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Video Resources

Chest Pass Gymnastics
Y4 Set Floor
Sequence

[QCA Core Task]
Catching a Ball Dance
Foundation
Principle of attack
[Invasion Games]

       
There are 140 high quality video clips on our web site.
 
View a screen-shot of our videos
 


Overview of Dance Themes
 

 

Dance 1
Author: Huw Davies

Dance 2
Author: Sue Chedzoy

Dance 3
Author: Merie Eglesfield-Hope

F

The Weather


Nursery Rhymes &
Fairy Tales

Under the Sea

Y1

Story
'The Toy Maker'
by Becca

Story
'Mr Gumpy’s Outing'
by John Burningham

Jungle Fever

Y2

Story
James and the
Giant Peach’

by Roald Dahl

Story 
'Funny Bones' by
Janet and Allan Ahlberg

Around the World

Y3

Emotions and Feelings

Story
'Charlie and the
Chocolate Factory'

by Roald Dahl

Mythological Worlds

Y4

Clowns; Machines & 
Christmas Frolics

Cartoon Characters

Strike a Pose

Y5

Traditional English Dance

Traditional English Dance

Times Past : G.I Blues

Y6

Sporting Themes

Paintings, photographs &
postcards

Grease is the Word


Overview of Games Units 

 

Games 1
Top Start, Top Play &
Top Sport

[Author: Huw Davies]

Games 2
EYFS & QCA Core Tasks

[Author: Huw Davies]

Games 3
PE Primary's own modified games
[Author: Graham Haines]

F

Developing motor skills

Developing motor skills

Developing motor skills

Y1

Sending, receiving, travelling

Sending, receiving, travelling

Sending, receiving, travelling

Y2

Sending, receiving, travelling

Sending, receiving, travelling

Sending, receiving, travelling

Y3

Invasion Games

S&F Games
Net Games

Invasion Games

S&F Games
Net Games

Invasion Games

S&F Games
Net Games

Y4

Invasion Games
S&F Games
Net Games

Invasion Games
S&F Games
Net Games

Invasion Games
S&F Games
Net Games

Y5

Invasion Games

S&F Games
Net Games

Invasion Games

S&F Games
Net Games

Invasion Games

S&F Games
Net Games

Y6

Invasion Games
S&F Games
Net Games

Invasion Games
S&F Games
Net Games

Invasion Games
S&F Games
Net Games

 


 Overview of Gymnastic Units 


Gym 1
Contains technical skills
[Authors:
Tansin & Barry Benn]

Gym 2
Contains no technical skills
[Author: Huw Davies]
 

Gym 3
Contains no technical skills
[Author: Huw Davies]
 

Foundation

Foundation

Foundation

Year 1

Year 1

Year 1

Year 2

Year 2

Year 2

Year 3

Year 3

Year 3

Year 4

Year 4

Year 4

Year 5

Year 5

Year 5

Year 6

Year 6

Year 6


 Overview of Athletic Activities Units 

Athletic Activities
Author: Kevin Morgan
Years 3/4
Years 5/6

 


 

Sample Lesson Plans
To download samples of our lesson plans, click on the logo below. 


 

Outdoor and Adventurous Activities [KS2]
 

General Advice.

  • In planning consider how OAA can help develop children’s key skills, particularly personal and social development and communication skills [speaking, listening, recording].
  • A key element in teaching OAA is recognising and planning opportunities for children to plan, do and evaluate their experiences.
  • Plan opportunities for children to explain to others how they decided to tackle the problem-solving activities, what worked and what was less successful etc.
  • From our experience we think the activity ideas offered below are simple, enjoyable, effective and very easy to organise. It is intended that these activities be used to develop school based OAA.
    Name Game 1 - Equipment – Blindfolds. Description - All class members take up a place standing on the floor. One person from the class is blindfolded and one other leaves the hall quietly, everyone else swaps places. The blindfolded person removes the blindfold and has to describe the missing person.

