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 90 seconds
running with a partner, moving into space following a leader
Sprinting
- sprint distances of 10 to 20 m
- practise reaction sprints
- practise the standing start
Relays
- participate in a pair relay using a beanbag
- participate in team relays, in small groups, using various means of travelling
running, hopping, skipping
Hurdling
- run over flat markers
running over lines - run over flat markers evenly spaced
- run over low hurdles, i.e. less than 20 cm high
- run over low hurdles, evenly spaced.
Strand unit: Jumping
The child should be enabled to
- practise skipping activities with and without ropes
- experiment with various ways of jumping
jumping for height or distance and exploring various ways of taking off and landing.
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 aiming a beanbag into a hoop.
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
- talk about movement and ask and answer questions about it
discussing how a beanbag can be thrown to achieve greater height - develop an understanding of the basic rules of the individual athletic events
standing start for sprinting running in a straight line or a lane without impeding others.
Integration
Music: skipping songs may be linked with performing song singing.
Strand: Dance
Strand unit: Exploration, creation and performance of dance
The child should be enabled to
- explore the movements of different parts of the body and the ways in which the body can move in space using simple body actions such as travelling (walking, running, skipping) and jumping, gesture and stillness
sprinkling ‘magic dust’ on shoulder, leg, arm or head, bringing it to life and exploring how it can move
exploring different ways of travelling by walking: small steps, wide steps, fast walks, tired walks, happy walks - explore and create movement at different levels, using different pathways and forming different shapes in space
travelling close to the floor following a zigzag pathway - explore an appropriate range of dynamics in movement
moving suddenly or smoothly using strong or light movements - explore and communicate through simple body movement a range of moods or feelings
expressing fear, excitement, happiness portraying the moods of various folk dances - create and perform simple dances with teacher’s guidance
an animal dance: beginning in an animal shape, travelling through the jungle using curved and zigzag pathways and concluding by hiding behind a tree - respond imaginatively through movement to stimuli such as words, stories, poems, pictures, music
through exploring the theme of animals, using the stimulus of songs, create the shapes, actions and pathways of the animals - begin to develop work with a partner
following a leader while imitating his/her movements - perform simple movements to given rhythmic and melodic phrases
moving to rhymes and action songs, e.g. Hop, skip and jump; Hokey Pokey; One Finger, One Thumb - perform simple singing games and folk dances
Skip to My Lou, Looby Lou - develop poise, balance and co-ordination while moving and stopping
- begin to show sensitivity in movement to music
pausing at obvious changes knowing when to begin a folk dance.
Strand unit: Understanding and appreciation of dance
The child should be enabled to
- talk about dance phrases
naming body parts and describing movements they can do
describing the pathway taken in a follow-theleader activity
contrasting the movements of a cow with the movements of a duck (Old MacDonald)
discussing appropriate movements to action songs - interpret a mood or emotion observed in movement
when exploring a circus theme, identifying the happy gestures or movements of the funny clown and the sad gestures or movements of the crying clown.
Integration
Mathematics: Shape and space—Spatial awareness
Music: Listening and responding—Exploring sounds; Performing—Song singing
SPHE: Myself—Feelings and emotions
Visual arts: art work may be used as a stimulus for dance or themes may be interpreted in a variety of visual arts media.
Strand: Gymnastics
Strand unit: Movement
The child should be enabled to
- 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 the forward roll
- develop body awareness through variations of direction, pathways, levels, shape, speed and effort
travelling slowly on two hands and one foot following a curved pathway
travelling sideways on two hands and two feet keeping the body low
supporting weight on one foot with the body in a stretched position and transferring weight to two hands and one foot with the body in a curled position - link skills to produce a short sequence of movement
linking two basic movement actions - begin to develop work with a partner
following a partner - begin to transfer work onto apparatus
travelling around, in and out of hoops
travelling along, across and around mats and benches
balancing using mats, benches and bar box - absorb energy to avoid shock when landing
keeping the back straight, bending the knees - develop good body tension and posture through gymnastic positions and movements.
Strand unit: Understanding and appreciation of gymnastics
The child should be enabled to
- talk about movement and ask and answer questions about it
identifying body parts used in movement
identifying qualities of a balance (wide, narrow, curled, stretched)
contrasting travelling movements that are fast with slow travelling movements - develop the ability to lift, carry and place apparatus safely
- develop awareness of others when using apparatus.
Integration
Mathematics: Shape and space—Spatial awareness
SPHE:Myself—Safety and protection
Strand: Games
Strand unit: Sending, receiving and travelling
The child should be enabled to
Ball handling
- begin to develop ball-handling skills
rolling a ball to a partner or at a large target
throwing a beanbag or ball under-arm into the air
throwing under-arm and over-arm at a large target
catching by cradling (scooping)
Kicking
- begin to develop kicking skills
kicking a ball to a partner along the ground using the inside and the instep of the foot
controlling a ball with the foot by trapping or stopping it
dribbling a ball with the foot and trapping or stopping it
Carrying and striking
- begin to develop carrying and striking skills
carrying a beanbag on different body parts (e.g. palm of hand, back of hand, head)
carrying a beanbag on a small bat while moving slowly or quickly
tossing the beanbag on a small bat or the hand while stationary, using forehand or backhand
alternating tossing and carrying a beanbag on a small bat or the hand
bouncing a ball on a racquet while stationary
striking a softball along the ground with a bat and retrieving it
striking a softball against a wall using the hand or bat.
Strand unit: Creating and playing games
The child should be enabled to
- create and develop games in pairs
rolling a ball at a target
kicking a ball to a partner through a ‘goal’ - play simple playground games
cat and mouse, keep the basket full, fox and geese, hot ball.
Strand unit: Understanding and appreciation of games
The child should be enabled to
- talk about and develop movement skills relevant to games
running, jumping, chasing and skipping - develop problem-solving and decisionmaking
strategies
watching the flight of a ball through the air before receiving it
inventing sequences of activities using a bat and ball, including low and high bounces, bouncing on the bat or off the ground - apply simple rules to games
having three opportunities to throw a ball at a target before a partner takes a turn.
Strand: Outdoor and adventure activities
Strand unit: Walking
The child should be enabled to
- undertake short walks within or adjacent to the school grounds
- find an object in a confined area of the school site, given simple clues
participating in a 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. forward, backwards, left, right
going to features identified by photographs or pictures, finding the symbol (control) at that feature and recording it simply.
Strand unit: Outdoor challenges
The child should be enabled to
- undertake adventure trails
stepping across markers, then across raised markers to cross an imaginary stream, i.e. stepping-stones - undertake simple co-operative (trust) activities
following a blind trail: the child, blindfolded, follows a simple short trail made with cord (with one hand on the cord and led by a partner).
Strand unit: Understanding and appreciation of outdoor and adventure activities
The child should be enabled to
- begin to develop an appreciation of and respect for the environment
caring for living things in the locality disposing of litter appropriately.
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