PE LESSON PLANNING & ASSESSMENT RESOURCES

INSPIRE - DEVELOP - CHALLENGE

Lesson 1

Warm up

A1 Example: Amun-ra and Khmu

A1 Example: SET or SEKMET

A1 Example: Hathor

Lesson Plan 1

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Resource Cards

Egyptian Gods and Goddesses

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Yr 5 Pupil Self/Peer Assessment

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Yr 5 Teacher Assessment Unit End points 

Teacher Assessment

Warm up

A1 Example: Amun-ra and Khmu

A1 Example: SET or SEKMET

A1 Example: Hathor

Lesson Plan 1

Download lesson plan

Resource Cards

Egyptian Gods and Goddesses

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Yr 6 Pupil Self/Peer Assessment

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Yr 6 Teacher Assessment Unit End points 

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Try our Egyptian Dance playlist to motivate your class during lessons.

  • TRACK 1: GODS
  • https://primarypeplanning.com/wp-content/uploads/2023/10/To-replace-Gods-track-1.mp3
  • TRACK 2: Pyramids and Sculptures
  • https://primarypeplanning.com/wp-content/uploads/2023/10/To-replace-pyramids-and-sculptures-track-2.mp3
  • TRACK 3: Egyptian Hieroglyphics and symbols
  • https://primarypeplanning.com/wp-content/uploads/2023/10/To-replace-Hieroglyphics-track-3.mp3
  • TRACK 4: Egyptian Dance
  • https://primarypeplanning.com/wp-content/uploads/2023/10/To-replace-Egyptian-dance-track-4-.mp3
  • Track 5: Warm up Fast Egyptian beats
  • https://primarypeplanning.com/wp-content/uploads/2021/12/Track-5-warmup-Fast-Egyptian-beats.mp4

Lesson 2

Starter

Activity: 1 (Video 1)

Activity: 2 (Video 2)

Lesson Plan 2

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Resource Cards 

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Starter

Activity: 1 (Video 1)

Activity: 2 (Video 2)

Lesson Plan 2

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Resource Cards  

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Lesson 3

Warm Up

Activity: 3

Activity: 3

Lesson Plan 3

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Resource Cards

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Warm Up

Activity: 3

Activity: 3

Lesson Plan 3

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Resource Cards

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Lesson 4

Starter

Activity:

Activity: 3

Lesson Plan 4

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Starter

Activity:

Activity: 3

Lesson Plan 4

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Lesson 5

Starter

Activity:1 Video 1

Activity: 2

Lesson Plan 5

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Starter

Activity:1 Video 1

Activity: 2

Lesson Plan 5

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Lesson 6

PE Essentials & Sports Equipment

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MORE THAN JUST LESSON PLANNING

BE SURE TO TRY OUR OTHER TIME-SAVING TEACHERS TOOLS

PE Lesson planning

Curriculum Map

PE Tracker Tool

  • Learning Intention:
    How can you use ‘dynamics’ when performing a dance?

    • I can begin to show some ‘dynamic’ elements in my dance
    • I can show some ‘dynamic’ elements in my dance
    • I can show a variety ‘dynamic’ elements in my dance
  • Learning Intention:
    How can you use ‘dynamics’ when performing a dance?

    • I can show some ‘dynamic’ elements in my dance
    • I can show a variety ‘dynamic’ elements in my dance
    • I can incorporate a variety ‘dynamic’ elements in my dance and perform with confidence, control and fluency
  • Learning Intention:
    How can you use ‘space’ when performing a dance?

    • I can begin to show some ‘space’ elements in my dance
    • I can show some ‘space’ elements in my dance
    • I can show a variety ‘space’ elements in my dance
  • Learning Intention:
    How can you use ‘space’ when performing a dance?

    • I can show some ‘space’ elements in my dance
    • I can show a variety ‘space’ elements in my dance
    • I can incorporate a variety ‘space’ elements and perform with confidence, control and fluency
  • Learning Intention:
    How can you use ‘relationships’ when performing a dance?

    • I can begin to show some ‘relationship’ elements in my dance
    • I can show some ‘relationship’ elements in my dance
    • I can show a variety ‘relationship’ elements in my dance
  • Learning Intention:
    How can you use ‘relationships’ when performing a dance?

    • I can show some ‘relationship’ elements in my dance
    • I can show a variety ‘relationship’ elements in my dance
    • I can incorporate a variety ‘relationship’ elements in my dance and perform with confidence, control and fluency
  • Learning Intention:
    How can you use stimulus to perform a dance?

    • I can begin to translate ideas from a stimulus into a dance
    • I can translate ideas from a stimulus into a dance
    • I can translate ideas from a stimulus into a dance – and incorporate some relationship elements
  • Learning Intention:
    How can you use stimulus to perform a dance?

    • I can translate ideas from a stimulus into a dance
    • I can translate ideas from a stimulus into a performance – and incorporate some dance elements
    • I can translate ideas from a stimulus into a performance – and incorporate a variety relationship elements
  • Learning Intention:
    How can you use different dance elements when performing?

    • I can begin to demonstrate dance elements in my performance (Space, Relationships, Dynamics)
    • I can show some dance elements in my performance (Space, Relationships, Dynamics)
    • I can show a clear use of dance elements in my performance (Space, Relationships, Dynamics)
  • Learning Intention:
    How can you use different dance elements when performing?

    • I can show some dance elements in my performance (Space, Relationships, Dynamics)
    • I can show a clear use of dance elements in my performance (Space, Relationships, Dynamics)
    • I can show a variety of dance elements in my performance with confidence and clarity (Space, Relationships, Dynamics)
  • Learning Intention:
    How can you collaborate with a group to make a dance performance?

    • I can begin to collaborate with a group to create a dance performance
    • I can collaborate to create a dance performance
    • I can co-operate and collaborate to create a dance performance displaying a variety of elements with confidence
  • Learning Intention:
    How can you collaborate with a group to make a dance performance?

    • I can collaborate to create a dance performance
    • I can collaborate to create a dance performance displaying a range of dance elements
    • I can collaborate and lead to create a dance performance displaying a variety of elements with confidence
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