PE

Introductory Statement 
This policy is a record of the teaching and learning of physical education in our school.
The policy was originally formulated by the staff of Cloughduv N.S. in 2006 following various in-service, planning days and much consultation. It was reviewed several times and it is now being updated to keep it in line with our SSE PLAN and many staff changes. (January 2020)
It was informed by the Primary Professional Development Service, National Council for Curriculum and Assessment (NCCA), Department of Education (DES), the needs of the children and the experience and expertise of the teaching staff.

Rationale 
This policy was devised:

• To provide clear guidelines for teachers
• To insure consistency throughout the school
• To comply with legislation

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.

Vision and Aims
Vision
Cloughduv N.S. recognises that P.E. education is part of a balanced curriculum which aims to develop the whole spectrum of the child’s intelligence. We also seek to develop the child’s physical, aesthetic, intellectual, emotional, creative and cultural development through engagement in positive P.E. experiences. We aim to facilitate & achieve this vision through the guidance of our own teachers along with qualified & vetted tutors in specific areas of the PE curriculum.
Aims
We endorse the aims of the Primary School Curriculum for PE

• To develop positive personal qualities.
• To develop a positive attitude towards physical movement and physical education activities/lessons through individual and groups tasks.
• To help in the acquisition of an appropriate range of fundamental movement skills in a variety of contexts.
• To incorporate, as much as possible, the development of fine & gross motor skills within lessons/activities/tasks.
• To promote understanding and knowledge of the various aspects of movement.
• To develop an appreciation of movement and the use of the body as an instrument of expression and creativity.
• To foster a competitiveness within the child, while at the same time, developing an awareness of fair play and empathy towards other pupils’ abilities skills & attitudes towards competitiveness. Enjoyment & participation are encouraged as the real winner.
• 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.

 
The broad objectives of the PE curriculum have been considered and additional aims that relate to the context of our individual school have been developed

• To develop inclusive activities at all times in every lesson in particular children with specific co-ordination & sensory needs.
• To make as much use as possible of the school space (school hall, gross motor room, ball court, playground, tarmac, field/grass area) for P.E lessons as these facilities are all within the confinement of our school grounds.

 
 
1.   The Physical Education Curriculum     
Strands and strand units

• The strands/strand units/content objectives for the relevant class level(s) are found on the following pages:

Refer to Curriculum

• Infant classes pp. 16-23
• First and Second classes pp. 24-34
• Third and Fourth classes pp. 38-46
• Fifth and Sixth classes pp. 48-59
• Aquatics: Junior Infants-Sixth pp. 62-64
• Teachers will choose a range of activities for all strands for each class.  Where possible with the help of qualified & vetted tutors, children will have access to the following five strands each year – Athletics, Dance, Gymnastics, Games, Outdoor and Adventure Activities.
• We will endeavour to create a PE rich environment in the school:

-The promotion of Movement breaks throughout the day in the form of laps around the new extension building, Just Dance on YouTube, 10@10 from RTE Player, GoNoodle & many more.
-January has become a movement break promotion month, as requested by the Health Promotion Committee.
-Sciath Na Scol for boys & girls in codes of hurling/camogie & football during big breaks and after school.
               -Suitable DVD’s.
               -Suitable Websites & Apps.
               -Posters/Photographs/Newspaper cuttings.

• We will ensure there is continuity and progression from class to class. 

• Developing appropriate warm-up activities for indoor and outdoor work at each level – with strand specific mobility, strengthening and flexibility exercises appropriate to each class level.
• We will record the content covered at each level which will briefly detail the level of engagement with each strand. (Cúntas Míosúil)

 
 
After school & Extra-Curricular Activities related to Physical Education
Cloughduv N.S. provides further opportunities for P.E. within an extra-curricular programme. These opportunities may include football, hurling, camogie, basketball, tag-rugby, soccer, athletics.
Cloughduv N.S. enters various sporting competitions annually including: Sciath na Scol, (football, hurling & camogie), F.A.I. (soccer),  I.R.F.U. (rugby), West Muskerry Cross Country Athletics  and Cork Primary School Sports (athletics). Normally 3rd to 6th class children participate in these competitions which are held throughout the year.
Cloughduv N.S. holds an annual Sports Day to which the whole school community is invited.
Sometimes training for various sports is held after school hours when the local pitch is used.
 
