Principles and issues relating to planning in St
Colmcille’s BNS for the physical education curriculum
The purpose and nature of physical education
- Physical education contributes to the harmonious
development of each child in our school, and this principle underpins our
approach to the planning of the physical education curriculum
A broad and balanced physical education programme
- An important aim of the physical education programme is to
provide a wide variety of activities. Planning is designed to ensure that undue
repetition and significant gaps in the programme are avoided
- This school has a strong tradition of promoting Gaelic
football and soccer, and of promoting sports such as basketball and cricket.
During the school year, 2001-2002, a start was made on providing cross-country
running for the pupils
- The PE programme provides for progression – children
moving from simple tasks to more difficult ones; from natural movements to more
skilful artistic ones; from dependence to independence in learning; from
performing given tasks to being able to structure their own; from using criteria
to judge performance to developing their own criteria. The two elements in
progression are difficulty and quality.
- The PE programme provides for continuity, and this is
ensured when regular, appropriately timed and planned lessons are taught in
accordance with the school plan
The amount of time to be devoted to physical education
- The
minimum amount of time for physical education is 1 hour per week. This is
based on the allocation of 2 x ½ hour periods in the hall. The PE time-table is
made available during the first week in September.
- It is recommended that longer lessons may be taught at
times when the weather is conducive to bringing the pupils to the school field.
This facility makes it possible to organise field games
- A coach from the local GAA club visits the school on 2
days per week. The sessions are usually of 1 hour’s duration, and given to
classes from 1st to 4th inclusive
- A basketball coach may be available during particular
seasons
- Swimming will offered to pupils in Classes from 2nd to 6th
inclusive
Teachers continue to have responsibility for discipline
when coaches are conducting sessions, and they remain with their pupils for the
duration of each coaching session
In consultation with the special duties teacher for PE,
the gymnastic apparatus is time-tabled so that it is not left in the hall for
the entire school year
Integration of Physical Education with other subjects
All opportunities to integrate physical education with
English, Gaeilge, Geography, Visual Art, Music, Mathematics and Social, Personal
and Health Education are availed of so that the transfer of learning from one
area of the curriculum can be facilitated.
Physical education and health
The health-related fitness of pupils is promoted through
partnership between the school and parents. Parents were consulted with regard
to the school’s healthy eating policy, and they are kept informed through
newsletters and the website with regard to the value which the school places on
physical activity.
Providing for differing abilities
- Physical education is a necessary part of the curriculum
for all children. It is important that exclusion from entire physical education
lessons is not used as a sanction.
- Children who are especially gifted are given tasks which
are appropriate to their ability
- Children whose rate of progress is slower may need to have
activities modified
Safe practice in physical education
Safety precautions cannot remove all risks, but should
eliminate unnecessary hazards
- The working relationship established between teacher and
pupils is one of the most important factors in establishing a safe learning
environment. Good order should be maintained throughout the lesson, and every
effort should be made to ensure that every pupil is involved for the duration of
the physical education lesson. Activities which reduce the involvement of many
of the pupils are not recommended. (For example, 5 a side basketball games will
result in at least 20 pupils not being involved for part of the lesson).
- Details of any medical condition which a pupil may have
are contained on the enrolment form and/or on the school record card
- The policies and procedures section of the School Plan
contains instructions on the procedures to be adopted in the event of an
accident during the physical education lesson
- Emphasis is placed on the maintenance of good posture
throughout all activities
- Each lesson commences with a warm-up activity and ends
with a cool-down activity.
- Pupils are required to wear tracksuits and runners for the
physical education lesson. Pupils are never allowed to participate in a physical
education in inappropriate footwear or in bare or stockinged feet.
- Apparatus is checked regularly by class teachers and by
the special duties teacher
- The class teacher is the most appropriate teacher to teach
the physical education but the implementation of the physical education is
enhanced when teachers share expertise with other staff members. This can
involve one teacher teaching a particular strand to a colleague’s class
Assessment / Recording / Communication
Assessment complements the teaching of physical education,
but it should not impinge unduly on valuable teaching time. The following
assessment tools are recommended, and they will provide information on the
child’s progress and form the basis for communication with other teachers,
parents and others in the educational community.
- Teacher observation
- Teacher designed tasks
- Pupil profile cards
Reports on a child’s progress might contain information
related to the attitude of the child to participation, to winning/losing,
understanding of fair play, effort, physical competence, development of
health-related fitness, knowledge and understanding of the activities.
Organisational Planning: Roles and Responsibilities
Developing a shared sense of purpose for physical
education
The
development of physical education in the school involves consultation and
collaboration among the partners in education.
Board of Management
Provides support for the development and implementation of
the school plan for physical education within its available resources. A key
element of this role is to provide and maintain a safe and clean environment in
which physical education can be taught.
Principal
- Oversees the development and implementation of the school
plan
- Consults with Board of Management and parents with regard
to the provision of resources
- Raises awareness among all teachers with regard to their
complementary roles in the teaching of physical education
- Ensures that teachers are supported in their teaching by
their colleagues
- Ensures that sufficient time is made available for
physical education
- Identifies teacher(s) with particular expertise and
interest in physical education to lead staff discussion and to draw up policy
document on the place, purpose and content of physical education in the school
Special Duties Teacher(s)
- Encourages the teachers to participate in the formulation
of the physical education plan
- Gathers information about the amount of physical education
currently taught and the content of the existing programme
- Devises a written plan, in consultation with the staff
- Organises the necessary resources to implement the plan
- Presents draft documents to the staff at each meeting
- Supports colleagues as they prepare schemes of work and
implement the plan
- Informs new members of the teaching staff about the school
plan
- Provides information on in-career development
opportunities with regard to physical education
Other teachers
- Devise balanced programmes in line with the school plan
which cater for the needs of each child
- Help the child to develop a positive self-image and a
sense of fair play
- Ensure that the children experience a variety of vigorous
and challenging activities
- Foster a stimulating and secure environment
- Link physical education activities with other curricular
areas where appropriate
- Provide information for parents about the class programme
for physical education
- Consult parents on the progress of the child
- Have due regard for safety by ensuring that the children
adopt safe practices
Other issues
- Before availing of the services of coaches from any of the
national or local sporting organisations, the special duties teacher will
ascertain the extent to which the support personnel will benefit the individual
child and the class. The qualifications of the support personnel and their
previous experience with young people will also be ascertained. The class
teacher retains overall responsibility for planning, organisation, control and
monitoring to ensure that the child’s physical activity is coherent,
consistent, progressive and controlled.
- St Colmcille’s BNS is indebted to Fingallians GFC and
Swords Celtic FC for the use of their facilities
- Books, publications and video tapes are listed in the
school resource catalogue, and are available from the special duties teacher
Contact Us
|
