Strand: Athletics
Strand unit: Running
The child should be enabled to
Jogging or running over distance
- jog or run in a non-competitive setting for periods extending from 30 seconds to 5 minutes
running with a partner or group and crossing low obstacles, varying the pace of the run
Sprinting
- sprint distances of 50–70 m, developing good acceleration and finishing technique
- practise reaction sprints
- practise the standing start
- practise shuttle sprints (repeat sprints) over a distance of 30 m
Relays
- practise baton change-over technique while moving in teams of four
- participate in a relay in a straight line using a baton, with four children per team
- participate in a standard relay (i.e. four children per team, using a baton) on an oval track, each child running a distance of 50 m approximately
- participate in team relays in small groups
shuttle relays, circle (Parlauf) relays
Hurdling
- run a distance of 40–60 m over evenly spaced hurdles (40–50 cm high approximately)
- practise the technique of hurdling
developing efficient use of the lead leg and trail leg
running three strides between each hurdle - run a distance of 150 m approximately over unevenly spaced hurdles (30 cm high approximately).
Strand unit: Jumping
The child should be enabled to
- 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 and landing on two feet
- practise the standing jump for distance
- develop a short approach run when taking off from one foot
taking three, five or seven strides and jumping for distance - practise jumping for height over an obstacle (50–60 cm high approximately), developing a short approach run
using basic technique (scissors technique).
Strand unit: Throwing
The child should be enabled to
- 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
taking three, five or seven strides and releasing the implement - develop the shot put or throw from a standing position, using a medium-sized ball or primary shot
- develop a standing putting technique with turn
- develop the discus throw using a quoit or primary discus, practising the grip, swing and release techniques.
Linkage
Athletics incorporates activities that are also appropriate for development in gymnastics and games.
Strand unit: Understanding and appreciation of athletics
The child should be enabled to
- develop a better understanding of speed, strength, control and co-ordination
practising varying pace over a ‘distance’ run
performing a controlled release of throwing implements to improve accuracy and distance of throw - describe and discuss movement and ask and answer questions about it
discussing the effect of lengthening the approach run before throwing or jumping - develop an understanding of the rules of athletics and apply them in suitable competitive situations
implementing a ‘throwing line’, beyond which the child may not step when releasing the throwing implement - measure an achievement
measuring a standing throw and a throw taken using an approach run and comparing the difference - discuss personal performance and performance of a partner in athletic activities
advising a partner on ways of throwing longer, sprinting faster, jumping higher - know about and participate in local organisations and clubs involved in the provision of athletic activities and facilities
- 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.
Integration
Mathematics: Measures
Strand: Dance
Strand unit: Exploration, creation and performance of dance
The child should be enabled to
- create and perform a more complex range of movements
demonstrating originality and a greater variety of body actions, shapes, levels, directions and pathways when moving
enhancing movement phrases with an appropriate range of dynamics
experimenting with creating movement with a partner and in small groups - communicate through movement a range of moods or feelings
working with a partner, explore the use of body shape and eye contact to convey friendship or isolation - create, practise and perform longer and more complex dances with clear dance forms
narrative: unfolding a story or idea (March to Kinsale)
AB (where A represents the first section and B a second, contrasting section but both have a ‘common thread’): binary form
ABA (as above but returning to A): ternary form - choose and respond with increasing sensitivity to a broader range of stimuli
aural (music, words), visual (painting, photographs, objects), tactile (scarves, leaves), ideas (emigration, colours) - develop work with a group
following and imitating
meeting and parting
copying and contrasting - explore and experiment with the use of costume and props (e.g. masks) to enhance creation and performance of dance
- learn and perform a range of steps and movements to rhythms and musical phrases
- perform a variety of selected Irish and folk dances that use frequent changes of formation
two-hand reel, Haymaker’s Jig, Rakes of Mallow, Staicín Eorna, a local set dance
(La Vinca) Italian folk dance, French peasant dance - perform to music showing increasing sensitivity to rhythms, phrasing, style (music of different cultures, different times), dynamics (getting louder or softer) and form (binary, ternary)
- show increased poise, balance, control and co-ordination while moving and stopping
- perform dances showing concentration and awareness of others.
Strand unit: Understanding and appreciation of dance
The child should be enabled to
- observe, describe and discuss own dance and dance of others (including professional dancers, live or video recordings)
examining the use of movement to communicate meaning and mood
commenting on the originality of the dance
identifying the compositional techniques used
identifying the structure and form of a dance
examining the use of props or costumes selecting music or other forms of accompaniment
examining the origins of folk dance and the role that dance plays in different cultures and traditions - identify the techniques used in a dance and the form of the dance
identifying moments when unison and canon occur
identifying sections of a dance in binary form - interpret a mood or emotion seen in dance
- become aware of local organisations and community groups involved in dance and opportunities in the community to participate in dance.
Integration
Music: Listening and responding
Visual arts: art work may be used as a stimulus for dance or as a prop in the dance lesson or dance themes may be interpreted in a variety of visual arts media.
History:Local studies—Feasts and festivals in the past
SPHE:Myself—Feelings and emotions
Strand: Gymnastics
Strand unit: Movement
The child should be enabled to
- select and link a range of gymnastic actions to travel on the floor and on apparatus
jumping from a bar-box and rolling across a mat
jumping from a bench, turning to face the bench and rolling backwards - practise and perform a range of skills
forward and backward rolls, headstand, handstand, cartwheel - produce and perform more complex
sequences with a partner on the floor and using apparatus
leading and following movements
mirroring movements
contrasting movements
balancing and counterbalancing
supporting and assisting a partner in some gymnastic movements - produce group sequences
- show controlled take-off, flight and landing
- improve quality in body performance, notably in extension, body tension and clarity of body shape.