2. Approaches and methodologies

• We will use a combination of the following approaches:

• Direct teaching approach.
• Guided discovery approach.
• Integration.

We will use methods that encourage maximum participation by the child through group work:

• Individual, pair, group and team play.
• Station teaching.
• Using a play area divided into grids.

 
 
 
Structure of a PE lesson:
Warm Up
A selection of stretches, balance tasks, and fun games promoting inclusion in order to increase heart rate and lower the chance of an injury while promoting enjoyment.
Main Activity for example running, jumping, throwing, rolling, striking an object, kicking, playing small sided games, orienteering, dancing etc.
This main activity will take place at individual, pair and small group levels.
Station teaching will be used to teach a specific skill and to enable the children experience a variety of activities in the PE lesson.
Cool Down
A selection of stretches, balance tasks, and fun games, at a slower pace, promoting inclusion in order to increase heart rate and lower the chance of an injury while promoting enjoyment.
 
3. Assessment and record keeping
The teachers in the school constantly assess in the PE lessons delivered as we identify progress and difficulties.
We will assess:

• Willingness to participate in activities.
• Readiness to engage with a certain activity.
• The level of competence of a child in carrying out an activity.
• Willingness to co-operate in individual, pair and group activities.

• Our assessment tools are:

• Teacher observation.
• Teacher-designed tasks.
• Pupil Self-Assessment.
• Pupil Peer observation.

              

• Assessment is used to provide information on individual children, assist the teacher in planning a programme and facilitates communication with other teachers, parents and other professionals.

• Assessment for learning to provide feedback to children, improve learning and inform practice.
• Assessment of learning which helps to identify the milestones children reach and the progress they make to report to parents, other teachers and the children themselves.
• Assessment as learning involves teaching the children how to self assess and peer assess.

• The assessment criteria used for each activity forms part of class and school planning.

 
4. Multi-class teaching

• There are many times in the combination and multi-grade class when children will be required to work independently of the teacher.
• In some multi-age classrooms small flexible heterogeneous groups are regular features of classroom life.  At other times, we will have mixed ability groups and the more competent children will act as mentors for the less able children.  At the same time, the better able will have a differentiated activity to complete which will challenge them at their level.

• When possible, support personnel provided by sports or dance organisations may be used to help with group teaching.

5. Children with different needs
Teachers will endeavour to support and ensure the participation of children with special needs by planning to include all children in PE activities.  This will mean we have to focus on the abilities of each child.  We will refer to pupil’s specific I.E.P.’s and advise from occupational therapists.

• We will also plan to include children who may have physical disabilities by planning to include them in all PE activities and by adapting the activities as necessary.
• Content and methods of recording and desired learning outcomes will be differentiated for children with general learning difficulties.
• Children with exceptional ability/talent for PE will be encouraged and supported by acknowledging their talents and creating additional challenges for these children in the strands of the PE curriculum they excel in.  These challenges will be based on the activity being pursued by the rest of the class.  In addition, the children will be encouraged to maximise their talent by forging links with local clubs, e.g. GAA, so the child(ren) can bring their talent to a higher level.  The children with exceptional ability will, on occasion, be encouraged to assist their classmates in achieving proficiency in the activities they are undertaking. 
• All children will be encouraged to participate in all PE activities through the use of co-operative fun activities.  We will also give encouragement and acknowledge good effort wherever possible.  Our main aim is to set activities close to each child’s ability level but at the same time challenging them to improve their performance.  Reasonable targets will be set for all children at individual, pair and small group levels.