    Name Game 2 - Equipment – One small ball per team, teams of about 10 children. Description – Teams begin in a circle. One child stands in the centre and the ball is thrown at random around the team, with the child in the centre calling the name of the catcher each time. The ball has to be returned to the child in the centre each time. The winning team might be the first to make 20 consecutive catches. If the ball is dropped the team could start again Variations – size of the ball, number of consecutive throws to achieve; how many can they achieve in one minute, a dropped ball does not have to take the team back to the start.
    Follow Me - Equipment – Blindfolds. Description – Class stand on the far side of the hall and put on blindfolds. Everyone walks towards the sound of your voice. Once the class has started moving you can move around and continue talking.

    Blindfold Lead 1 - Equipment – Blindfolds. Description – Children work in pairs, one is blindfolded. The non-blindfolded person acts as the guide giving verbal instructions on a walk around school, either inside, outside or both. If needed the guide can place a reassuring hand on the partners shoulder. Try and encourage children to have tactile experiences and to describe them. Variations – use a piece of rope about 15 – 20 metres long and tie it in and around secure objects. Avoid children climbing when blindfolded.
    Blindfold Lead 2 -Equipment – None. Description – Children work in pairs, one leads the other by gently holding an outstretched index finger. The one being led must try to keep his/her eyes closed at all times. The exercise should be done in a limited area. After a short time the leader stops and leaves his/her partner standing still and looks for a different partner. Exchange roles. Variations – changes in speed and direction, no talking.

    Blindfold Walk - Equipment – Blindfolds. Description – Divide children into 4 groups. One child in the group moves to the starting point about 20 paces away from the rest of the group e.g. a wall. The same person then walks back to the group blindfolded, with the rest of the group to encourage and ‘catch’ him/her. All group members should be encouraged to gain the experience. Variations – Blindfold run
    Alphabet Balance Bench - Equipment – One PE bench per team. Description - Teams of 7/8 children. Children sit on a bench in random order. Give the children numbers so they remember their sitting order. Organise children so that they are standing on the benches and position benches not too near other groups. Children must rearrange themselves alphabetically, according to their christian names. Teacher decides whether 'A' starts on the right or left of the bench. All groups must try to remain on their bench during the task. If any child leaves the top of the bench the whole team must start again. Variations – All the group need not stand at the same time. Children can do a similar task according to age, height, number of birthday etc.

    Human Alphabet - Equipment – none. Description – Children divided into 2’s and 3’s and the letters of the alphabet are called out at random. Each pair, or group must form the letters called. All group members must be used. Variations – Give children opportunities to experiment with forming letters and challenge others to make letters they can make. Larger groups can make small words.

    Pass the Hoop - Equipment - large hoops. Description - Organise children into groups of about 12/15, facing the centre and holding hands. One child stands inside a hoop to start. The hoop must be passed around the circle and must pass over the head of al team members. The task is complete when the hoop is returned to the starting point. Encourage children not to break grips. Variation - use 2 hoops.

    Night Line - Equipment - blindfolds, rope. Description - Organise the children into groups of 5/6. Each group is blindfolded and tied together by a rope. By touching they follow a line around a safe, pre-set course, the leading person giving the directions etc.. The line is strung around various points in the school's grounds. No climbing. Variations - indoors using safe and strong PE apparatus.

    Blindfold Square - Equipment - blindfolds, 10-15 metres of rope tied together at both ends. Description - Organise the children into groups of 6-8, all blindfolded. The rope is placed on the floor and children have to attempt to make a square. Blindfolds must not be removed until the group thinks they have succeeded. This activity is suitable for year 6; help children to organise themselves so that each has a specific role to play; give them enough time to think and talk about how they will tackle this problem.

    Tangle - Equipment - none. Description. Groups of 5-6. Groups stand in a circle facing each other. They link hands, using a different person for both hands. Children must try to untangle themselves without letting go of hands. Encourage discus