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PE Primary Ltd.
Empowering schools in the primary sector to reach the highest standards in PE.
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Web site last updated 08.11.11
Video Resources
To view samples of our video resources, click on the images below.
There are 140 high quality video clips on our web site. View a screen-shot of our videos
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London 2012 |
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BRING LONDON 2012 TO YOUR SCHOOL
To view sample ATHLETIC ACTIVITIES lesson plans and unit overviews, click on the logos below.
To view sample DANCE ACTIVITIES lesson plans and unit overviews, click on the logos below.
Overview of Dance Units/Themes
Foundation Stage: Nursery - London 2012 Mascot [coming soon]; Reception - Olympic Rings
Key Stage 1: Year 1- Off to London 2012; Year 2- Olympic Mascots;
Key Stage 2: Year 3- Time for London 2012;Year 4- Indian Gold;Year 5- Competing in the Olympics; Year 6 - Get Set
Each unit has its own Olympic theme, is linked to the new PESSCL core tasks and contains an overview and x6 lesson plans. All the music you need can be accessed from iTunes. All the videos that the children need to view are on You Tube. All the images that are needed are linked to each individual lesson plan.All background information needed is provided with each individual lesson plan.
Subscribers can access the lesson plans here.
Overview of Dance Themes
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Dance 1
Author: Huw Davies |
Dance 2
Author: Sue Chedzoy |
Dance 3
Author: Merie Eglesfield-Hope |
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F |
The Weather |
Nursery Rhymes &
Fairy Tales
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Under the Sea |
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Y1 |
Story
'The Toy Maker'
by Becca |
Story
'Mr Gumpys Outing'
by John Burningham |
Jungle Fever |
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Y2 |
Story
James and the
Giant Peach
by Roald Dahl |
Story
'Funny Bones' by
Janet and Allan Ahlberg |
Around the World |
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Y3 |
Emotions and Feelings |
Story
'Charlie and the
Chocolate Factory'
by Roald Dahl |
Mythological Worlds |
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Y4 |
Clowns; Machines &
Christmas Frolics |
Cartoon Characters |
Strike a Pose |
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Y5 |
Traditional English Dance |
Traditional English Dance |
Times Past : G.I Blues |
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Y6 |
Sporting Themes |
Paintings, photographs &
postcards |
Grease is the Word |
Overview of Games Units
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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] |
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F |
Developing motor skills |
Developing motor skills |
Developing motor skills |
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Y1 |
Sending, receiving, travelling |
Sending, receiving, travelling |
Sending, receiving, travelling |
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Y2 |
Sending, receiving, travelling |
Sending, receiving, travelling |
Sending, receiving, travelling |
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Y3 |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
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Y4 |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
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Y5 |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
Invasion Games
S&F Games
Net Games |
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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
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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] |
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Foundation |
Foundation |
Foundation |
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Year 1 |
Year 1 |
Year 1 |
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Year 2 |
Year 2 |
Year 2 |
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Year 3 |
Year 3 |
Year 3 |
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Year 4 |
Year 4 |
Year 4 |
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Year 5 |
Year 5 |
Year 5 |
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Year 6 |
Year 6 |
Year 6 |
Overview of Athletic Activities Units
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Athletic Activities
Author: Kevin Morgan |
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Years 3/4 |
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Years 5/6 |
Sample Lesson Plans
To download samples of our lesson plans, click on the logo below.
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Outdoor and Adventurous Activities [KS2]
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General Advice.
In planning consider how OAA can help develop childrens 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 2s and 3s 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 discussion and co-operation.
Using a parachute is a really good and fun way of developing children's personal and social skills. However, it can be used in a variety of ways and, given a little thought can support work in other areas of the curriculum. For example, consider the language development you can promote; listening to and following instructions; counting and turning through angles in mathematics; and in science work about air.