 
6. Equality of participation and access

• In planning for PE we are going to pay attention to the following areas in order to promote gender equity throughout the physical education curriculum:
•  All children from infants to sixth class will partake in all six strands of the curriculum.
• We will provide equal access for all children to physical education equipment and facilities and the use of the playground will be incorporated as an integral part of the school’s programme.
• When grouping children for physical education the school will endeavour not to group children solely on the basis of gender whenever possible.
• As a staff we will help children to build positive attitudes towards all activities.
• We will take into account the needs of girls and boys when promoting the health related fitness of children.
• We will enter both boys and girls teams in inter-school competitions, if there is sufficient interest.

 
In the future if there are enrolment of children from other countries, it is vital to help these children integrate.  P.E. provides great opportunities for this integration.

• The Dance strand of the curriculum will be used to introduce dances from other cultures in the area of folk dance.  The children from other countries will also appreciate the folk dances which are an integral part of our Irish culture.
• Large sporting events such as the Olympics, World Cup, Special Olympics etc will be used to look at the customs and sporting culture of some of the participating countries.
• Introduction of games from different countries e.g. boules for France. Yet at the same time acknowledging the special place that Gaelic Games hold in our culture.
• Every child will have access to all PE activities provided by the school and lack of financial resources on behalf of the child will not hinder their participation.

 
Linkage and Integration

• Linkage can take place within physical education in that many activities transcend strands and are of benefit to the child irrespective of the strands or subjects being covered.  Within the content of the curriculum, footnotes below the strand units suggest where linkage and integration might take place in the PE class.

 
Language:

• The effective use of ICT will create opportunities for pupils to discuss and talk about their own and others’ performance in PE.
• The effective use of questioning from the teacher will develop the vocabulary associated with PE. 
• Allowing the children to analyse their own performance will allow them understand and appreciate the activities of PE better and thus physically educate themselves in a more meaningful way – as opposed to something that just happens with time.

 
 
Organisational Planning:
Timetable
In this school the infant classes will have 2 sessions of PE each week – each session 20 minutes duration.  All other classes will have two half hour sessions.
First to Fourth class(es) will attend swimming lessons in the last term.
The Games, Outdoor and Adventure activities and Athletics strands are done at a time when it is hoped the weather will be fine and will allow the PE lessons to be based outside.
 
Appendix A is a grid to highlight times when outside groups carry out P.E. activities with pupils.
 
Code of ethics

• If coaches from a local or a national sporting organisation are invited into the school to work with the children as part of their PE class, they will be used to support the class teacher in the implementation of some of the PE curriculum strands in the school.  They will not replace the class teacher and ultimate responsibility for the class lies with the class teacher.  The class teacher will in turn support the coach on certain occasions when this will lead to maximum benefit for the children in the class.
• Any coaches working in the school context will be expected to adhere to the Code of Ethics of Irish Sport, produced by the Irish sports Council.  ‘Adults interacting with children in sport (referred to as Sports Leaders in this Code) are in a position of trust and influence.  They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced.  All adult actions in sport should be guided by what is best for the child and carried out in the context of respectful and open relationships.  Verbal, physical, emotional or sexual abuse of any kind or threat of such abuse is totally unacceptable within sport, as in society in general.’
• If there is a suspected case of child abuse in the class (even if it becomes apparent in the context of a PE class), all teachers will adhere to the Department of Education and Science Child Protection Guidelines to be used with the ‘Children First Guidelines’ produced for all personnel working with children.

 
 
PE Equipment and ICT    

• Our school has a detailed inventory of equipment and resources available for PE.  Equipment is checked and updated at the end of each school year.
• All P.E. equipment is stored in a room in our new building
• Resources are boxed and grouped.  Each teacher is responsible for returning equipment and storing it tidily.
• The school staff will have the responsibility to purchase the PE equipment for the school and to apply for equipment from different organisations who give free equipment to schools
• The BOM, on the recommendation of the Principal will sanction a budget for updating of PE equipment annually – subject to funds being available. The Principal will also request additional funds from the Parents Association if required.

 
ICT

• New technology may be used to record children’s movement skills, for the purpose of self-assessment and peer assessment.
• The teacher is responsible for choosing specific software applications, and for following the strict guidelines laid down by the school in our School Internet Usage Policy. 

