PE Policy

****This is a draft document, to be ratified by the Board of Management****

Rationale

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. In this plan we aim to provide these learning opportunities and to maximise active learning experiences for the benefit of each individual child.

Vision and Aims

In our school we recognize the potential of each child in our care and endeavor to develop those qualities that make each child unique. We promote involvement, enjoyment, development of skills and understanding and equal opportunity for achievement, in line with the school’s vision statement and as outlined in the curriculum statements.

We endorse the aims and objectives of the Curriculum for physical education, and in addition we aim:

To promote the physical, social, emotional and intellectual development of the child.
To create an atmosphere of enjoyment and allow a sense of fun to permeate our PE classes.
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.

Curriculum Planning

Teachers should familiarise themselves with the six strands of the P.E. Curriculum. Each of the strands is further divided into strand units, with content objectives listed for each strand unit.

Teachers should ensure, insofar as is possible, that each strand and strand unit are given equal prominence during the PE programme for the year.

Strands and Strand Units

Athletics – running, jumping, throwing, understanding and appreciation of athletics
Games – sending, receiving and traveling, creating and playing games, understanding and appreciation of games
Dance – exploration, creation and performance of dance, understanding and appreciation of dance
Gymnastics – movement, understanding and appreciation of gymnastics
Outdoor and Adventure Activities – walking, orienteering, outdoor challenges, understanding and appreciation of outdoor and adventure activities
Aquatics – hygiene, water safety, understanding and appreciation

Suggested yearly plan

See https://pdst.ie/Physical-Education-Main for further information

September	October	November	December	January
Outdoor / Adventure	Games	Athletics	Gymnastics	Gymnastics
February	March	April	May	June
Games	Dance Games	Games Dance	Athletics Aquatics	Outdoor / Adventure

Fundamental Movement Skills (FMS) are the basic building blocks of movement and are an essential part of everyday life and recreational activity. It is only when these skills are mastered that a child can go on to

develop specialised movement skills, which will allow them to reach their potential in sports-specific endeavours. It is intended that this skill development is integrated into the PE lesson in line with the overall school plan. In this way, teachers focus a lens on skill development within a lesson that is based on one of the strands of the PE curriculum. It is suggested that the teacher introduces a maximum of two teaching points per skill during each PE lesson.

https://www.scoilnet.ie/pdst/physlit/fms-activities/

Typically, FMS are divided into three main categories, each of which is then subdivided into a variety of skills.

Categories of FMS

This categorisation of skills is not intended to be a definitive list. These skills have been selected as key baseline movements for a wide range of appropriate activities in our PE lessons.

Children with Different Needs

The PE programme should provide opportunities for all children to experience success. Particular support will be given to children with different needs, where discovery and experimentation in PE can be very rewarding and may lead to the development of other skills and talents. All children will be permitted to participate in activities at a level suitable to their abilities through the modification of tasks, where necessary. Pair work and small groups of similar ability will be used, in conjunction with a balance of activities from across the strands, to encourage less confident children to participate fully in P.E. activities.

Children who display a particular ability in the area of PE will be encouraged to develop their talents through a range of school activities. Parents will be made aware of their child’s talents at parent-teacher meetings. These children will be encouraged to avail of all opportunities to maximise their potential.

Differentiation

Differentiation will coincide with the needs of the students, as determined by the teacher. The following table highlights potential areas of difficulty for students with mild general learning disabilities, as seen on page 19, NCCA Draft Guidelines, Book 3 – for Teachers of Students with Mild General Learning Disabilities.

