Strand: Athletics
Strand unit: Running
The child should be enabled to
Walking, jogging or running over distance
- walk, jog or run in a non-competitive setting for periods extending from 30 seconds to 3 minutes
running with a friend or group
Sprinting
- sprint distances of 30 to 60 m, developing good acceleration and finishing technique
- 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 - practise baton change-over technique while stationary, with a partner, developing into practice with a team of four
- practise baton change-over technique while moving slowly, with a partner, developing into practice with a team of four
- practise the standard relay (i.e. four children per team, using a baton) in a straight line
- participate in team relays or shuttle relays in small groups, using various means of travelling
running, skipping, hopping, bouncing
Hurdling
- run a distance of 20 to 40 m over evenly spaced hurdles (30–40 cm high approximately)
- practise the technique of hurdling
developing the lead leg and running three strides between hurdles.
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 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
taking three or five strides and jumping for distance - practise jumping for height over an obstacle (40 cm high approximately), developing a short approach run
experimenting with alternate legs for take-off and 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 approach run (e.g. three strides) before releasing the throwing implement
- begin to throw (put) 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.
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
setting personal challenges when running over distance by measuring and recording the distance run at intervals of 30 seconds to establish an even pace - describe and discuss movement and ask and answer questions about it
discussing the effect of running three strides between each hurdle - develop an understanding of the rules of athletics
implementing a modified change-over zone to introduce the rule of baton change-over - measure an achievement
comparing the length of a standing long jump to a jump with an approach run - analyse personal performance and performance of a partner in athletic activities
observing good technique when hurdling.
Integration
Mathematics: Measures
Strand: Dance
Strand unit: Exploration, creation and performance of dance
The child should be enabled to
- explore more complex movements of body parts and body actions, to include weight transference
combining movements of different parts of the body to create sequences of body parts moving one after the other: shoulders followed by hips, followed by wrists, followed by head
exploring different ways of crossing a space, e.g. when the body is being blown about by wind and body weight is shifting from one body part to another: hands to feet, one foot to the other, bottom to back to side - explore further different levels, pathways, shapes and directions in space
travelling through the space in curved and straight pathways, explore the changing shapes of the body and the use of different levels and directions possible in each pathway - continue to explore an increased range of dynamics in movement
exploring the theme of robots, contrasting the controlled, rigid action of a robot moving directly through space and the abandoned, flexible action of the robot out of control weaving through space - explore and communicate through body movements a range of moods and feelings
expressing joy, anger, sorrow - create, practise and perform dances showing a clear beginning, middle and end using simple technique of unison (all dancers move at the same time) and introducing canon (dancer A performs a movement, dancer B follows)
when creating a dance about a storm, showing sharp, strong, direct movement performed in unison with others and repeated in canon individually to express build-up of thunder and lightning - respond with increasing sensitivity and imagination in movement to stimuli such as words, stories, poems, pictures and music
exploring the theme of outer space, using stimuli of pictures of spaceships; creating in a small group a phrase of movement showing assembly of a rocket, take-off, flight pattern through space - develop work with a partner and begin to work in small groups
following and imitating a partner
meeting and parting
copying and contrasting - perform a range of steps and movements to rhythmic and melodic phrases, incorporating upper body movement
walking, running and jumping sequences coordinated with a range of arm, head and upper body movement - perform a variety of selected Irish dances and folk dances that use frequent changes of formation
Harvest Time Jig, Ionsaí na hInse
Shoemaker’s Dance, German Clap Dance, Hazel Nut Dance - perform to music, showing a sensitivity to rhythm changes and phrasing
pausing appropriately, anticipating the next phrase - show increased poise, balance, control and co-ordination while moving and stopping.
Strand unit: Understanding and appreciation of dance
The child should be enabled to
- observe, describe and discuss own dance and dance of others
viewing professional dancers live or through video recordings where possible
discussing the shape and action of a body travelling in a linear pathway to communicate aggression; discussing the shape and action of a body travelling in a curved pathway to communicate light-heartedness
commenting on body control and facial expression of a dancer
comparing and contrasting the movements of folk dances from two different countries - identify the beginning, middle and end of a dance and moments when unison or canon occur
- interpret a mood or emotion seen in dance
dragging feet, downcast head implying sad, miserable feeling
bouncing steps, arms swinging implying happy, joyful mood.
Integration
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.
