Click on a question to view the answer.
- How do I find the prices of the manuals?
Answer: Please contact us and we will send you the relevant pricing information.
- What is the delivery time?
Answer: Manuals are delivered within the UK the next working day (*subject to availability) if ordered before 12 noon. Please email to ask about overseas delivery: firstname.lastname@example.org
- How do you go about purchasing the manuals?
Answer: You can order via email if the invoice is to be made out to the school by emailing email@example.com stating which manuals you wish to purchase and delivery details. Alternatively, you can print off a copy of the order form and post it to:
Val Sabin Publications and Training
125 Harlestone Road
Fax (01604) 584643
If you wish to purchase the manuals yourself you will need to send a cheque for the appropriate amount (including £9 for postage and packing within the UK) made payable to Val Sabin Publications to the address above. We can also take credit/debit cards.
- Are the schemes of work up to date and compatible with the 2014 National Curriculum?
Answer: All the schemes of work and lesson plans contained in Val Sabin teaching manuals are compatible with all current government initiatives. They are up to date and exceed National Curriculum guidelines.
- Is it possible to see an inspection copy of the manual before we make a purchase?
Answer: 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), or you can see details of all the manuals on this website and view/download sample lesson plans.
- What is the best way of using the Val Sabin schemes of work?
Answer: 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!)
- We have the Gymnastics scheme for Key Stage 1 and 2 – are the Games, Dance and Athletics in the same format?
Answer: 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 (except athletics which has 2 units per 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 purchaser’s school only.
- We have some vertically grouped classes – how can we use the manuals most effectively for these classes?
Answer: Vertically grouped classes e.g. Year 5/6 will need a two-year rolling programme and in Gymnastics and Games it would be:
- PROG A
- Unit T
- Unit Y
- Unit V
- Unit AA
- PROG B
- Unit X
- Unit U
- Unit Z
- Unit W
- PROG A
- Yr5 Unit 1
- Yr6 Unit 2
- Yr5 Unit 3
- Yr6 Unit 4
- PROG B
- Yr5 Unit 2
- Yr6 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).
For more details of vertically grouped classes please ring our office on 01604 580974
- Dance – One of the dances for Year 6 would fit a topic we pursue in Year 4. Can we use the Year 6 dance?
Answer: 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.
- How can we use Link units for Key Stage 2-3 Transition to best effect?
Answer: 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.