Strand unit: Understanding and appreciation of gymnastics
The child should be enabled to
- observe, describe and ask and answer questions about movement
observing balances that are curled, stretched, twisted, symmetrical or asymmetrical
observing speed of movements (accelerating, decelerating)
considering appropriate music to link sequences of movement
describing the movements used in another group’s sequence - 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.
Integration
Mathematics: Exploring symmetry in gymnastics builds on the previous work done on symmetry.
SPHE:Myself—Safety and protection
Music: Listening and responding
Strand: Games
Strand unit: Sending, receiving and travelling
The child should be enabled to
- practise skills previously experienced
Ball handling
- develop further and extend ball-handling skills
passing a round or oval ball to a partner while stationary or moving
using a chest pass, overhead pass, bounce
pass, spin pass, pop pass or sweep pass where appropriate
moving to receive a ball
Kicking
- develop further and extend kicking skills
kicking a ball on the ground or through the
air under pressure from an oncoming player
chipping a ball to a partner
walking or jogging and toe-tapping (solo) with a ball
taking a penalty kick
drop-kicking a ball
stepping and drop-kicking a ball
controlling a ball in the air with inside of the foot
volleying a ball with the foot
taking steps and kicking the ball from the hands, i.e. punt-kick
dribbling and changing the pathway taken by
turning or twisting
shooting at a small target
Carrying and striking
- develop further and extend carrying and striking skills
volley-passing a ball (volleyball)
volley-serving a ball (volleyball)
practising the dig technique (volleyball)
serving under-arm with a ball or shuttlecock
striking a ball with a racquet without letting it bounce, i.e. volley
bouncing or balancing a ball on a hurley while moving, i.e. ‘solo’ run
striking a moving ball with a hurley
jab-lifting a ball with a hurley
stopping, controlling and striking a ball using a hockey stick
striking a ball at a target using a hockey stick.
Strand unit: Creating and playing games
The child should be enabled to
- create and develop games with a partner or with a small group
bowling, striking, kicking, throwing and catching games - play small-sided (mini) versions of games
1 v. 1 games of handball
3 v. 3 games of mini-volleyball
5 v. 5 mini-rounders or 6 v. 6 cricket
(kwik cricket)
4 v. 4 leprechaun or tip rugby
mini-basketball or mini-netball
7 v. 7 mini-soccer, Gaelic football, hurling or mini-hockey - play playground games
wheel relay, hunt the beanbag.
Strand unit: Understanding and appreciation of games
The child should be enabled to
- discuss and improve control in movement skills relevant to games
running, jumping, changing speed, stopping and starting, turning - develop an understanding of the use of space in mini-games
moving forward and avoiding ‘crowding’ when in possession or attacking a goal or basket - develop an understanding of the tactics and strategies for use in mini-games
applying principles of defence and attack including contact and dispossession (tackling) skills, evading and marking an opponent
displaying basic teamwork in mini-games - adapt rules for use in mini-games and keep scores of games
- develop the ability to officiate at games
- avail of 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.
Integration
History: Local studies—Games and pastimes in the past
Strand: Outdoor and adventure activities
Strand unit: Walking, cycling and camping activities
The child should be enabled to
- undertake forest walks
exploring forest and hill walks with appropriate tasks to be undertaken along the route (e.g. using a compass at the first junction, note the direction walked when on the right-hand path) - develop a range of cycling skills
understand and apply cycling safety skills
undertake a journey by bicycle where appropriate - prepare for camping or bivouacking
examining the design and construction of shelters from natural or improvised materials
using camping stoves
pitching a tent
undertaking a camping trip to a suitable location.
Strand unit: Orienteering
The child should be enabled to
- find controls on the school site, using a map or plan
undertaking a journey where some of the objects marked on the plan are the same (e.g. three benches or three trees, distinguished only by their orientation or position on the site) - undertake a memory star orienteering course
checking a map at base, working out how to find the control, then leaving the map behind while visiting the control - undertake point-to-point orienteering
visiting all controls in order, marking a control card or collecting permanent information at each control (e.g. how many steps are there at the door?) - undertake score orienteering
working in groups within a time limit, visiting all the controls; the various controls are given different ‘score’ values.
Strand unit: Outdoor challenges
The child should be enabled to
- undertake an adventure trail
using an obstacle course made more challenging by being asked to carry a plastic cup of water from start to finish or by being led blindfolded by a partner - undertake co-operative (trust) activities
using raised obstacles of varying heights and sizes to cross an imaginary river with help from a partner (stepping-stones) - undertake physical challenges
climbing wall bars, using three points of contact*
crossing appropriate ropes using hands and feet*
*activities usually available at outdoor centres or specially equipped gymnasiums.
Strand unit: Water-based activities
The child should be enabled to
- experience an introductory session in basic canoeing or sailing
using a local pool or adventure centre.
Strand unit: Understanding and appreciation of outdoor and adventure activities
The child should be enabled to
- develop positive attitudes towards caring for the environment
caring for living things
disposing of litter appropriately
appreciating the need to protect the environment - plan, observe, describe and discuss activities outdoors
planning to collect controls in a group orienteering activity
discussing how other individuals or groups completed their challenges - discuss the safety aspects of activities undertaken
identifying appropriate safety measures when engaged in activities outside the school site.
Integration
Geography: A sense of place and space; Maps, globes and graphical skills; Environmental awareness and care
Science: Environmental awareness and care
SPHE: Myself and the wider world—Developing citizenship (Environmental awareness and care)