Potential area of difficulty	Implications for learning	Possible strategies
fitness levels	It may be necessary to set targets to improve fitness.	include active warm ups and drills for skills practise vary activities in the lesson to include the use of gross motor skills; regular short periods of exercise daily; cooling down exercises and consultation with parents/guardians listening and responding
	The student may have difficulty with short–term memory and concentration span.	keep instruction simple and clear. Students repeat instruction. demonstration(s) of task; verbal analysis of task; student performs task; teacher affirms task move to new instruction regularly co-ordination and balance
	The student may have difficulties in fine and gross motor skills in all strand areas.	teach suitable gait for skill, for example, throwing and catching a ball, jumping and landing, balancing. give good visual demonstrations reaffirm good examples and practices use additional equipment to suit the needs of the student, for example softer balls, larger target provide physical support to student in performing skill, for example, jumping spatial and body awareness
	There may be safety issues for students engaging in movement exercises.	provide suitable group arrangements; restrict area of movement; plan for the student to engage in follow the leader, and copying and contrasting exercises use specific body parts in exercises e.g make a shape with the upper part of the body left–right orientation
	It may be necessary to include regular exercises with these movements.	include warm-up exercises/stretches. Students mirror actions of peers or teacher: O’Grady says; Follow the leader include exercises with equipment using both sides of the body behaviour
	This will necessitate the smooth progression of lesson structure with clear instructions.	establish routine format for class and the expectations of desired behaviours ensure that the student is suitably placed in the class for optimum learning check that the student is attending by reinforcing and questioning involve the student where possible in demonstration encourage the student and assign tasks opportunities for success social integration.
	Keep appropriate balance between cooperative and competitive activities. Foster enjoyment of activities with others. Encourage individual student’s interest in particular aspects of the strands.	group student(s) appropriately use co-operative fun activities regularly give encouragement and acknowledge good effort set appropriate skill development level commensurate with students’ ability level set reasonable targets for co-operative activities (individual and group).

Linkage and Integration

Teachers should plan for opportunities for linkage and integration of PE activities. A thematic approach may be taken for integration with other curricular areas eg. Dance / Drama / Maths, / SPHE, Outdoor Activities / Geography.

Assessment and Record Keeping

It is essential that assessment be related to the aims and objectives outlined, and that it should focus on

The social and personal qualities of the child

Physical skills and competence

Knowledge and understanding related to PE

Creative and aesthetic development

Development of health-related fitness

Development of safe practices

The assessment of physical education will require a range of assessment tools, especially as the need exists to assess a wide range of activities. It is not expected that information will be gathered on each pupil in the course of each lesson, but that it will be gathered over a specific period. The following techniques of assessment will be employed.

Teacher observation

This involves the informal monitoring of children`s progress as the learning takes place. Teacher observation should focus on

Responses the child makes when set a task

Responses the child makes to questions and suggestions

The participation of the child individually, as part of a group and within the class

The interaction of the child with others

The understanding displayed by the child when engaged in an activity

Teacher-designed tasks

Tasks set in a learning context can be designed to allow for the assessment of process, product, or both combined. A wide variety of tasks from individual strands should be selected. Their use encourages all children to demonstrate their skills and understanding, as well as their ability to cope with success and failure.

Curriculum profiles

Curriculum profiles may be used as they become available in standardised format, in accordance with school policy on record-keeping.

Equality of Participation and Access

All children shall have equal access to all PE activities. The PE class provides for the integration and involvement of all pupils. Including children in wheelchairs in primary school PE lessons promotes inclusivity, confidence, and equal opportunity for all students. Activities can be adapted to ensure full participation, fostering teamwork and helping all children develop physical and social skills together.

Timetables

One lesson period per week has been allocated to PE for each class.

The new Primary Curriculum Framework suggests an increase in dedicated time for Wellbeing (which includes PE) from the previous standard of 60 minutes per week to 3 hours per week for 1st to 6th class. As part of school policy and procedures additional physical education activities are arranged by the school (Marathon Kids, Swimming in 3^rd and 4 Classes and Cycle First training in 4^th Class).

Resources

Equipment and resources are provided by the school to support the teaching of all strands and strand units. All PE equipment is stored safely and correctly in the PE storage room adjacent to the hall. The equipment is available to all teachers. Checking, maintenance and ordering of PE equipment is the responsibility of the designated coordinator.

Health & Safety

PE includes many activities which offer a challenge to the child`s initiative, determination and courage. Safety precautions cannot remove all risks but should eliminate unnecessary hazards. Specific attention should be paid to posture, warm-up and cool-down, clothing and equipment.

For PE activities outside of school, reference should be made to the school tour policy.

In the event of an injury or accident during a PE lesson, procedures as specified in the school safety policy should be followed.