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
- create and perform sequences of movement to develop body awareness with appropriate variations of direction, pathways, levels, shape, speed and effort
jumping from one foot to two feet following a zigzag pathway, transferring weight onto hands and lowering the body into a forward roll - select and link a range of movement actions to travel on the floor and on apparatus
rolling across a mat, moving onto a piece of apparatus (bench or pole of climbing frame), travelling across it (hopping or sliding) and landing to finish in a stretched shape - practise and perform forward and backward rolls with control
- begin to practise headstand and/or handstand
- show increased control in take-off, flight and landing
- produce and perform sequences with a partner on the floor and using apparatus
producing a sequence using a springing movement and a rolling movement
leading and following movements, moving from the floor to apparatus
mirroring movements: where a child mirrors the actions of a partner - 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
evaluating and providing feedback on a partner’s individual sequence
evaluating a sequence performed by other children - develop the ability to lift, carry, set up, dismantle and store apparatus correctly and safely
- develop awareness of others when using apparatus.
Integration
SPHE: Myself—Safety and protection
Music:Listening—Listening and responding to music
Strand: Games
Strand unit: Sending, receiving and travelling
The child should be enabled to
- practise skills previously experienced
Ball handling
- develop and practise a range of ballhandling skills
throwing and catching a large round or oval ball or a small ball while moving
throwing at or into a small target (e.g. a basket, a net)
bowling at a target (e.g. a bat, skittles, a goal)
gathering a large oval or round ball or a small ball off the ground while moving
Kicking
- develop and practise a range of kicking skills
picking up a stationary or moving ball into the hands, using the foot
dribbling a ball around obstacles
passing and shooting the ball at a target
kicking a ball on the ground or through the air and moving into position to receive a pass
kicking a ball through the air over a short distance to reach a partner, i.e. a kick pass
Carrying and striking
- develop and practise a range of carrying and striking skills
from a stationary position, bouncing or striking a ball or shuttlecock on a racquet (forehand and backhand alternately) into the air without allowing it to touch the ground
repeating the above while moving
striking a ball over-arm against a wall using the hand
dribbling a ball around obstacles using a hurley or hockey stick
fisting a ball through the air to a partner, who catches and returns it using a bounce pass or an under-arm throw
striking a ball using a racquet or bat to a partner, who returns it using an under-arm throw
striking a ball using a racquet or bat to a partner, who strikes it back with the ball bouncing once between each strike.
Strand unit: Creating and playing games
The child should be enabled to
- create and develop games with a partner or with a small group
striking, kicking, throwing and catching games - play small-sided (mini) versions of games
5 v. 5 games of hockey or hurling with modified rules
4 v. 4 mini-rounders
pair tennis or badminton using a net
handball games
mini-basketball, mini-netball
5 v. 5 mini-soccer, Gaelic football - play playground games
prison ball, chasing games, tunnel ball.
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 - develop an increased understanding of use of space
moving to an open space away from an opponent and seeking a pass - develop problem-solving and decisionmaking strategies, and an understanding of the tactics and strategies for use in modified games situations
displaying basic support play in 2 v. 1 and 3 v. 1 situations
applying simple principles of defence and attack, including the development of basic contact and dispossession (tackling) skills
displaying basic teamwork in mini-games - adapt rules to modify games and keep scores.
Integration
History: Local studies—Games and pastimes in the past
Strand: Outdoor and adventure activities
Strand unit: Walking
The child should be enabled to
- undertake forest walks
guiding children along marked forest trails with appropriate tasks set for completion along the route (e.g. taking a bark rubbing at a suitable point).
Strand unit: Orienteering
The child should be enabled to
- identify symbols for familiar features on a map of a familiar area
leading children around a route marked on a map and showing them how symbols are used to depict familiar features, i.e. a ‘map walk’ undertaking a journey following a chosen route and drawing it on a plan
choosing a route and leading a partner, who draws the route taken on a plan finding controls by recognising and finding familiar features from photographs - undertake a star orienteering activity
finding one control marked on a map, recording a symbol found at this control and returning to base before setting out to find the next control.
Strand unit: Outdoor challenges
The child should be enabled to
- undertake an adventure trail
using an obstacle course (constructed indoors or outdoors) where the obstacles are placed so that children get from start to finish touching the ground only in marked allowed areas, with the help of other children using marked forest trails and completing appropriate challenges at points indicated - undertake simple co-operative (trust) activities
standing on a plank with a group of children and re-arranging the group in alphabetical order without touching the ground (shuffle pack activity).
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 - plan, observe, describe and discuss activities outdoors
planning courses for adventure activities
discussing different options available for moving from one control to the next when orienteering.
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)