Sharks. Description - This activity must be done inside on a clean, smooth floor. The group sits around the parachute pulling it tightly with both hands; their legs and feet should be underneath the parachute. One person is picked to be the shark who goes underneath the parachute. Other children begin shaking the parachute vigorously while the shark moves around grabbing the feet of someone and pulling them underneath 'the sea'. That person then becomes the shark. Keep changing sharks quickly.
Crocodiles. Description - A variation of 'Sharks' where the group or class sit around the parachute with their legs underneath and the parachute pulled up tight to the stomach. One person is selcted to be the crocodile. The crocodile goes underneath the parachute and slithers around 'biting' children's legs with both hands. Any child when bitten can give a terrified scream and then go underneath the parachute, either becoming an additional crocodile or replacing the crocodile. Those children who are not crocodiles should shake the parachute a little in order to make it ripple. Great fun!
Cat and Mouse. Description - Again, this activity must be done inside on a clean, smooth floor. Lay the parachute flat on the floor with the class sitting around the outside holding it. Pick one person to be the cat and one to be the mouse. The cat goes on top of the parachute and the mouse beneath it. The cat has to catch the mouse, but the children on the outside try to help the mouse by shaking the parachute and confusing the cat. Keep changing children quickly.
Ripples. Description - Everyone stands around the edge of the parachute holding it still at waist height. Get the children to start moving their wrists, slowly at first to make ripples go from the edge of the parachute to the middle. Gradually build up speed and energy, making the ripples faster and faster.
Washing Machine. Description - This is an activity suitable for children up to the age of about 7. The parachute is placed flat on the ground with the children standing around the outside. Divide the class in two so that one half is sitting on the parachute, and the other half fold them up in it. Get the children to sprinkle in some imaginary washing powder, then close the washing machine (the parachute), switch on the machine, then gently rock and clean the group on the inside. You can then add actions as appropriate, such as: a delicate wash (those on the outside all move clockwise holding the parachute); then move anti-clockwise; then move faster for the spin; take out the washing and hang it on the line in the breeze. Consider the actions and sounds children could make; think of the mathematical development (particularly for younger children), such as counting the number of steps they move with the parachute.
Up and Over. Description - This is a really effective activity for helping develop children's personal and social skills and can be used for any age. Get the class to stand around the parachute holding it firmly. On the count of 1, 2, 3 and up, the children should lift the parachute as high as they can, then pull it back over them and sit on. This will result in air being trapped in the parachute and children sitting in the canopy. Through the 'community' you've created you can encourage children to speak and listen. This works really well as a circle time activity.
Parachute Fly. Description - This is a very good activity to finish your parachute session. Children stand around the parachute holding it firmly at waist height. Gradually they should pick the parachute higher and higher above their heads and, on your command should let it go directly above their heads with the aim of it returning down on top of them. The parachute will usually end up flying over to an area of the room where you can ask 2 or 3 children to retrieve it and fold it up.
Rollerball. Description - Children hold the parachute at waist level. To begin get children to do the 'Mexican Wave' to establish a good rhythm. Next, place a ball (a plastic football is ideal) in the centre of the parachute. Attempt to roll the ball around the perimeter of the parachute through co-operatively raising and lowering the it. See how many times they can continuously send the ball around? See how fast they can do it?
Waves. Lay the parachute on the ground and crouch down next to it. Grasp it with both hands and using small hand movements quickly lift the edge of the parachute and put it back down on the ground. This will create a wave effect. Try different speeds of movement and from different heights.
Levels. Class holds the parachute at different levels on your instructions e.g. knees, head, shoulder, ankles.
Weather forecast. Description - Children stand holding the chute at waist level.
Teacher calls out various weather conditions, which the children then simulate with the parachute.
Sunny - pull chute taut, everyone leans back and takes the strain with arms bent.
Rain - tap fingers on the chute whilst taut.
Breeze - shake chute gently.
Typhoon - shake chute vigorously.
Foggy - Move under chute with hands searching in front.
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Physical Education Primary Ltd.
Empowering schools in the primary sector to reach the highest standards in PE. |
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Professional Development in Physical Education
For PE Inset contact:- info@peprimary.co.uk
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