“Physical Education provides children with learning opportunities through the medium of movement and contributes to their overall development by helping them to lead full active and healthy lives.“ (Primary School Curriculum, p. 2)

Aims

The aims of physical education are:

• To promote the physical, social, emotional and intellectual development of the child
• To develop positive personal qualities
• To help in the acquisition of an appropriate range of movement skills in a variety of contexts
• To promote understanding and knowledge of the various aspects of movement
• To develop an appreciation of movement and the use of the body as an instrument of expression and creativity
• To promote enjoyment of and positive attitudes towards physical activity and its contribution to lifelong health-related fitness, thus preparing the child for the active and purposeful use of leisure time

Broad objectives

The physical education curriculum should enable the child to:

Social and personal development

• Experience enjoyment and achievement through movement
• Interact and co-operate sensitively with others
• Develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
• Develop an understanding of fair play and team spirit through participation and competition
• Develop positive attitudes towards participation in movement activities

Physical and motor development

• Develop strength, speed, endurance and flexibility through engaging in a variety of activities
• Develop agility, alertness, control, balance and co-ordination through movement
• Develop personal competence in the athletic skills of running, jumping and throwing
• Develop personal competence in a range of gymnastic movements
• Develop personal competence in the games skills of sending, receiving and travelling using a variety of equipment, and to apply these skills in games situations
• Apply the skills needed to live and move with confidence in the environment

Knowledge and understanding

• Develop an understanding and general knowledge of movement activities and derive benefit as a participant and spectator
• Develop an understanding of travel and weight-bearing as the basis of efficient body management and control, both on the floor and using apparatus
• Experience and develop an understanding of the use of space, speed, effort, direction and level in the performance of actions
• Develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
• Observe, discuss, analyse, interpret and enjoy the performance of movement
• Gather, record and interpret information on achievement in movement activities
• Make decisions, solve problems and develop autonomy through movement activities
• Participate in and develop a knowledge, understanding and appreciation of cultural activities through movement
• Develop an appreciation of and respect for the environment through participation in activities outdoors

Creative and aesthetic development

• Use the body as a means of expression and communication
• Create and play simple games
• Develop artistic and aesthetic understanding within and through movement

Development of health-related fitness

• Maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy life-style
• Understand and practise good hygiene and posture
• Appreciate the benefits of relaxation

Development of safety

• Adopt safe practices in all physical activities

Overview of Content of Physical Education Curriculum

Strands

Outdoor and adventure

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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, athletics and cross-country running.
• 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
• Coaches from the local GAA club visit the school weekly.
• A basketball coach takes a group of selected pupils on 1 day per week after school  
• A coach provides coaching in the skills of rugby
• Swimming lessons are offered to pupils in Classes from 2^nd to 6^th 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

A more specific time-table is made available for each term by the post holder with special responsibility for PE.

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

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

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Infant Classes

Strand: Athletics

Strand unit: Running

The child should be enabled to:

• Walk or jog in a non-competitive setting for periods extending from 30 seconds to 90 seconds
• Sprint distances of 10 m to 20 m
• Practise reaction sprints
• Practise the standing start
• Participate in a pair relay using a beanbag
• Participate in team relays, in small groups using various means of travelling
• Run over flat markers
• Run over flat markers evenly spaced
• Run over low markers
• Run over low hurdles
• Run over low hurdles, evenly spaced

Strand unit: Jumping

• Practise skipping activities with or without ropes
• Experiment with various ways of jumping

Strand unit: Throwing

• Experiment with appropriate objects and methods of throwing, aiming for height and distance

Strand unit: Understanding and appreciation of athletics

• Talk about movement and ask and answer questions about it
• Develop an understanding of the basic rules of individual athletic events

Strand: Gymnastics

Strand unit: Movement

• Develop the basic movement actions of running, stopping, jumping, rolling, climbing, transferring weight, balancing, swinging, twisting and turning using a variety of body parts while exploring space
• Practise rocking and rolling activities leading to a forward roll
• Develop body awareness through variations of direction, pathways, levels, shape, speed and effort
• Link skills to produce a short sequence of movement
• Begin to work with a partner
• Begin to transfer work onto apparatus
• Absorb energy to avoid shock when landing
• Develop good body tension and posture through gymnastic positions and movements

