Strand: Athletics
Strand unit: Running
The child should be enabled to
Walking, jogging or running over distance
- walk or jog in a non-competitive setting for periods extending from 30 seconds to two minutes
making letters, numbers and patterns on the ground while running
Sprinting
- sprint distances of 20 to 30 m 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, developing simple technique
passing with right hand and receiving with left hand - participate in team relays or shuttle relays in small groups, using various means of travelling
hopping, bouncing, skipping
Hurdling
- run over evenly spaced low hurdles (30 cm high approximately)
- practise the technique of hurdling
identifying the lead leg.
Strand unit: Jumping
The child should be enabled to
- practise skipping activities with and without ropes
- explore the various ways of jumping
taking off from one foot and landing on two feet - practise the standing jump for distance and height
- develop a short approach run when taking off from one foot
taking three steps and jumping for distance and height.
Strand unit: Throwing
The child should be enabled to
- experiment with appropriate objects and methods of throwing, aiming for height and distance
practising the under-arm throw, over-arm throw.
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 an understanding of pace
contrasting the pace of two children, one sprinting, the other running for one minute - describe and discuss movement and ask and answer questions about it
discussing the effect of an approach run on the distance jumped - develop an understanding of some of the basic rules of athletics
taking off without crossing a marker in the long jump - measure an achievement
measuring a partner’s standing long jump.
Integration
Mathematics: Measures
Strand: Dance
Strand unit: Exploration, creation and performance of dance
The child should be enabled to
- explore and develop a greater range of movements of body parts and body actions, to include turning
placing an imaginary ping-pong ball on the shoulder, bouncing it and throwing it up in the air, then catching it on the back, hip, sole of the foot or wrist
exploring turning movements: using different body parts (head, hand, shoulder) to lead the turn, low and high turns, fast and slow turns - explore further different levels, pathways and shape in space and begin to explore directions
creating three body shapes at different levels and facing different directions - explore a range of dynamics in movement
moving with tension and without tension: Jack Frost and the melting snowman - explore and communicate through simple body movement a range of moods or feelings
expressing confusion, joy, anger - create, practise and perform dances showing a clear beginning, middle and end
Alice in Wonderland dance: beginning: falling down the tunnel; middle: meeting the characters; end: falling and waking up - continue to respond imaginatively through movement to stimuli such as words, stories, poems, pictures, songs and music
when exploring the theme of fantasy using the stimulus of a toy story, create the shapes and actions of the toy characters - develop work with a partner
following and imitating a partner: follow-theleader
moving in unison (both dancers perform the movement at the same time)
meeting and parting - perform a range of simple steps and movements to given rhythmic and melodic phrases
performing combinations of walking, skipping and running sequences - perform a variety of selected Irish dances and folk dances
introducing the side step and promenade step of Irish dances and combining these steps to make simple sequences accompanied by appropriate music
performing the Cuckoo Dance, Come to Me - develop increased poise, balance and coordination while moving and stopping
- develop an awareness of the relationship between music and movement, showing sensitivity in movement to rhythm and phrasing of music
pausing at the end of phrase, as in Irish dance music.
Strand unit: Understanding and appreciation of dance
The child should be enabled to
- observe, describe and discuss simple dances
describing the body parts used and comparing and contrasting the body shape and actions in the growing and shrinking phrase of the Alice in Wonderland dance discussing the pathways taken by partners as they meet and part - identify the sections of a dance as beginning, middle and end
the toy story dance:
beginning: toys wake up
middle: toys greet each other and dance
end: toy maker returns and toys freeze - interpret a mood or emotion observed in movement
identifying how the feeling of fear is communicated through analysing facial expression, gestures and body actions.
Integration
Mathematics: Shape and space—Spatial awareness
Music: Listening and responding
Visual arts: art work may be used as a stimulus for dance or dance themes may be interpreted in a variety of visual arts media.
SPHE:Myself—Feelings and emotions
History: Myself and my family—Feasts and festivals in the past
Strand: Gymnastics
Strand unit: Movement
The child should be enabled to
- develop the basic movement actions of balancing, rolling, turning, 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 and perform 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
travelling on two hands and one foot, holding a stretched balance in that position and transferring weight to travel on two feet and two hands following a zigzag pathway - transfer floorwork onto apparatus
- continue linking of movement skills to produce individual and pair sequences on the floor and using apparatus
balancing on a bench, jumping from the bench to a mat and travelling across the mat by rolling
following a partner’s sequence - show control in take-off and flight and develop the ability to absorb energy to avoid shock when landing
taking off with knees bent and landing with bent knees and the back straight - develop good body tension and posture through gymnastic positions and movements.