 
Health and Safety 

• All children have to wear suitable footwear and clothing during a PE lesson. Children will not be allowed wear any large pieces of jewellery during a PE lesson and hair is to be tied back.
• The equipment used will be suitable in size, weight and design to the age, strength and ability of the child and be of good quality and in good repair.
• Children will be taught how to lift and carry all PE equipment safely.
• In all PE lessons, children will warm up and cool down.  This develops good practice and the children will return to class relaxed after activity.
• Should an accident occur in the PE lesson we will follow the procedures outlined for other accidents in our Health and Safety policy.
• Running activities will not finish at a wall or pole.
• Best practice is safe practice and the teacher should ensure that the children understand that the rules and procedures are there for their safety.
• We will endeavour to have an appropriate surface for the activities in the PE lesson.
• Children will not be forced to do activities they are not physically or mentally ready for.

 
 
The First Aid Kit is kept in the office and is restocked regularly with items only recommended by First Aid personnel.  Other portable kits are also available when children are participating in PE outside the school grounds.  The medical conditions of all children are detailed by their parents/guardians on the Profile Form. Teachers will not treat a child unless it will make the difference between life and death.  Their parents/guardians will be contacted and if necessary, their family doctor as outlined on the aforementioned enrolment form. 
 
Individual teachers’ planning and reporting 
The whole school plan and the curriculum documents for PE will lay out the structure and format that teachers will follow in addition to the aims and objectives of the primary school curriculum.  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 your own class level and experience.  It is vital that all teachers plan individually while at the same time ensuring that their class plans co-ordinate and feed into the overall school plan.
For now, teachers will plan based on the strands as outlined on the yearly timetable in Section 8.

Staff development
 The school will develop a library of relevant resource material which will aid the teachers in their development and implementation of the PE curriculum and we endeavour to build it
Individual teachers who have skills and training in specific areas i.e. G.A.A. / dance can act as mentor to other teachers.
 
Parental involvement

• Parental Involvement (Refer to Primary School Curriculum, Your child’s learning, Guidelines for Parents)
• Parents with a specific sporting skill may be invited to assist with particular aspects of the P.E. plan e.g. dance, orienteering, kayaking, hurling.
• A copy of the P.E. plan will be made available in the office and on the school website for perusal by parents.
• Parents can support the child in fostering interest in P.E. without putting undue pressure on children to always win, by encouraging them to participate actively in P.E. class and extra-curricular activities.
• Parents are invited to view the children’s participation in P.E. at the school’s annual Sport’s Day and at inter-school competitions. They may also plan sports days in June.

 
 
Community links
We are very much aware of the school’s role in the community and we are also conscious of the fact that the expertise of people in the community is an invaluable resource to any school.

• We have and maintain links with the local GAA clubs. We will also make reference to famous sports people from our community and invite suitable people into the school to talk to the children as long as the content is in keeping with the sentiments of the curriculum.  If a local team or individual has had a notable victory, they will be invited into the school to share the victory with the local children.

 
Implementation
How will we know that the plan has been implemented?
Teachers’ preparation will be based on this plan and the planning of individual teachers will feed into the overall school plan.  Therefore, the school plan needs to be reviewed on a regular basis.
Teachers will also be more acquainted with the content and methodologies outlined in the plan.  There should be clear progression as children move from class to class.
 
Success criteria

• The importance of enjoyment and play.
• Maximum participation by all children.
• The development of skills and understanding.
• A balance between competitive and non-competitive activities.
• A balance between contact and non-contact activities.
• Providing opportunities for achievement for each child.
• Providing activities equally suitable for boys and girls.

 
 Implementation
Roles and Responsibilities 
The staff will co-ordinate the progress of the plan, encourage and accept feedback on its implementation and report to staff on findings.
 
Review
This policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Physical Education Curriculum.
 
We will

• co-ordinate the progress of the plan
• encourage and accept feedback on its implementation
• ensure teachers have the resources needed to implement this plan
• ensure each teacher has a copy of this plan

 
Those involved in the review will be: Principal & all teachers
 
This review was done in March 2020
 
 Ratification 
This plan was ratified by the Board of Management.