Q1. How do I find
out the price of the manuals?
Q2. How do we go about purchasing
the manuals?
Q3. What is the delivery time?
Q4.
We are looking for a scheme of work that is compliant with all
current government initiatives(QCA, Curriculum
2000 etc), are the Val Sabin schemes up to date?
Q5. We are
interested in purchasing the manuals but would like to see an inspection
copy first. Is this possible?
Q6. What is the best way of using
the Val Sabin schemes of work?
Q7. We have the gymnastics scheme
for Key Stage 1 and Key Stage 2 – are
the Games and Dance in the same format?
Q8. We have some vertically grouped
classes – how
can we use the manuals most effectively for these classes?
Q9. Dance – One of the dances
for Year 6 would fit a topic we pursue in Year 4. Can we use
the Year 6 dance?
Q10. We have just received the
Link units for Key Stage 2-3 transition and we are discussing
as a ‘family’ of schools how
to use them to best effect – could you give us any ‘pointers’ to
help make the right decision
A1. Use the contact
form to send us your details and we will send you the relevant
pricing information. Alternatvely call (01604) 580974.
A2. You can order via
email if the invoice is to be made out to the school by
emailing sales@valsabinpublications.com stating
which manuals you wish to purchase and delivery details.
Alternatively you can print off a copy of the order form (to
receive a contact from please see question 1) and post it to:
125 Harlestone Road
Northampton
NN5 6AA
Fax (01604) 584643
If you wish to purchase the manuals yourself you will need to
send a cheque
for the appropriate amount (including £5 for postage
and packing within the UK) made payable to Val Sabin Publications to the address above.
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A3. Manuals
are delivered within a working week within the UK. Please email to
ask about overseas delivery.
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A4. All
the schemes of work and lesson plans contained in Val Sabin teaching
manuals are compatible
with QCA guidance. Objectives
and expected learning outcomes for each of the medium term plans
at the beginning of each unit of work correspond with those in
the QCA documents.
In the same way the PEAPS manuals are compatible with the QCA
schemes of work and indeed the National Curriculum
attainment target levels have been identified and broken down into much more detail and
linked to the schemes of work in the Val Sabin manuals.
The short term lesson planning is extremely user friendly and the
six lessons in each unit have been written in a detailed and progressive
manner giving even the least experienced or confident teachers
access to them.
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A5. Unfortunately
we do not send manuals out on approval. If you wish to view a copy
we can put
you in touch with a school in your area where we can arrange a
viewing (call 01604 580974).
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A6. The PE
coordinator and staff choose the units and places them
in the long-term plan. At the beginning of the unit the coordinator
photocopies the medium-term framework and lesson plans for each
teacher for the half-term and retains the master copy. Over the
year, the lesson plans are handed-out at the appropriate time until
teachers all have their own collection of lesson plans ready to
use the next year. It is also helpful to photocopy any relevant
pages from the teaching guide and the assessment sheets. Keep
the ‘master’ copy
safely stored (we often have phone calls asking for
replacements for lesson plans that have ‘disappeared’ from
the master copy!)
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A7. Having
thoroughly researched and trialled every product in the range and
having worked continuously with teachers, a common,
user-friendly
structure has been finalised, and every Primary School scheme of
work focus the same structure and format. i.e.
- A comprehensive
teaching guide including an assessment sheet.
- 4 units of
work for each year group.
- 6-9 lesson plans in each unit.
- A teaching specific skills
and resources section.
The manuals
are printed on good quality card in A4 ring binders and have a copyright waiver
which allows unlimited photocopying
in the purchasers school only.
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A8. Vertically grouped
classes E.g. Year 5/6 will need a two-year rolling programme and
in gymnastics it would
be:
Gymnastics |
PROG A |
Unit T |
Unit Y |
Unit V |
Unit AA |
Gymnastics |
PROG B |
Unit X |
Unit U |
Unit Z |
Unit W |
Games |
PROG A |
Yr5 Unit 1 |
Yr6 Unit 2 |
Yr5 Unit 3 |
Yr6 Unit 4 |
Games |
PROG B |
Yr6 Unit 1 |
Yr5 Unit 2 |
Yr6 Unit 3 |
Yr5 Unit 4 |
Dance Dances can be chosen from different year groups
within an overall scheme and dances made more or less complex as appropriate
(see Q on dance below)
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A9. Yes. First
the PE coordinator / staff need to plan which dances they are going
to deliver in each year group so repetition of dances does
not occur from one year to the next.
Second all dances can be delivered at strategy level to teachers
wishes because dances can be made more or less complex by e.g.
- Changing
the size of groups
- The relationships
- The spatial elements and pathways
- The ways of teaching jumping
and turning
- The shape of the group
- The movements to create a motif etc.
The dance and the intention of the dance remains the same but
the complexity changes.
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A10. Certainly!
There are several ways the units can be used to great effect. First
of all, it is helpful if there is a consistent
approach to physical education from the Primary school (i.e.
all use the same schemes of work) but even if there isn’t,
the Link units can be used as a framework for standardising experiences
and understanding and enable further challenging programming
to
be planned for all pupils.
- The secondary school can use them as the first unit of work
for each area of activity in Year 7 and use the assessment sheets
provided to make professional judgements about the levels of
attainment of pupils. This information can then be used to decide
on the type
and level of further progression which is appropriate.
- In a
partnership it could be agreed that one (or two) of the units
is (are) delivered as the last unit(s) of work in that
area of activity in the primary school and the remaining unit(s) is
(are) delivered by the secondary school and used to determine
levels of attainment and make judgement about the next stage.
- In a partnership it could be agreed that the first phases
of each unit are delivered by the Primary schools at the end
of Key
Stage 2 and the continuing phases are delivered by the receiving
secondary school at the beginning of Year 7.
Whichever way you choose to use the units; they will ensure a
standardisation of experiences and give a more accurate understanding
of the levels of attainment of a diverse group of children and
enable continuity and a smooth transition between Key Stages.
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