Strand unit: Understanding and appreciation of gymnastics

• Talk about movement and ask and answer questions about it
• Develop the ability to lift, carry and place apparatus safely
• Develop an awareness of others when using apparatus

Strand : Games

Strand unit: Sending, receiving and travelling

Ball handling

• Begin to develop ball-handling skills

Kicking

• Begin to develop kicking skills

Carrying and striking

• Begin to develop carrying and striking skills

Strand unit: Creating and playing games

• Create and develop games in pairs
• Play simple playground games

Strand unit: Understanding and appreciation of games

• Talk about and develop movement skills relevant to games
• Develop problem-solving and decision-making strategies
• Apply simple rules to games

Strand: Outdoor and adventure activities

Strand unit: Walking

• Undertake short walks within school grounds

Strand unit: Orienteering

• Identify areas of the hall, playing-field, school site

Strand unit: Outdoor challenges

• Undertake adventure trails
• Undertake simple co-operative activities

Strand unit: Understanding and appreciation of outdoor and adventure activities

• Begin to develop an appreciation of and respect for the environment

Strand: Dance

Strand unit: Exploration, creation and performance of dance

• Explore the movements of different parts  of the body and the ways  in which the body can move in space using simple body action such as travelling and jumping, gesture and stillness
• Explore and create movement at different levels, using different pathways and forming different shapes in space
• Explore an appropriate range of dynamics of movement
• Explore and communicate through simple body movement a range of moods and feelings
• Respond imaginatively through movement to stimuli such as words, stories, poems, pictures, music
• Begin to develop work with a partner
• Perform simple movements to given rhythmic and melodic phrases
• Perform simple singing games
• Develop poise, balance and co-ordination while moving and stopping

Understanding and appreciation of dance

• Talk about dance phrases
• Interpret a mood or emotion observed in movement

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First and Second Classes

Strand: Athletics

Strand unit: Running

Walking, jogging or running over distance

• Walk or jog in a non-competitive setting for periods extending from 30 seconds to two minutes

Sprinting

• Sprint distances of 20m to 30m with the emphasis on sustained effort
• throughout the sprint
• Practise reaction sprints
• Practise the standing start

Relays

• Participate in a pair relay using a beanbag to develop a simple technique
• Participate in simple relays

Hurdling

• Run over evenly spaced low hurdles
• Practise the technique of hurdling

Jumping

• Practise skipping activities with and without ropes
• Explore the various ways of jumping

Throwing

• Experiment with appropriate objects and methods of throwing, aiming for height and distance

Strand unit: Understanding and appreciation of athletics

• Develop an understanding of pace
• Describe and discuss movement and ask and answer questions about it
• Develop an understanding of some of the basic rules of athletics
• Measure an achievement

Strand : Gymnastics

Strand unit: Movement

• Develop the basic movement actions of balancing, rolling, twisting, stretching, climbing and transferring weight using a variety of body parts while exploring space
• Practise and perform the forward roll with control
• Begin to practise the backward roll from initial rocking and rolling activities
• Continue to develop body awareness through further movement variations of direction, pathways, levels, shape, speed and effort
• Transfer floorwork onto apparatus
• Continue linking of movement skills to produce individual and pair sequences on the floor and using apparatus
• Show control in take-off and flight and develop the ability to absorb energy to avoid shock when landing
• Develop good body tension and posture through gymnastic positions and movements

Strand unit: Understanding and appreciation of gymnastics

• Observe and describe movement and ask and answer questions about it
• Develop the ability to lift, carry and place apparatus correctly
• Develop awareness of others when using apparatus

Strand: Games

Strand unit: Sending, receiving and travelling

• Practise skills previously experienced

Ball handling

• Develop and practise ball-handling skills

Kicking

• Develop and practise kicking skills

Carrying and striking

• Develop and practise carrying and striking skills

Strand unit: Creating and playing games

• Create and develop games in pairs or small groups
• Play small-sided (mini)  versions of games
• Play playground games

