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Exemplar 17 A unit of work in outdoor and adventure activities first and second classes Strand units Preliminary orienteering, Outdoor challenges, Walking Warm-up activities Jogging and running, turning to face north, south, east and west (simple guidance to recognise that sun rises in east, etc.), Walking and learning to orientate a map Lesson 1, 2, 3 Development of lesson Class is divided into groups and each group is assigned a different task for each lesson. Group 1: Orienteering activity (1): A ‘snake walk’ Follow a route marked on the ground using beanbags which takes the child around obstacles. Draw it onto your plan of the yard (different routes may be marked using various colours). Group 2: Orienteering activity (2): Pair activity: Using a plan of the yard, one child leads another around a course of his/ her choice. They record the route taken on a plan of the yard. Group 3: Outdoor challenges: Further pair work Pair activity 1: complete the blind trail* Pair activity 2: complete the adventure trail* *activity outlined in curriculum for first and second classes 92
Lesson 4 Development of lesson Orienteering activity (1): Whole-class activity: Using a plan of the school grounds, make a simple journey to each feature marked. Orientate the map and record the control mark at that point. Orienteering activity (2): Pair activity: Repeat the above, recording the second symbol at the control mark. Lesson 5 Development of lesson Walking: Whole-class activity: Walk in an area of parkland or countryside, noting how to care for the environment. Run a short course on clearly marked paths or follow a taped route. (This activity may be undertaken in groups.) Resources map of school yard, obstacles or apparatus, blind trail and adventure trail equipment Integration Geography: map work, care of environment Assessment Among the techniques which may be used are • teacher observation: child’s attitude to the environment, competence in negotiating trails, fitness level (walking, running, negotiating obstacles) • teacher-designed tasks: identify features from photographs and find them • curriculum profile: use teacher observations to complete curriculum profile. Physical Education Teacher <strong>Guidelines</strong> 93
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Primary School Curriculum Physical
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Physical Education Teacher Guidelin
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Section 5 Approaches and methodolog
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Physical education in the primary c
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Section 2 The content of the physic
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Dance Folk dance Folk dancing can b
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Strand units of the gymnastics curr
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Strand units of the outdoor and adv
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Strand units of the aquatics curric
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Section 3 School planning for physi
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Timetabling should allow for maximu
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The suitability and modification of
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Assessment in the curriculum Purpos
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assessment occurs as teachers share
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‘… a teacher does not need to b
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Organising and managing support for
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Outdoor and adventure activities ca
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Establishing links with local sport
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Classroom planning for physical edu
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Section 4 Classroom planning for ph
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Section 4 Classroom planning for ph
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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
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: Approaches to outdoor and adventure
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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