Lessons should be structured to take account of specific physical limitations or medical conditions which the teacher may be aware of. Where necessary other staff members or visiting coaches will be informed of these medical conditions.

Code of Ethics

If coaches from local or national sporting organisations are invited into the school to work with children as part of their PE class, they do so in support of the class teacher in the implementation of their PE plan. They do not replace the teacher, and ultimate responsibility for the class remains with the teacher. Teachers should make coaches aware of children with particular needs or health issues which may affect their participation in each coaching session, and remain with the class for the entire duration of each coaching session.

The school child protection policy should be adhered to at all times by both visiting coaches and teachers, all visiting coaches must produce evidence of garda vetting in accordance with current requirements and must read and sign the school's Child Protection Guidelines form.

If an incidence of abuse is suspected, all teachers will adhere to the Child Protection Procedures for Primary Post Primary Schools (revised 2023) DED "Children First Guidelines".

After School Activities

The school provides opportunities for children to take part in active extra-curricular programmes. These include representing the school in various games and competitions throughout the year. Every effort is made to ensure that the maximum number of children take part in extra-curricular activities.

Individual Teacher’s Planning and Reporting

Teachers should base their yearly and short-term plans on the approaches set out in the curriculum documents and in this whole school plan for PE.

While these documents are vital for planning, it is important that teachers do not rely on them exclusively, as it is necessary to adapt the PE Plan to take account of each class's level of development and experience.

Staff Development

Teachers are supported, where possible, by the Board of Management to develop their range of skills and expertise in PE. Attendance at courses is promoted and the sharing of knowledge and skills facilitated at staff meetings or at school planning days.

www.irishprimarype.com and https://oide.ie/primary/home have links to the curriculum and to PE resources relevant to Irish schools.

Parental Involvement

Occasionally parents with particular skills and interests are invited to support the PE programme. They may also be invited to assist in other school events such as team coaching or sports day.

Parents should encourage their children to participate in or join local sports clubs. Information on these is circulated by the school.

Community Links

The school liaises with clubs and groups in the community that can support the school`s PE programme. In particular, we have established good working relationships with Croi Ro-Naofa GAA club, Sacred Heart FC, SDCC Sports partnership, Athletics Ireland, Confidance. and Tallaght Leisure Centre.

Suitably qualified sports persons from the locality or those accredited by recognised sporting organisations, with an understanding of the PE curriculum, may be invited to work with the children or to up-skill school staff.

Active Schools Week/ Active School Flag

During Active Schools Week we focus on promoting physical activity and the sports available in our local area.

Pupils are given active homework and the opportunity to be involved in fitness runs/ walks all week.

An Active School Committee is in place with representatives from all classes to ensure the pupils have a voice in the promotion of Physical Activity in our school.

Teachers aim to put a greater emphasis on physical activity within the classroom by using activities such as Brain Gym, Busy Breaks, Just Dance and various class challenges.

Each day the pupils will have sports classes/ demonstrations.

Whole school activities such as Morning Fitness as well as Run a Mile Challenges and fun activities are included

Physical challenges are given as homework

An active walkway is provided around the school

Active Week/Sports Day is held annually in late May / early June

Success Criteria

The success of this plan will be measured using the following criteria:

Implementation of the PE curriculum, and awareness of this plan, will be evident in the teachers` work.

Continuity of content and methodology will be evident in teachers` preparation and monthly reports.

Ongoing assessment will show that pupils are developing a level of proficiency in PE skills appropriate to their age and ability.

Teachers/parental/community feedback will be invited and reviewed.

Children’s feedback regarding activity levels, enjoyment and skills development will be reviewed.

Inspector's reports.

Implementation and Review

Class teachers are responsible for the implementation of the PE programme in their own classes. The designated coordinator supports the implementation of the PE programme and is responsible for the distribution and monitoring of relevant information and resources.

It will be necessary to review this plan on a regular basis, as deemed necessary, to ensure optimum implementation of the PE curriculum in the school.

Ratification and Communication

This draft plan is subject to ratification by the Board of Management.

It will then be circulated to each teacher. It will then also be made available on the school website.