Scoil Bhride Tullamore

School

Plan

For

Physical


Education


In


Scoil Bhríde

June

2006

Introductory statement

This plan was formulated throughout the 2005-6 academic year. It was formulated by Ms. J. Lennon and Mr. J. Healy in conjunction with other interested parties, with children’s input and input from Teachers. It will also be discussed with representatives from the Parent body and is due to be put to the B.O.M. for input/ratification in September 2006.

The initial staff in-school planning day was held on 10’06’05[see agenda attached] and covered the areas of Whole school reflection, Organisational planning, and Curricular planning.

Another in-school planning day is scheduled for 26’06’06.This will further assist in the planning and implementation of a programme for Physical Education within the school.


Scoil Bhride has a long tradition in Physical Education. As a senior, urban, boys school,with a young,energetic and vibrant staff, the establishment is in a strong position to exploit to the full the opportunities which the new curriculum presents.

Our school has a mid-sized assembly hall which can be used for some indoor activities,although it is also used periodically as a storage space.All PE equipment is stored the assembly hall (as of June 2006).
Scoil Bhríde also has a large outdoor space,some of which is a grass area,along with the main playground, which is surfaced in asphalt.A number of playground markings were applied in 2004,by Mr.Healy. These markings were funded by the HSE.these markings include a stepping stone trail, some grids,playing courts and a compass.

The school is also in close proximity to the town park which presently has an extensive green area.
We currently participate in quite a few extra-curricular sports,including gaelic football,hurling,soccer and basketball.
Scoil Bhride also runs a homework club,under the auspices of the SCP.This includes some sporting activities.
In all,sporting activity is integral to life in Scoil Bhride and the management and staff are fully aware of the benefits that accrue from such activity.

Rationale:

It is apparent that Physical Ed. Provides children with many learning opportunities through the medium of movement and contributes to their overall physical and emotional development by facilitating them in leading full,active and healthy lives.
Physical Ed. contributes to the holistic development of the child and it certainly presents opportunity to develop self-esteem and confidence.This PE plan shall endeavour to :
Include all children to some extent
Stress the importance of enjoyment and play
Develop skills and understanding

Provide a balance between competitive and non-competitive activities

Provide a balance between contact and non-contact sports
Provide opportunities for achievement for all children.



Aims


The aims of the physical education curriculum in Scoil Bhríde 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.

Broad objectives

In broad terms, we hope over time, to notice development in the following areas. The child should:
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 traveling 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 practice good hygiene and posture
appreciate the benefits of relaxation and cope with challenges
Development of safety

Adopt safe practices in all physical activities.




Strands

We intend to follow the proposed curricular content set out in the revised curriculum of1999.The recommended strands and strand units are set out as follows:
Athletics
-Running
-sprinting
-relays
-Hurdling
-jumping
-throwing
-Understanding athletics

Dance
-Exploration, creation, performance.
-understanding and appreciation of dance.

Gymnastics
-Movement
-Understanding and appreciation of movement

Games
-sending, receiving and traveling
-Creating and playing games
-Understanding and appreciating games.

Outdoor and adventure activities
-walking
-orienteering
-Outdoor challenges
-understanding and appreciation of outdoor and adventure activities
Aquatics.
-Hygiene
-Water safety
-Entry to and exit from water
-Buoyancy and propulsion
-Development of stroke
-Water based ball games
-Understanding and appreciation of aquatics.



Approaches and methodologies

One of the keys to the successful teaching of physical education is the use of a broad range of approaches and methodologies.

Teaching approaches are not necessarily exclusive. We may be likely to switch and mix approaches to suit the objectives of the unit of work or the lesson. As objectives vary within a lesson, the teacher may move between different teaching approaches or methods. The teacher begins by deciding what he/ she wishes to achieve and then chooses the most appropriate method of realising those objectives. We realise that a flexible approach is needed at times in the teaching of PE and that a number of approaches may take within one lesson.

