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School planning for physical education Section 3 School planning for physical education Providing a broad, balanced physical education programme The programme should • meet the needs of the school • include all strands of the curriculum where possible • provide for progression and continuity • recommend some selection within strands The successful implementation of the physical education curriculum will be dependent on efficient planning by the school and teachers. This section will examine two aspects of this planning process: • curriculum planning issues in physical education • organisational planning. Curriculum planning Some of the issues which may need to be discussed as part of the school’s planning for physical education include the following: The purpose and nature of physical education in the school Exploring and discussing the purpose and nature of physical education in the school can form the starting point for planning the programme. The contribution of physical education to the harmonious development of the child should be examined, leading to an understanding of the role which physical education may play in the curriculum. A broad and balanced physical education programme As the curriculum provides considerable flexibility for the school, planning at school level will help teachers to ensure that the physical education programme • meets the needs of the school. Where a school has a strong tradition in a particular activity, it should ensure that due emphasis is placed on other aspects of the physical education programme, thus ensuring that children experience a balanced programme of activities. The school that is situated in an area with a strong games tradition, for instance, while acknowledging the need for games in the programme should also emphasise other strands within the programme. • includes all strands of the curriculum where possible. It is important to remember that where it may appear impossible to implement a complete strand, because of constraints of facilities or resources, it may be possible to implement a strand unit or indeed part of a strand unit. • provides for progression and continuity between classes. Each level of physical education is dependent on the implementation of the previous level. 16
Timetabling should allow for maximum time for activity in the physical education lesson. Progression involves children moving – from simple tasks to more difficult tasks – from natural movements to skilful, artistic ones – from dependence to independence in learning – from performing given tasks to being able to structure their own – from using given criteria to judge performance to developing their own criteria to evaluate performance. There are two elements of the progression: difficulty and quality. Progress in the level of difficulty of performance may be achieved in a variety of ways. For instance, the use of smaller targets at which to aim a ball when playing games, or combining movements to create increasingly complex sequences in gymnastics, increase the levels of difficulty. Progress in the quality of performance can be identified through a variety of activities, some requiring better poise, others requiring increased control of the body, better footwork in netball or basketball, or improved tension in gymnastics. Continuity is ensured when regular lessons which are appropriately timed are built in to the whole school plan, with activities outlined for each class and implemented by teachers in accordance with the school plan. • recommends some selection within strands. Where it is possible to include all strands of the curriculum in the school’s programme, some selection within strands may be necessary. For instance, within the Games strand it may be useful to offer advice on the selection of a number of small-sided (mini-) games while still ensuring a wide range of experiences. Within the Gymnastics strand it may be possible to achieve the objectives outlined in a relatively short unit of work by carefully selecting themes. The programme should advise teachers on such a selection. The amount of time to be devoted to physical education The allocation of time to the different strands of the physical education programme will have to be considered and agreed. Time-tabling requirements will have to be discussed, allowing for maximum time for activity in the physical education lesson. Arrangements could be agreed where classes share the responsibility for laying out and storing equipment. Curriculum planning Physical Education Teacher <strong>Guidelines</strong> 17
Page 1 and 2: Primary School Curriculum Physical
Page 3 and 4: Physical Education Teacher Guidelin
Page 5: Section 5 Approaches and methodolog
Page 8 and 9: Physical education in the primary c
Page 11 and 12: Section 2 The content of the physic
Page 13 and 14: Dance Folk dance Folk dancing can b
Page 15 and 16: Strand units of the gymnastics curr
Page 17 and 18: Strand units of the outdoor and adv
Page 19 and 20: Strand units of the aquatics curric
Page 21: Section 3 School planning for physi
Page 25 and 26: The suitability and modification of
Page 27 and 28: Assessment in the curriculum Purpos
Page 29 and 30: assessment occurs as teachers share
Page 31 and 32: ‘… a teacher does not need to b
Page 33 and 34: Organising and managing support for
Page 35 and 36: Outdoor and adventure activities ca
Page 37: Establishing links with local sport
Page 40 and 41: Classroom planning for physical edu
Page 42 and 43: Section 4 Classroom planning for ph
Page 44 and 45: Section 4 Classroom planning for ph
Page 46 and 47: Mini-games providing for differing
Page 48 and 49: Approaches and methodologies Sectio
Page 50 and 51: Exemplar 1 A guided-discovery appro
Page 52 and 53: Section 5 Approaches and methodolog
Page 54 and 55: Exemplar 2 An integrated approach a
Page 57 and 58: Organising the physical education l
Page 59 and 60: Using play areas divided into grids
Page 62: Approaches to athletics Section 5 A
Page 65: Lesson 4 Lesson 5 Lesson 6 Developm
Page 68 and 69: Exemplar 6 A folk dance: ‘Come to
Page 70 and 71: Exemplar 8 An Irish dance: Haymaker
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Section 5 Approaches and methodolog
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Exemplar 9 A creative dance lesson
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Exemplar 11 A unit of work in creat
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Approaches to gymnastics Section 5
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Exemplar 12 A unit of work in gymna
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Approaches to games Section 5 Appro
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Exemplar 15 A unit of work in games
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Exemplar 16 A unit of work in games
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Approaches to outdoor and adventure
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Lesson 4 Development of lesson Orie
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- a fifth and sixth-class programme
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Development of the lesson Group 1:
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While teachers generally observe wi
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Information and communication techn
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Suggested list of equipment for phy
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A. Playground/indoor games Section
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Tunnel ball Groups of six to eight
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Source references for the curriculu
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Glossary The definitions below are
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Section 6 Appendix shuttle relay sl
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Membership of the Primary Co-ordina
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ISBN 0-7076-6341-5 9 780707 66341 8
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