Physical Education
physical education curriculum intent.pdf
| Staff Members |
Mr R Hedges-Quinn, Mr T Piddington, Miss A Pryke and Mrs H Wing |
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PE Head of Faculty: Ms S Clarke |
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| Prior Learning |
At KS1 and 2 the aim was for students to:
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| Key Stage 3 |
In Years 7, 8 and 9 students will build on and embed the physical development and skills learned during their Physical Education experience from KS1, KS2 and throughout KS3. They will become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. Through a number of practical units they will understand what makes a performance effective and how to apply these principles to their own and others’ work. Students will also develop the skills of leadership, organisation, resilience, initiative and communication throughout their time in the department.
It is intended for students to develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
Each student will have three lessons of PE per fortnight, Year 9 are currently receiving four.
The curriculum is also aimed to sufficiently challenge students in preparation for the KS4 courses PE have to offer, this is achieved through the delivery of the KS3 Knowledge Rich Curriculum. Year 7 students are taught about the skeletal and muscular systems and how they work together in order to aid participation in physical activity. Year 8 students recall Year 7 terminology and in addition are taught how the cardiovascular and respiratory systems work together in order to aid participation in physical activity. Year 9 students gain knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate the effectiveness of personal exercise and training; this also incorporates what they learnt in Year 7 and 8.
Key Stage 3 students will cover a mixture of the following units of work. These units have been chosen to deliver a challenging variety and mix of sports:
Each scheme of work has been developed by the department’s team members. The schemes also incorporate:
Assessment at Key Stage Three Students are continuously assessed during their PE units. Every year group and sporting activity have their own individual assessment cards.
Continuous assessment allows teachers to check for any gaps in learning and to then tailor lessons and intervention to address these gaps in skill development.
Students in the past have been assessed in six key areas which cover the performance of sport specific skills in isolation as well as the application of skills in a conditioned practice/competitive situation. As a department, we are currently adapting the way we assess in PE so that the student will now not only be assessed in skill application, but also soft skills. Soft skills students work on every day so it is important these are reflected with assessment. A sample of soft skills include: leadership, teamwork, communication, confidence, resilience, focus and concentration, rule-following, empathy and self-discipline. |
| Key Stage 4 |
All KS4 students will have one lesson of core PE per week.
In contrast to KS3, students have more ownership of their curriculum and are able to make choices based on practical option pathways. In addition to the traditional sports studied at KS3, KS4 students can also experience alternative activities including Handball, Lacrosse, Tchoukball and Volleyball.
Students may also opt to take PE further at KS4. For the current Y11 there are two examined courses on offer, GCSE Physical Education and NCFE Level ½ Technical Award in Health and Fitness. Students taking this option will have an additional four lessons per fortnight.
GCSE Physical Education In GCSE PE students will receive a well-rounded and full introduction to the world of PE, sport and sport science by developing an understanding of how the mind and body works in relation to performance in physical activity. The course has a straightforward structure with four engaging and up-to-date components assessed through three practical performances, a Personal Exercise Programme (PEP) and two externally examined papers.
Students will study two theoretical units: Fitness and Body Systems and Health and Performance. The course will equip students with the knowledge, understanding, skills and values they need to be able to develop and maintain their performance in physical activities. Students will also gain understanding of how physical activities benefit health, fitness and well-being. Students will be required to perform in three different physical activities in the role of player/performer. Practical lessons will help students demonstrate their skills in isolation/unopposed situations and demonstrate their skills in a formal/competitive situation while under pressure. The final course grade will be reported as a 9-1 scale. Students will be assessed regularly.
Theory Papers (60%): The first exam paper (component 1) is fitness & body systems. This exam paper is 1 hour and 45 minutes and is worth 36% of your qualification. The second exam paper (component 2) is based around health and performance. This exam paper is 1 hour and 15 minutes and is worth 24% of your qualification. The exams consist of multiple-choice, short-answer, and extended writing questions.
Practical Exam (40%): Component 3: Practical Performance (30%). One must be a team activity; One must be an individual activity; The final activity can be a free choice. Component 4: Personal Exercise Programme (PEP) (10%).
Assessment and Intervention at Key Stage 4 In Year 10, GCSE PE students will sit regular formative assessments allowing teachers to track progress and identify gaps in skills or knowledge. Students will also be assessed twice a year through scheduled knowledge weeks.
For those students with the most significant progress gaps, after-school intervention sessions will be delivered in order to help them catch up.
In Year 11, GCSE PE students will sit regular mock exams allowing us to gain accurate data on student progress. These will take place in November and in February. These will be in the sports hall, allowing students to adjust to the pressures of a formal exam.
Students with progress gaps will attend after-school intervention. Most of Year 11 will attend these sessions at some point in the year, allowing learning gaps to be quickly addressed. |
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Useful websites and resources |
GCSE PE: https://padlet.com/sclarkehhs/34nin30atbwl7rof
Edexcel GCSE PE https://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2016.html
Physical Education, Unit 1 Theory of PE (5PE01 & 5PE03), GCSE Edexcel Physical Education Revision Guide and Workbook, Pearson |
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Possible areas of future Studies |
Depending on the grade the student achieves in their GCSE they could progress onto Level 2 and Level 3 qualifications and/or A Levels.
Learners who achieve at Level 2 might consider progression to Level 3 qualifications post-16 such as: Level 3 Applied Generals in: Sport Studies; Sport and Physical Activity; Sports Performance and Excellence; Sport and Exercise Science.
Level 3 qualifications prepare learners for progression into higher education, employment or onto an Apprenticeship through specialising in a technical occupation potentially in the Health and Fitness sector. Level 3 qualifications provide post-16 learners with the knowledge and skills they need for skilled employment or for further study. |
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Possible future careers |
Employment opportunities for students taking GCSE PE include the sport and leisure industry, travel and tourism and teaching. |