The Revised Physical Education Curriculum contains six strands:
These strands outline the objectives for each class level: infants, first and second classes, third and fourth classes and fifth and sixth classes. Each strand is sub-divided into strand units to help teachers in the planning of their work.
Strand Units
| Athletics |
Running Jumping Throwing Understanding and appreciation of athletics |
| Dance |
Exploration, creation and performance of dance Understanding and appreciation of athletics |
| Gymnastics |
Movement Understanding and appreciation of gymnastics |
| Games |
Sending, receiving and travelling Creating and playing games Understanding and appreciation of games |
|
Outdoor and Adventure Activities |
Walking, cycling* and camping* activities Orienteering Outdoor challenges Water-based activities* Understanding and appreciation of outdoor and adventure activities |
| Aquatics |
Hygiene Water safety Entry to and exit from the water Buoyancy and propulsion Stroke development Water-based ball games Understanding and appreciation of aquatics |
*strand unit or sub-unit for fifth and sixth classes only
The Physical Education curriculum aims to promote the physical, social, emotional and intellectual development of the child. It is concerned with the development of positive personal qualities, skills and the understanding and knowledge of the child. The experience of the child in Physical Education should contribute to health-related fitness and prepare the child to lead an active life and to use leisure time purposefully.
An important aim of the curriculum is to provide a wide variety of activities. This requires careful planning. Five of the strands should be included each year where possible and every effort should be made to examine all options to improve facilities and resources where necessary. The aquatics curriculum is presented for implementation at any of the levels or over a number of levels – this allows for individual schools to implement the programme when a facility for aquatics is available to them.
Each strand contains a strand unit ‘Understanding and appreciation’. This strand unit aims to promote the intellectual development of the child. The teacher develops this strand unit as the other units are being explored; it is not intended to form lessons based on the content of this unit. The lesson plans outlined below indicate how this strand unit can be implemented in the athletics strand for example.
Opportunities should be explored to integrate activities with other subjects of the curriculum. Examples of such integration are provided in the athletics lesson plans.
Consideration should be given to the needs and interests of both girls and boys, helping to build positive attitudes towards all activities.
Given that the programme is to be integrated with the other curricular areas, a class teacher is the most appropriate teacher to teach the programme.
· The focus in physical education is on the child’s holistic development, emphasising personal and social development, physical growth and motor development. Goal setting focuses on individual improvement.
· Competition contributes to the holistic development of the child if the opportunities presented are such that the child is progressing towards the achievement of his/her potential. A balanced approach to competition provides fun, enjoyment and satisfaction for the child.
· The extracurricular programme should reflect the aims and objectives of the physical education curriculum.