Strand unit: Understanding and appreciation of gymnastics
The child should be enabled to
- observe and describe movement and ask and answer questions about it
identifying ways of travelling across a bench and transferring movement onto the floor - develop the ability to lift, carry and place apparatus correctly
- develop awareness of others when using apparatus.
Integration
Mathematics: Shape and space
SPHE:Myself—Safety and protection
Strand: Games
Strand unit: Sending, receiving and travelling
The child should be enabled to
- practise skills previously experienced
Ball handling
- develop and practise ball-handling skills
rolling or throwing a small ball at a target
chest-passing from a stationary position using a large ball
bounce-passing from a stationary position using a small or large ball
throwing over-arm to a partner using a small ball
receiving (catching) a pass at various heights
Kicking
- develop and practise kicking skills
kicking a ball to a partner or at a target along the ground using the inside, instep and outside of the foot
kicking a round or oval ball from the hands
taking a step and kicking a round or oval ball from the hands
controlling a ball with the inside and instep of the foot
Carrying and striking
- develop and practise carrying and striking skills
striking a ball against a wall using the hand, allowing it to bounce once between each strike
bouncing a ball against the ground while stationary or moving slowly, using the hand or a small bat with a short handle
repeating the above at varying heights
keeping the ball off the ground using body parts above the waist
dribbling or striking a ball for accuracy along the ground using a hurley or hockey stick
striking a ball through the air at a target using a hurley.
Strand unit: Creating and playing games
The child should be enabled to
- create and develop games in pairs or small groups
pig-in-the-middle passing games - play small-sided (mini) versions of games
bench ball (a modified game of basketball)
3 v. 3 Gaelic football or soccer with modified rules
‘pair tennis’—no net necessary
mini-rounders: using a simple bat, involving four players - play playground games
chasing games, stuck-in-the-mud, frozen beanbag.
Strand unit: Understanding and appreciation of games
The child should be enabled to
- discuss and develop control in movement skills relevant to games
running, jumping, changing speed, stopping and starting - develop problem-solving and decisionmaking strategies
inventing simple sequences: bouncing a ball three times off the ground and three times on a bat
inventing a simple game with a partner using a target, bats and a ball
displaying basic support play in 2 v. 1 and 3 v. 1 situations - develop an understanding of the use of space
moving into space to receive a ball in 2 v. 1 situations - apply simple rules to small-sided games.
Integration
History: Myself and my family—Games in the past, Feasts and festivals in the past
Strand: Outdoor and adventure activities
Strand unit: Walking
The child should be enabled to
- undertake short walks, outside the school site where possible
- find an object on the school site, given simple clues
treasure hunt.
Strand unit: Orienteering
The child should be enabled to
- identify areas of the hall, playing-field or school site
engaging in activities to encourage the child to begin ‘to find the way’, i.e. identify the front, back, left or right of the hall
following directions, e.g. take three steps forward, one step backwards, three steps to the right and seven steps to the left
going to features identified by photographs or pictures, finding the symbol (control) at that feature and recording it simply - find objects or areas by following a simple plan (set of drawings)
following a ‘snake walk’ (i.e. a route marked on a drawing of the floor area) that involves negotiating obstacles to reach a target object
leading another child around a course; the second child records the route on an unmarked plan.
Strand unit: Outdoor challenges
The child should be enabled to
- undertake adventure trails
safely completing an obstacle course (constructed indoors or outdoors using large and small apparatus or natural features) by stepping, crawling, hanging, pulling, sliding crawling through and under mazes or tunnels constructed with benches, mats, tyres etc. to find a specific object at the end - undertake simple co-operative (trust) activities
following a blind trail: the child, blindfolded, follows a short trail made with cord, with one hand on the cord, passing over, under and through or around obstacles.
Strand unit: Understanding and appreciation of outdoor and adventure activities
The child should be enabled to
- develop an appreciation of and respect for the environment explored
disposing of litter appropriately - discuss the safety aspects of activities undertaken
identifying safe means of undertaking sections of an adventure trail.
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; Myself and others—Relating to others