Strand unit: Understanding and appreciation of games

• Discuss and develop control in movement skills relevant to games
• Develop problem-solving and decision-making strategies
• Develop an understanding of the use of space
• Apply simple rules to small-sided games

Strand: Outdoor and adventure activities

Strand unit: Walking

• Undertake short walks, outside the school site
• Find an object on the school site, given simple clues

Strand unit: Orienteering

• Identify areas of the hall, playing-field or school site
• Find objects or areas by following a simple plan

Strand Unit: Outdoor challenges

• Undertake adventure trails
• Undertake simple co-operative activities

Strand Unit: Understanding and appreciation of outdoor and adventure activities

• Develop an appreciation of and respect for the environment explored
• Discuss the safety aspects of activities undertaken

Strand: Dance

Strand unit: Exploration, creation and performance of dance

• Explore and develop a greater awareness of movements of body parts and body actions, to include turning
• Explore further different levels, pathways and shape in space and begin to explore directions
• Explore a range of dynamics of movement
• Explore and communicate through simple body movement a range of moods and feelings
• Continue to respond imaginatively through movement to stimuli such as words, stories, poems, pictures, songs and music
• Develop work with a partner
• Perform a range of simple steps and movements to given rhythmic and melodic phrases
• Develop increased poise, balance and co-ordination while stopping and moving

Strand unit: Understanding and appreciation of dance

• Observe, describe and discuss simple dances
• Interpret a mood or emotion observed in movement

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Third and Fourth Classes

Strand: Athletics

Strand unit: Running

• Walk, jog or run in a non-competitive setting for periods extending from 30 seconds to 3 minutes
• Sprint distances of 30m to 60m developing good acceleration and finishing technique
• Practise reaction starts
• Practise the standing start
• Participate in a pair relay using a beanbag, developing a simple technique
• Practise baton change-over technique while stationary with a partner
• Practise baton change-over technique while moving slowly with a partner
• Practise the standard relay in a straight line
• Participate in team-relays using various means of travelling
• Run a distance of 20 to 40m over evenly spaced hurdles (30 –40 cm high)
• Practise the technique of hurdling

Strand unit: Jumping

• Explore skipping activities individually and as part of a group, with or without a rope
• Explore the various ways of jumping, to include taking off from one foot or two feet and landing on two feet
• Practise the standing jump for distance
• Develop a short approach run when taking off from one foot
• Practise jumping for height over an obstacle (40 cm high) developing a short approach run

Strand unit: Throwing

• Develop the over-arm (javelin) throw from a standing position using a beanbag, ball or foam javelin
• Develop a short approach run before releasing the throwing implement
• Begin to throw a medium-sized ball or primary shot from a standing position
• Begin to throw a quoit or primary discus, practising the grip, swing and release techniques

Strand unit: Understanding and appreciation of athletics

• Develop an understanding of pace
• Describe and discuss movement and ask and answer questions about it
• Develop an understanding of the rules of athletics
• Measure an achievement
• Analyse personal performance and performance of partner in athletic activities

Strand: Gymnastics

Strand unit: Movement

• Create and perform sequences of movement to develop body awareness with appropriate variations of direction, pathways, levels, shape, speed and effort
• Select and link a range of movement actions to travel on the floor and on apparatus
• Practise and perform forward and backward rolls with control
• Begin to practise headstand and handstand
• Show increased control in take-off and landing
• Produce and perform sequences with a partner on the floor and using apparatus
• Develop good body tension and posture through gymnastic positions and movements

Strand unit: Understanding and appreciation of gymnastics

• Observe and describe movement and ask and answer questions about it
• Develop the ability to lift, carry, set up, dismantle and store apparatus correctly and safely
• Develop awareness of others when using apparatus

Strand: Games

Strand unit: Sending, receiving and travelling

• Practise skills previously experienced
• Develop and practise a range of ball-handling skills
• Develop and practise a range of kicking skills
• Develop and practise a range of carrying and striking skills