Among the teaching approaches which are particularly appropriate for teaching physical education are
the direct-teaching approach
the guided-discovery approach
integrated approaches.
Direct-teaching approach
The direct-teaching approach involves the teacher in telling or showing children what to do and in observing their progress. It entails the teacher making all, or most of, the decisions concerning the content of the lesson and the child responding to instructions. It is a useful approach if the objectives are concerned with performing folk dances, for instance.. Direct teaching is appropriate too for use when organising activities, ensuring that safety practices are being applied and in the handling of PE equipment. Thus, it can feature as part of the teacher’s approach in a wide range of lessons.
Guided-discovery approach
We realise that this is one of the approaches that offer children the opportunity to make decisions, solve problems or take initiative. The use of this approach promotes discussion among children and enhances the child’s capacity to evaluate.
The guided-discovery approach can be used where the teacher wishes to place an emphasis on leading the children to explore and experiment with movement challenges. It may be utilised as a child explores movement through informal play experiences. It can be used when the teacher wants children to think about the application of concepts or tactics in games, where appropriate questioning can lead to a deeper understanding of how a skill can be employed in a games situation.
Integration
The teacher should consider how objectives can be achieved through integration. Physical education has many objectives which are developed by other subjects such as Gaeilge, English, art, music, mathematics and especially social, personal and health education. The development of these subjects can be enriched through a programme of physical education which is broad and balanced.

Assessment and record keeping

We realise that assessment in P.E. can pose some difficulties for the Teacher and school.
We would intend to relate the assessment of progress to the aims set out earlier in this policy.

Assessment will focus on:

The social and personal qualities of the child. Our aims mention the social, and personal development of the child.P.E. lessons will present many opportunities for the teacher to assess this development. A positive attitude is central to such progress.


Physical skills and confidence.
The assessment of such skills provides a profile of the child’s confidence in the different strands of the curriculum. Assessment of a number of different skills in each strand should be undertaken.
e.g. –throw a ball at a target,
create a sequence of movement in gymnastics
Run fluently over a set of hurdles
Read a simple map and identify features
Glide in water
Help create and perform a dance as part of a group.

3. Development of health-related fitness:
The child’s ability to sustain effort throughout a lesson while maintaining poise, balance and control would indicate a level of fitness.


4. Development of safe practice:

The child’s understanding and application of rules that enhance safety in a games situation or his adherence to water safety rules aid the assessment of the safety practices of the child.






Equality of Participation and access

As Scoil Bhríde is an all-boys school , gender issues do not arise in relation to the teaching of PE.
We would expect however, that each child would be given equal access and opportunities to experience all strands of the curriculum.
All boys have an opportunity if they wish, to enter any extra-curricular programme which the school may offer.

We recognise that it may be possible to integrate the culture of many pupils in the curriculum,
For example,
our traveller children may have some games which are particular to their culture which may be used under the strand of ‘Games’

children from other nationalities may have some games or dances which could be thought under the strand of ‘dance’


Some children may have a disability, physical or otherwise. We recognise that the class Teacher may have to give special attention to this pupil, to ensure his inclusion, depending on individual circumstances.
It is envisaged that all pupils with SEN will be included in Mainstream classes from 2006-7 and that PE in particular lends itself towards a team-teaching approach.

After School Activities

The extracurricular activities offered at Scoil Bhríde include hurling, gaelic football and basketball. These are implemented by teachers on a voluntary basis and will be linked where possible to the physical education programme. During the primary schools years the movements and skills necessary for progressing to formalised sport are acquired. Also, children learn to officiate at games and develop respect for opponents, officials, rules and spectators. A balanced approach to competition can make a significant contribution to the child’s development while at the same time providing fun, enjoyment and satisfaction. The extracurricular programme offered at Scoil Bhríde also provides opportunities to strengthen the relationship with teachers, parents and other children. We hope to reflect the aims and objectives of the physical education curriculum in our after school activities.


The inter- school competitions entered on an annual basis are

U 11 Hurling

U 11 Gaelic football ( September - October )

U 11 competitions soon to be replaced by go games initiative

U 13 hurling

U 13 Gaelic football (April - May)

INTO mini sevens football/hurling (only one can be entered)

Indoor hurling competition (February)

Any local basketball blitzes that are advertised

Parents are always informed about matches and are most welcome to attend.


