PE_Guidelines_english0

Strand units of the
aquatics curriculum
• Hygiene
• Water safety
• Entry to and exit from the
water
• Buoyancy and propulsion
• Stroke development
• Water-based ball games
• Understanding and
appreciation of aquatics
Aquatics
The aquatics curriculum recognises
that there is more to swimming than
learning to swim strokes and competing
in swimming competitions. The
emphasis is on acquiring a set of
fundamental skills, attitudes and
understanding before becoming
competent in traditional strokes. It is
important that the child displays
confidence, eagerness to participate,
willingness to listen to instructions
and an understanding of and respect
for rules before development of a stroke
is attempted.
Play in the water assists the child in
learning and is the preferred path for
helping the child experience the
beneficial aspects of water. Many of
the strand units contain sample games
which can be used to introduce,
reinforce or develop the skills to be
taught. These aquatic games are
learning experiences which can
motivate a child to try something or
reward the child for accomplishing a
task. Games can augment learning by
serving as a means for practice,
feedback and reinforcement. The
aquatics programme should reflect the
importance of play in the development
of competence in the water.
The strand is presented as one
complete unit, allowing implementation
progressively at whatever stage the
child has an opportunity to begin
water-based activities. Where the
aquatics strand is provided for infants,
careful consideration needs to be given
to the appropriateness of the activities
to the developmental stage of the child
and to the practical considerations of
changing clothes.
Developing understanding and
appreciation
Each strand in the curriculum contains
a strand unit ‘Understanding and
appreciation’ which is designed to
foster an understanding and
appreciation of the activities
experienced by the child as the strand
is explored. Observation, discussion
and questioning are features of this
strand unit. For instance, the child is
encouraged to observe particular
aspects of movement in gymnastics
(e.g. pathways taken), to interpret a
mood (e.g. excitement) in dance or to
develop an understanding of pace
when running. A knowledge of events
in athletics or recognising opportunities
to become involved in clubs are other
examples of the content of this unit.
Content strands
Pictured opposite
Outdoor and adventure activities
present exciting challenges for children
in the physical education lesson.
Physical Education Teacher Guidelines
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