Strand unit: Creating and playing games

• Create and develop games with a partner or with a small group
• Play small-sided (mini) versions of games
• Play playground games

Strand unit: Understanding and appreciation of games

• Discuss and improve control in movement skills relevant to games
• Develop an increased understanding of the use of space
• Develop problem-solving and decision-making strategies and an understanding of the tactics and strategies for use in modified games situations
• Adopt rules to modify games and keep scores

Strand: Outdoor and adventure activities

Strand unit: Walking

• Undertake walk in a suitable location with appropriate tasks for completion (use one of the cultural trails of Swords)

Strand unit: Orienteering

• Identify symbols for familiar features on a map of a familiar area (Swords Estuary)
• Undertake an orienteering activity

Strand unit: Outdoor challenges

• Undertake an adventure trail
• Undertake simple co-operative activities

Strand unit: Understanding and appreciation of outdoor and adventure activities

• Develop positive attitudes towards caring for the environment
• Plan, observe, describe and discuss activities outdoors

Strand: Dance

Strand unit: Exploration, creation and performance of dance

• Explore more complex movements of body parts and body actions, to include weight transference
• Explore further different levels, pathways and shape in space and begin to explore directions
• Continue to explore a range of dynamics of movement
• Explore and communicate through simple body movement a range of moods and feelings
• Respond imaginatively through movement to stimuli such as words, stories, poems, pictures, songs and music
• Develop work with a partner and  begin to work in small groups
• Perform a range of simple steps and movements to given rhythmic and melodic phrases
• Show increased poise, balance and co-ordination while stopping and moving

Strand unit: Understanding and appreciation of dance

• Observe, describe and discuss simple dances
• Interpret a mood or emotion observed in dance

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Fifth and Sixth Classes

Strand: Athletics

Strand unit: Running

• Jog or run in a non-competitive setting for periods extending from 30 seconds to 5 minutes
• Sprint distances of 50 m to 70 m developing good acceleration and finishing technique
• Practise reaction starts
• Practise the standing start
• Practise shuttle sprints (repeat sprints) over a distance of 30 m
• Practise baton change-over technique while moving in teams of 4
• Participate in a relay in a straight line
• Participate in a standard relay
• Participate in team-relays using various means of travelling
• Run a distance of 40 m to 60 m over evenly spaced hurdles (40 –60 cm high)
• Practise the technique of hurdling
• Run a distance of 150 m approximately over unevenly spaced hurdles (30 cm high)

Strand unit: Jumping

• Explore skipping activities individually and as part of a group, with or without a rope
• Explore the various ways of jumping, to include taking off from one foot or two feet and landing on two feet
• Practise the standing jump for distance
• Develop a short approach run when taking off from one foot
• Practise jumping for height over an obstacle (50 to 60 cm high) developing a short approach run

Strand unit: Throwing

• Develop the over-arm (javelin) throw from a standing position using a beanbag, ball or foam javelin
• Develop a short, fast approach run before releasing the throwing implement
• Develop the shot put or throw from a standing position, using a primary shot
• Develop a standing putting technique
• Develop the discus throw using a quoit or primary discuss, practising the grip, swing and release techniques

Strand unit: Understanding and appreciation of athletics

• Develop a better understanding of speed, strength, control and co-ordination
• Describe and discuss movement and ask and answer questions about it
• Develop an understanding of the rules of athletics and apply them  in suitable competitive situations
• Measure an achievement
• Analyse personal performance and performance of partner in athletic activities
• Know about and participate in local organisations and clubs involved in the provision of athletic activities and facilities (Fingallians GFC)
• Begin to acquire an understanding of training to prepare for performance in selected track and field events
• Become aware of athletic events and athletes locally, nationally and internationally

Strand: Gymnastics

Strand unit: Movement

• Select and link a range of movement actions to travel on the floor and on apparatus
• Practise and perform forward and backward rolls with control
• Show increased control in take-off and landing
• Produce and perform sequences with a partner on the floor and using apparatus
• Improve quality in body performance, notably in extension, body tension and clarity of body shape

