform’, interest, enthusiasm/attitudes of children, skill level, willingness to cooperate…
  • Identify assessment tools used to gather information about a child’s progress
  • Teacher observation
  • Teacher-designed tasks
  • Curriculum profiles in physical education
  • Other….
  • What use is made of the information gained from the assessments?
  • Does this information form part of class and school planning?
  • What records are kept? Where are the records kept? For how long? (Refer to school’s Policy on Record Keeping)
  • How do teachers share information with children/parents? Feedback during a parent-teacher meeting on the child’s achievements – skill development combined with willingness to cooperate…

4. Multi-class teaching

  • How can individual or partner work be facilitated, allowing for different activities, appropriate to different stages of development, using the same equipment and play area?
  • What follow-up activities to a basic lesson can be introduced, where one group has an opportunity to practise again what was covered in the basic lesson, while the other group moves ahead and develops further the content of the basic lesson? Example: Strand: Games – Strand Unit: Sending, Receiving and Travelling

Group 1: Pass and follow activity

Group 2: Pass and run in a different direction – “Three headed monster” or “Free hoop”

  • How can group work be facilitated through the ‘station’ teaching method? A group can be composed of children of similar ability or children at the same class level
  • How can support personnel provided by sports or dance organisations be used to help with group teaching?

5. Children with different needs

(Children with emotional and behavioural difficulties; children with learning difficulties; children with

physical disabilities; those with exceptional ability - Refer to Teacher Guidelines pp. 19 - 38)

  • How do teachers support and ensure the participation of children with special needs? (Refer to the NCCA Draft Guidelines for Teachers of Students with General Learning Disabilities)
  • How are classes organised/activities adapted to include children who may have physical disabilities?
  • How will children with exceptional ability/talent for PE be encouraged and supported? Dribbling/Travelling activities in Games could offer additional challenges of speed, distance and accuracy
  • How do we encourage inactive/shy/self-conscious children to participate in PE activities?

6.Equality of participation and access

(Refer to school’s Equality Policy)

  • Are there gender issues that need to be considered in relation to the teaching of PE?
  • Are equal opportunities given to boys and girls to participate in classes/activities?
  • Do boys/girls have equal access to and opportunities to experience all strands?
  • Do boys/girls have equal opportunities to enter competitions if part of extra-curricular programme?
  • Are class groupings made according to ability as opposed to gender?
  • Other
  • Is the PE class used as an opportunity to integrate the culture of all pupils? e.g. Travellers, international pupils, etc.
  • Identify provision required, as and where necessary, for inclusion of the following
  • Children experiencing any form of disadvantage
  • Children with disabilities
  • Does the school have an agreed policy with regard to dispersing available funds to ensure that every child has access to and participates in all PE activities provided by the school?
  • “In line with Department of Education and Science recommendations, it is the policy of S.N.______not to charge for in-school curricular activities.”

7. Linkage and integration

(Refer to Curriculum p. 13, 18, 37, pp.45-47 Teacher Guidelines)

  • Linkage:
  • What linkage can take place within physical education? – many playground games can be planned as part of an athletics or games unit
  • Integration:
  • What activities integrate PE with other subjects? How is this integration planned and organised?
  • Are theme based activities used to support integration? (See Movement theme: travelling on page 75 of the Teacher Guidelines).Can they be recorded?
  • Language:
  • How can the school create opportunities for pupils to discuss and talk about their own and others’ performance in PE?
  • How do we enable children to develop a vocabulary for discussing and critiquing PE activities?

Organisational Planning:

8. Timetable

  • How much time is allocated at each level for PE (See Primary School Curriculum Introduction

p. 70 where one hour per week has been allocated as the minimum time allotted for Physical Education)

  • Consider splitting the one hour allocation into two half-hour periods as this provides the children with an opportunity to be active on two occasions in the week.
  • Is there blocked time for specific strands e.g. a six to eight-week programme of visits to a local swimming pool to develop the pool-based aspects of the Aquatics Strand?

September-October / November-December / January-March / April-June
See sample plan of work for physical education – Physical Education Teacher Guidelines, page 35

Discretionary curriculum time ‘affords the teacher and the school the flexibility to accommodate different school needs and circumstances and to provide for the differing aptitudes and abilities of the children it serves. It can be allocated, at the teacher’s and at the school’s discretion, to any of the six curriculum areas[1]’ – PE being one of the curricular areas.

  • Does the school facilitate an “Active School Week/Month” 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 PE curriculum as possible?
  • Can the Active School Week/Month be included in the timetable above to ensure its continuity from year to year?

9. 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)

  • Are coaches used to support the class teacher in the implementation of some of the PE curriculum strands in the school?
  • Is there a code of ethics in the school with regard to coaching by outside personnel? Are procedures and good practices outlined e.g. use of appropriate language and behaviour? How is this communicated to coaches?
  • Are teachers actively supporting the coach by teaching with him/her so that children will gain maximum benefit from the PE class?

10. After school activities

  • How may the school provide further opportunities within an extra-curricular programme? How might this include preparation for inter-school competitions?
  • How can we ensure that these extra-curricular activities are linked to the PE programme?
  • What competitions/leagues/games are entered regularly? What time of the year are such competitions held? What sports are involved? What classes participate?
  • Does the school organise a sports day where parents/community/others can be invited to view children’s PE activities?

Note: The extra-curricular programme that involves competitive activities should always reflect the aims and objectives of the PE curriculum.

11. PE equipment and ICT

  • Is there an inventory of equipment and resources available for PE? Does the school have a materials and equipment checklist? (Refer to pp. 104-105 Teacher Guidelines)
  • Is the equipment appropriate for the PE curriculum?
  • Is the equipment stored safely and available to all teachers?
  • Does each teacher have a copy of the checklist?
  • Is equipment purchased centrally or by individual teachers? How is this managed?
  • What additional materials are needed?
ICT (Refer to p. 101 Teacher Guidelines)
  • What role will ICT play in the PE plan, e.g. use of CD-ROMs, videos, programmes such as “Word” or “Paint’ for advertising a PE event, etc.?
  • What appropriate software is currently available in the school?
  • How and where is the software stored? Is it easily accessible?
  • Is there a code of practice to ensure safe Internet usage? Does appropriate hardware & software need to be installed to ensure this safety? Do teachers familiarise themselves with material on websites prior to use by the children? Is there ongoing monitoring of these sites?

12. Health and safety