STRAND: Athletics
STRAND UNIT:
Running
Jumping
Throwing
Understanding and appreciation of athletics


STRAND: Games
STRAND UNIT:
Sending, receiving and traveling
(Ball handling, kicking, carrying and striking)
Creating and playing games
Understanding and appreciation of games

Furthermore we at Scoil Bhríde have an annual sports day. Generally each teacher takes charge of a particular event and the classes move from one activity to the next. The emphasis during this day is on participation and fun rather than competition.

The events at the sports say usually include:

Long jump
Relay
Penalty kicks
Tug O war
Basketball
Shot putt
Long puck
Sprints
Long distance running
Uni hoc
Sack race

Parents are most welcome to come to the sports day.

PE Equipment and ICT

PE EQUIPMENT
There in an inventory of equipment and resources available for PE of which each teacher has a copy. (Overleaf)

Of the suggested list of equipment for physical education we have yet to purchase:
Canes
Wire skittles
Gymnastic mats
Portable or fixed climbing frame with attachments
Balance benches
Various equipment for use in the swimming pool.

Our PE equipment is stored on two units at the back of the hall and is available to all the teachers. A certain amount of our PE equipment was obtained through Tesco sports equipment for sports tokens 2005/2006. All teachers had input in selecting the equipment obtained.

ICT
The role of ICT in the PE plan will be as follows
to publish photographs from sports days, matches, athletics events etc. in the monthly newsletter
to use programmes such as word and paint to advertise PE events such as puc fada, hurling matches etc.
to print photographs and control for orienteering
to post pictures, reports etc. from various sporting events PE lessons etc. on the schools website www.scoilbhride.ie .
to access images, information on local, national or international sportspeople (positive role models) (PE corner)
to use software e.g. Bizzy Break, Resource materials for teaching PE in primary schools (available in the school).

Code of practice to ensure safe internet usage (Please refer to school’s internet AUP)

P.E Equipment in the hall

39 hoops
50 beanbags
19 Mc Donald’s footballs
10 basketballs
11 Uni-hoc sticks
1 Uni-hoc ball
2 foam rugby balls
36 quoits
15 rackets
2 rugby balls
16 small bottles
8 foam Frisbees
40 rubber balls
2 bats
50 rainbow balls
1 parachute
36 tennis balls
46 bibs
11 indoor hurls
5 blue cones
10 orange cones
4 round cones
50 domed shaped cones
4 skipping ropes
12 colorful play balls
Speed ladders set
Play tags red and yellow (pack 20)
Cones pk 10

Health and Safety

Safety precautions cannot remove all risks but should eliminate unnecessary hazards.
Teachers will present the class with a warm up activity at the start of physical exercise and a cool-down activity at the end. Through consistent good practice children will acquire a practical knowledge and understanding of preparing the body safely for exercise and recovering afterwards.

Emphasis will be placed on the maintenance of good posture throughout all activities especially when lifting/carrying apparatus.

In relation to clothing, the clothes worn should allow mobility during all activities and should be appropriate for a variety of conditions. Appropriate footwear is especially important and pupils shall not be permitted to work indoors in stockinged feet which do not grip the floor. Pupils shall not be allowed to work barefoot unless conditions are suitable. All jewellery shall be removed before physical activity.

The equipment used for all activities should be suited in size, weight and design to the age, strength and ability of the children in question. All equipment should be of good quality and in good repair.

When using a confined space e.g. the hall, all unnecessary hazards should be removed.

Adequate supervision will be supplied on all visits out of school I.e.

The medical condition of individual children which may affect during a physical education lesson should be made known to the teacher. The teacher should then take appropriate precautions e.g. ensuring that a child with asthma brings their inhaler out during activity.

Procedures for dealing with accidents contained in the school’s Health and Safety policy shall be adopted should accidents occur during the physical education lesson. Staff members with first aid training shall be consulted if deemed necessary i.e. Cathy

