International Primary Curriculum (IPC) Physical Education Assessment posters for Milepost 2: 2.3 - Be able to choose appropriate skills and movements to suit a task 2.4 - Be able to plan actions and movements 2.5 - Be able to take part in a range of individual, pair, small group and team activities 2.6 - Be able to perform a range of activities with control and coordination 2.9 - Be able to improve performance through analysis, observation and repetition

International Primary Curriculum (IPC) Physical Education Assessment posters for Milepost 3: 3.5 - Be able to plan their own performance 3.6 - Be able to participate in small-sided team games 3.10 - Be able to refine and improve their performance based on their understanding of what is needed

Scheme of Work for invasion Games, which includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 15-20 lessons (including Personal Learning goals)

Scheme of Work for Net and Wall games, which includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 15-20 lessons (including Personal Learning goals)

Scheme of Work for Invasion Games, which includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 15-20 lessons (including Personal Learning goals)

Scheme of Work for Fitness through Invasion Games, which includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 15-20 lessons (including Personal Learning goals)

- PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Gymnastics Vocabulary -Gymnastics Themes -Proposed Lesson Objectives for 8 lessons (including Personal Learning goals)

- PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Gymnastics Vocabulary -Gymnastics Themes -Proposed Lesson Objectives for 8 lessons (including Personal Learning goals)

Includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 14 lessons (including Personal Learning goals)

Circuit Training Cards that I made for a girls fitness class - each station has a gold, silver and bronze standard. Cards do not include exercise technique (please see my other resources for those).

International Primary Curriculum (IPC) Physical Education Assessment Poster on A3 (11x17), includes descriptors for all of Milepost 1, 2 and 3. I find this useful in many ways, even as visual aid when creating the curriculum or when planning or completing assessment.

Includes: - PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Proposed Lesson Objectives for 14 lessons (including Personal Learning goals)

Teaching Volleyball for the first time? During my first season coaching a volleyball team (outside of PE lessons), I put together a simple powerpoint to present volleyball positions, rotations and base positions that are great for Middle-School players who are new to the game. This presentation was devised using a range of online sources but also in conjunction with an experienced High-School volleyball coach. I found it helped me massively to gain an appropriate level of understanding for coaching my successfully my first season, and even shared it with my players to help them understand these fundamental aspects.

- PROMPTS FOR CONTEXT AND ACTIVITY CONTENT -LEARNING GOALS/TARGETS (subject, personal and international mindedness) -FOCUS FOR ASSESSMENT -Lesson Concepts -Gymnastics Vocabulary -Gymnastics Themes -Proposed Lesson Objectives for 8 lessons (including Personal Learning goals)

Some rugby reciprocal coaching cards I made for students in Year 7 & 8 that gives them a basic outline on how to: Tackle Ruck Basic offensive tactics i.e., skip & loop, scissors, overlap Introductory defensive systems.

Help students revise the Muscular system with this learning grid! It’s simple: Print and Laminate Learning Grid Grab Dice - enough for two for each pair Students PLAY the game! The rules are simple, students take it in turns to roll the two dice. The number that the roll corresponds with one of the squares. Whatever square they land on they must try and provide 3 facts that are relevant for that square. If they manage to do so, they can cross off that square and they get a point. If they can’t provide 3 facts, then their partner can have a go and try and steal the point. If both pupils can’t provide three facts, then they must revisit their notes and write down the answer. If students land on a “?” grid, then they must answer a question. Either set by their opponent beforehand, or by the classroom teacher. Lastly, if they land on a ‘Free Choice’ square, they can choose any square to answer. Pupils keep playing until a certain time period is up, or until every square has been ticked off. Pupil with the most squares, wins!

Help students revise the respiratory system with this learning grid! It’s simple: Print and Laminate Learning Grid Grab Dice - enough for two for each pair Students PLAY the game! The rules are simple, students take it in turns to roll the two dice. The number that the roll corresponds with one of the squares. Whatever square they land on they must try and provide 3 facts that are relevant for that square. If they manage to do so, they can cross off that square and they get a point. If they can’t provide 3 facts, then their partner can have a go and try and steal the point. If both pupils can’t provide three facts, then they must revisit their notes and write down the answer. If students land on a “?” grid, then they must answer a question. Either set by their opponent beforehand, or by the classroom teacher. Lastly, if they land on a ‘Free Choice’ square, they can choose any square to answer. Pupils keep playing until a certain time period is up, or until every square has been ticked off. Pupil with the most squares, wins!

Three documents which help present Tactical Problems in Invasion Games, Net/Wall Games, and Striking & Fielding Games which is easy to use, reference, and apply into your lessons. If you struggle incorporating tactics into your lessons, this provides a good outline.

GCSE P.E. Learning Grid - fun revision and learning activity which requires two dice. Students take it in turns to roll the dice, and then whatever number they land on i.e., 4 and 6, students land on the 4th row, column 6 and must give three facts about that keyword, image etc. If they land on a question mark, students must answer a long-answer exam question.

GCSE P.E. Learning Grid - fun revision and learning activity which requires two dice. Students take it in turns to roll the dice, and then whatever number they land on i.e., 4 and 6, students land on the 4th row, column 6 and must give three facts about that keyword, image etc. If they land on a question mark, students must answer a long-answer exam question.