PE_Guidelines_english0

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Exemplar 2 An integrated approach applied to dance and athletics Music • listening to music, e.g. Skater’s Waltz, Walking in the Air Visual arts • interpreting a flood/ thunderstorm/ blizzard/hurricane in a fabric and fibre collage (see Visual Arts Teacher <strong>Guidelines</strong>, Exemplar 3) Dance Stimulus: Weather English • language • poetry • creative writing SESE • formation of ice • gales, storms 48
Gaeilge • léim, tomhas na léime agus an toradh a scríobh SPHE • record heart rate before and after running, discuss the differences found Athletics Running, jumping, throwing Maths • record time taken to run 20 m and 200 m and compare the results • measure standing long jumps or throws and compare the results SESE • discuss the influence of altitude on performance Physical Education Teacher <strong>Guidelines</strong> 49
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 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 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
Page 90 and 91: Approaches to games Section 5 Appro
Page 92 and 93: Exemplar 15 A unit of work in games
Page 94 and 95: Exemplar 16 A unit of work in games
Page 97 and 98: Approaches to outdoor and adventure
Page 99 and 100: Lesson 4 Development of lesson Orie
Page 101 and 102: - a fifth and sixth-class programme
Page 103 and 104: Development of the lesson Group 1:
Page 105 and 106:
While teachers generally observe wi
Page 107:
Information and communication techn
Page 110 and 111:
Suggested list of equipment for phy
Page 112 and 113:
A. Playground/indoor games Section
Page 114 and 115:
Tunnel ball Groups of six to eight
Page 116 and 117:
Source references for the curriculu
Page 118 and 119:
Glossary The definitions below are
Page 120 and 121:
Section 6 Appendix shuttle relay sl
Page 122 and 123:
Membership of the Primary Co-ordina
Page 124:
ISBN 0-7076-6341-5 9 780707 66341 8
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PE_Guidelines_english0

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