Strand unit: Understanding and appreciation of gymnastics

• Observe and describe movement and ask and answer questions about it
• Develop the ability to lift, carry, set up, dismantle and store apparatus correctly and safely
• Develop awareness of others when using apparatus
• Become aware of local organisations and clubs that promote gymnastics
• Become aware of local, national and international gymnasts and gymnastic events

Strand: Games

Strand unit: Sending, receiving and travelling

• Practise skills previously experienced
• Develop further and extend ball-handling skills
• Develop further and extend kicking skills
• Develop further and extend carrying and striking skills

Strand unit: Creating and playing games

• Create and develop games with a partner or with a small group
• Play small-sided (mini) versions of games
• Play playground games

Strand unit: Understanding and appreciation of games

• Discuss and improve control in movement skills relevant to games
• Develop an increased understanding of the use of space in mini-games
• Develop problem-solving and decision-making strategies and an understanding of the tactics and strategies for use in modified games situations
• Adopt rules to modify games and keep scores
• Develop the ability to officiate at games
• Avail of the opportunities in the community to participate in games
• Begin to acquire an understanding of training to prepare for performance in games
• Become aware of games events and players locally, nationally and internationally

Strand: Outdoor and adventure activities

Strand unit: Walking, cycling and camping activities

• Undertake walk in a suitable location with appropriate tasks for completion (use one of the cultural trails of Swords)
• Develop a range of cycling skills

Strand unit: Orienteering

• Find controls on the school site using a map or plan
• Undertake a memory star orienteering course
• Undertake point-to-point orienteering
• Undertake score orienteering

Strand unit: Outdoor challenges

• Undertake an adventure trail
• Undertake simple co-operative activities
• Undertake physical challenges

Strand unit: Understanding and appreciation of outdoor and adventure activities

• Develop positive attitudes towards caring for the environment
• Plan, observe, describe and discuss activities outdoors
• Discuss the safety aspects of activities undertaken

Strand: Dance

Strand unit: Exploration, creation and performance of dance

• Explore more complex movements of body parts and body actions, to include weight transference
• Explore further different levels, pathways and shape in space and begin to explore directions
• Continue to explore a range of dynamics of movement
• Explore and communicate through simple body movement a range of moods and feelings
• Respond imaginatively through movement to stimuli such as words, stories, poems, pictures, songs and music
• Develop work with a partner and  begin to work in small groups
• Perform a range of simple steps and movements to given rhythmic and melodic phrases
• Show increased poise, balance and co-ordination while stopping and moving

Strand unit: Understanding and appreciation of dance

• Observe, describe and discuss simple dances
• Interpret a mood or emotion observed in dance
• Become aware of local organisations and community groups involved in dance an opportunities in the community to perform in dance

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Aquatics

Swimming is offered to all pupils in Classes from 2nd to 6th inclusive

Strand unit: Hygiene

• Appreciate the importance of hygiene when using the pool

Strand unit: Water safety

• Observe the rules of the swimming pool
• Recognise the hazards of water
• Identify the correct procedure for dealing with hazards

Strand unit: Entry to and exit from the water

• Enter the water using steps,
• Sitting or turning in the water
• Stepping in from the poolside
• Blowing bubbles
• Picking up objects
• Jumping into the water
• Diving in
• Climb out of the water

Strand unit: Buoyancy and propulsion

• Walk in shallow water
• Jump, side-step or run across the pool
• Observe that some objects float
• Practise balance, rotation and recovery exercises
• Explore the use of arms and legs to travel in water

Strand unit: Stroke development

• Develop a selection of swimming strokes

Strand unit: Water-based games

• Participate in pair and group play

Strand unit: Understanding and appreciation of aquatics

• Understand the basic hygiene procedures
• Appreciate the dangers of water
• Understand how to stay safe in water
• Develop an increased understanding of flotation
• Develop an appreciation of the freedom of water
• Extend the knowledge of swimming strokes
• Discuss a range of aquatic activities
• Become aware of local organisations and clubs that promote aquatics (ALSAA)

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