perform a range of simple steps and movements to given rhythmic and melodic phrases performing combinations of walking, skipping and running sequences perform a variety of selected Irish dances and folk dances introducing the side step and promenade step of Irish dances and combining these steps to make simple sequences accompanied by appropriate music performing the Cuckoo Dance, Come to Me develop increased poise, balance and coordination while moving and stopping develop an awareness of the relationship between music and movement, showing sensitivity in movement to rhythm and phrasing of music pausing at the end of phrase, as in Irish dance music. Strand unit: Understanding and appreciation of The child should be enabled to observe, describe and discuss simple dances describing the body parts used and comparing and contrasting the body shape and actions in the growing and shrinking phrase of the Alice in Wonderland dance discussing the pathways taken by partners as they meet and part identify the sections of a as beginning, middle and end the toy story dance: beginning: toys wake up middle: toys greet each other and dance end: toy maker returns and toys freeze interpret a mood or emotion observed in movement identifying how the feeling of fear is communicated through analysing facial expression, gestures and body actions. Integration Mathematics: Shape and space—Spatial awareness 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. SPHE: Myself—Feelings and emotions History: Myself and my family—Feasts and festivals in the past
perform a range of simple steps and movements to given rhythmic and melodic phrases performing combinations of walking, skipping and running sequences perform a variety of selected Irish dances and folk dances introducing the side step and promenade step of Irish dances and combining these steps to make simple sequences accompanied by appropriate music performing the Cuckoo Dance, Come to Me develop increased poise, balance and coordination while moving and stopping develop an awareness of the relationship between music and movement, showing sensitivity in movement to rhythm and phrasing of music pausing at the end of phrase, as in Irish dance music. Strand unit: Understanding and appreciation of The child should be enabled to observe, describe and discuss simple dances describing the body parts used and comparing and contrasting the body shape and actions in the growing and shrinking phrase of the Alice in Wonderland dance discussing the pathways taken by partners as they meet and part identify the sections of a as beginning, middle and end the toy story dance: beginning: toys wake up middle: toys greet each other and dance end: toy maker returns and toys freeze interpret a mood or emotion observed in movement identifying how the feeling of fear is communicated through analysing facial expression, gestures and body actions. Integration Mathematics: Shape and space—Spatial awareness 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. SPHE: Myself—Feelings and emotions History: Myself and my family—Feasts and festivals in the past
NCCA-PhysicalEducation-EN.docx