Individual teachers planning and reporting

The whole school plan for physical Education in Scoil Bhride will aim to provide real help to the teacher the P.E plan should provide a valuable reference for the staff and give teachers’ work a clear sense of direction and purpose.
The individual teacher will strive to:
Establish the experience of the class to date through liaison with the previous class teacher/ consultation with class records etc. and use this information to plan for the year.
Devise balanced programmes by selecting appropriate strands and stand units in line with the school plan.
Use a wide range of teaching methods and approaches i.e. direct teaching, guided discovery, integrated approaches etc.
Consider the time to be devoted to each strand and the depth of treatment of each strand as they plan their class programme and also the time of the year at which particular activities might take place.
Establish what resources and support is variable to them e.g. staff members with particular expertise etc.
Consider how certain strands or stand units can be integrated with other subjects.
Involve pupils in the organization of physical education i.e. laying out equipment, presenting a warm up exercise devise orienteering exercises etc.
Provide for children of different abilities e.g. by applying different levels of difficulty to tasks, by setting a common task but allowing children to operate at different levels, by grouping children sometimes by ability etc.
Consider how pupils progress might be assessed e.g teacher observation, teacher designed tasks, curriculum profiles.

Staff Development

All teachers have access to the internet and can therefore look up websites and source current research that deals with PE. A number of PE courses are run ever summer in surrounding towns and any staff members who wish to avail of these will be encouraged and supported. Many staff members have attended PE courses in the past and have shared the expertise acquired with other teachers during planning days, staff meetings or through sharing notes received at the courses. Teachers have in the past and will in the future avail of external expertise to inform and upskill the school community in various areas e.g. outside coaches demonstrating skills of hurling, gaelic football, rugby, basketball etc. Coaches support the role of the teacher in the implementation of a programme that will benefit the individual child and the class. Team-teaching has been undertaken very successfully in the school in recent years. Opportunities for further team-teaching involving Physical Education will be explored in the coming years.

Parental Involvement

The support of parents for the PE plan will be sought so that an appreciation of the importance of PE can be fostered in the wider school community and children can derive maximum benefit from PE. The Parents Council will be consulted on the draft PE plan and invited to contribute to it and/ or amend if necessary. The ratified PE plan will be communicated to parents through the parents council and will be available in the school should any parent wish to read it. Parents with particular expertise in the area of physical education will be encouraged to help out when specific opportunities arise. Parents may be encouraged to assist with activities e.g. visit’s to the swimming pool, outdoor education trips, sports days, matches etc.

Community Links

There are many people that support the schools PE programme e.g.

Leinster county hurling coach
Soccer Coach
Members of the community who run street leagues
Members of the community involved in training local teams/athletes
GAA development officers (hurling, football blitzes)
St. Mary’s youth centre (5 & 6 class annual soccer competition)
FAI (Ribena soccer blitz)


There are many places where children can be brought to promote various aspects of PE e.g. Tullamore Harriers, O’Brien Park, O’Connor Park, school tour to Croke Park etc. Teachers will bring children to places that support the strands and strand units of the PE curriculum as they see fit.

Success Criteria

We will use the following criteria to asses the success of the plan.

We will know that the plan is being implemented if:

Teachers’ preparation is based on the plan.
Procedures outlined in the plan are being consistently followed.

Indicators that will show that the plan has achieved its aims are:

Teacher, parent, community feedback.
Children’s feedback regarding enjoyment and skill development of the classes.
Inspector’s suggestions/ reports.

We will know that the plan has promoted the key considerations of a broad and balanced physical education programme if:

The importance of enjoyment and play are treated as a main objective.
There is maximum participation by all children.
Skills and understanding are developed.
There is a balance between competitive and non-competitive activities.
There is a balance between contact and non-contact activities.
Opportunities for improvement are offered for each child.
All strands of the curriculum are included where possible.
There is progression and continuity between classes.
The correct amount of time is allocated to PE each week (i.e. 1 hour per week).

Implementation

Roles and Responsibilities
The plan will be supported, developed and implemented by all teachers. John and Joan will co-ordinate the progress of the plan and will encourage and accept feedback on its implementation. We will also report back to the staff on findings. A great deal of the work that went into the development of the PE plan took place on Friday June 16 2006 which we used as our PE Planning Day. This plan will be monitored and evaluated on an annual basis by John and Joan.

Timeframe

It is our aim that the PE plan be implemented in September 2006.

Review

It will be necessary to review this plan on a regular basis to ensure optimum implementation of the PE curriculum in the school. Those involved in the review include:
Teachers
Parents
Pupils
Plan co-ordinators
Board of management

Provisional dates for review and reporting?

Ratification and Communication

Ratification by Board of Management
How and to whom the plan will be communicated?