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Section 3 School planning for physical education The teacher must retain overall responsibility for planning, organisation, control and monitoring to ensure that the child’s physical activity is coherent, consistent, progressive and controlled. Provision should be made for the recording, storing and accessing of all equipment. The school should take on the responsibility for ensuring that all those involved in teaching are aware of their different, although complementary, roles. It should consider the Code of Ethics and Good Practice for Children’s Sport in Ireland which offers guidance for personnel involved in sport. While it may be beneficial for sports coaches and dancers to assist during curriculum time, their role should be one of support, not of substitution for the teacher. The teacher must retain overall responsibility for planning, organisation, control and monitoring, to ensure that the child’s physical activity is coherent, consistent, progressive and controlled. The in-career development needs of teachers During planning for the physical education programme, the needs of teachers for in-career development education should be met. Any staff members who wish to avail of in-service training for physical education should be encouraged and supported. Courses designed to enhance the teacher’s implementation of a strand or strands of the physical education programme should be provided. The co-ordinator of the programme could identify the relevant courses for teachers. Practical advice on how a range of assessment tools could be used in the assessment of physical education will be required by many teachers. Managing and organising resources and facilities The availability of suitable outdoor and indoor facilities and the large and small equipment provided for use should be examined. Provision should be made for the recording, storing and accessing of all equipment. Use of indoor and outdoor facilities It is possible to implement many aspects of the programmes of athletics and games using an indoor area. However, an outdoor area provides more scope for the development of a comprehensive programme. An outdoor grass facility is an additional feature which can enhance both programmes. Gymnastics and dance are best suited to an indoor area, with only very small aspects of each programme being possible outdoors for a limited time each year. The organisation of aquatics will be influenced by the degree of access to pool facilities, the provision of transport and the availability of suitably qualified swimming teachers. For some schools access to a facility for aquatics is not possible, but every effort should be made to provide even a short block of time for each class at some stage during the primary years. 28
Outdoor and adventure activities can be undertaken initially in most schools or school grounds. When the school and its surroundings have been explored, progression will naturally lead to new activities beyond the school grounds. The need then arises to explore outdoor facilities in the local area. Where possible, a visit to an outdoor education centre which offers a wide range of activities may be undertaken. The class teacher should consult the staff of the chosen centre to plan activities appropriate to the needs of the individual class. Availability of equipment A comprehensive range of equipment is necessary to teach a balanced programme of physical education. Storage and maintenance of equipment is essential and children should be taught to store equipment carefully and to report any damaged equipment. Advice on handling and storage of equipment should form part of the safety statement of the school. (See Appendix for list of suggested equipment.) Organisational planning Use of community facility Where an appropriate indoor or outdoor facility is not available within the school, access to a community facility should be examined and time allowed to travel to use it where necessary. Physical Education Teacher <strong>Guidelines</strong> 29
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 and 22: Section 3 School planning for physi
Page 23 and 24: Timetabling should allow for maximu
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: Organising and managing support for
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
Page 74 and 75: Exemplar 9 A creative dance lesson
Page 78 and 79: Exemplar 11 A unit of work in creat
Page 80 and 81: Approaches to gymnastics Section 5
Page 84 and 85:
Exemplar 12 A unit of work in gymna
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Page 88 and 89:
Page 90 and 91:
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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