Physical education
Purpose of study
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Aims
The national curriculum for physical education aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
In Physical Education we set the highest expectations for every pupil. Work is planned to stretch for pupils whose attainment is significantly above the expected standard. Equally, work is planned for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers use appropriate assessment to set targets which are deliberately ambitious and lessons are planned to meet this.
Pupils’ numeracy and mathematical reasoning in PE is taken into consideration so that pupils will understand and appreciate the importance of mathematics. Pupils in PE will participate in OAA which will improve and develop their problem solving skills. Pupils will be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps. This will take place in practical lessons where appropriate.
Teachers will develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of PE. Pupils will be taught to speak clearly and convey ideas confidently using Standard English in practical group discussion and sharing of ideas. They will learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others. This will be developed in practical and theory lessons where appropriate.
Literacy Intent statement
It includes subject-specific vocabulary and terminology in both theory and practical lessons.
In addition, we will consider reading skills for comprehension and interpretation that will enable students to understand and analyse
exam questions.
We will address writing skills and academic language required in assessed written work.
Finally, we will provide opportunities for pupils to engage in extended writing in line with the schools overarching literacy drive.
| Year 7 | |
| Health and Fitness | Pupils will be introduced to basic fitness activities and develop an accurate replication of the required techniques. Pupils will develop the skills of sustained running, jumping and other fitness skills. Pupils should understand that different events demand different components of fitness and be able to adapt to the set task. Students should be able to describe the elements of an effective technique in a small circuit. |
| Outwitting Opponents | Pupils will participate in 4 /5 different sports over 2 terms. (approx. 6 lessons per activity). They will participate at Football, Rugby, Handball/Basketball, Badminton/Table tennis. (Timetable logistics may determine what the students can cover). They will participate in Rugby for the first half term |
| Gymnastics | Pupils should be able to accurate replicate basic balance, rotation and flight based movements. Pupils will be able to demonstrate correct take-off and landing technique, as well as a clear body shape whilst airborne. To apply movements, agilities and balances individually and as part of a fluent sequence. Pupils will select, combine and perform skills; actions and balances demonstrating varied levels of creativity. Pupils will perform more advance skills using boxes and springboards. |
| Athletics | Pupils will develop athletic skills and accurately replicate techniques to achieve an outcome. Pupils will further develop the skills of sprinting, sustained running, jumping and throwing using advance tactics to improve scores. Pupils should understand that different events demand different skill types and be able to adapt their skills to the needs of the event. Students to describe the elements of an effective running, jumping & throwing style. |
| Year 8 | |
| Outwitting Opponents | Pupils will participate in 4 /5 different sports over 2 terms. (approx. 6 lessons per activity). They will participate at Football, Rugby, Handball/Basketball, Hockey, Badminton/Table Tennis (Timetable logistics may determine what the students can cover) |
| Health and Fitness | Pupils will develop previously learnt fitness activities. Pupils will develop the skills of sustained running, jumping and other fitness skills. Pupils should understand that different events demand different components of fitness and be able to adapt to the set task. Pupils will also begin to understand the ‘Principles of training’ and they can use these concepts in their own training and planning. |
| Outdoor and adventurous activities (problem solving) | Pupil will further develop OAA skills and extend the ability of accurate replication. Pupils will develop advanced skills related to problem solving and teamwork. Pupils should understand that different events demand different skill types and be able to adapt their skills to the needs of the event. Pupils to evaluate team dynamics to gain an improvement in performance. To show and develop effective communication and leadership skills. |
| Athletics | Pupils will develop more advanced athletic skills and accurately replicate techniques to achieve an outcome. Pupils will further develop the skills of sprinting, sustained running, jumping and throwing using advance tactics to improve scores. Pupils should understand that different events demand different skill types and be able to adapt their skills to the needs of the event. Students to describe the elements of an effective running, jumping & throwing style. |
| Year 9 | |
| Football | Pupils will further develop the ability to outwit opponents and teams using strategies and tactics. Pupils will learn to combine and perform more advanced football skills consistently applying fluency, a greater accuracy and higher quality of technique. Continual development and refinement of the learnt skills will contribute to producing an improved performance and outwit opposition more frequently. |
| Net games | Pupils will participate in a range of badminton, table tennis and indoor tennis to understand how to outwit opponents using strategies and tactics during game play. Pupils will learn and perform more basic badminton, table tennis and tennis skills with accuracy and control. Continual development and adaptation of the necessary skills will contribute to producing an improved performance. |
| Health and Fitness | The boys will study the Principles of Training in Year 9. Once they have gained this understanding through practically taught theory lessons, they will then apply this knowledge in planning and executing a Personal Exercise Plan. This plan is designed to improve fitness in a key sporting area and the students will need to apply knowledge gained over the whole course of Key Stage 3. |
| Rugby | Pupils will further develop the ability to outwit opponents and teams using strategies and tactics. Pupils will learn to choose, combine and perform more advanced rugby skills consistently applying fluency and a greater accuracy and a higher quality of technique. Continual development and refinement of the fundamental skills will contribute to producing an improved performance. |
| Athletics | Pupils will develop advanced athletic skills and accurately replicate techniques to achieve an outcome. Pupils will further develop the skills of sprinting, sustained running, jumping and throwing using advance tactics to improve scores. Pupils should understand that different events demand different skill types and be able to adapt their skills to the needs of the event. Students to describe the elements of an effective running, jumping & throwing style. |
Year 10
In the Autumn/winter and spring term students will select as a class 4 sports from the list of options. The sports that are selected will be covered once for a period of ½ a term.
-Football, Basketball, Health and Fitness, Handball, Dodgeball, Net Games, Rugby.
In the summer term students will participate in 3 sports on a rotation basis
-Athletics, Softball, Ultimate Frisbee, NFL
Year 11
In the Autumn/winter and spring term students will select as a class 4 sports from the list of options. The sports that are selected will be covered once for a period of ½ a term.
-Football, Basketball, Health and Fitness, Handball, Dodgeball, Net Games, Rugby.
In the summer term students will participate in 3 sports on a rotation basis
-Softball, Ultimate Frisbee, NFL
| GCSE Year 10 and 11 | |
| Energy Systems | aerobic & anaerobic energy systems |
| The functions & role of blood | Effects of exercise on the body |
| Somatotypes | the three types: ectomorph, Endomorph, mesomorph. Sports specific for these types |
| Participation | individual differences: age, disability, gender, physique, environment, access to facilities |
| Different activities in sport range of activities | games, gymnastics |
| Fitness and health | athletics, dance, outdoor adventure. Precautions of outdoor and adventurous activities |
| Physical and mental demands injury | fatigue, anxiety, aggression, stress, arousal, boredom |
| Preventing injury/health and safety | factors to prevent risk/injury. Warm up/cool down. Health and safety legislations. Clothing and safety equipment |
| Rules and etiquette in sport | fair play, rules to equipment, Rules & codes of conduct, etiquette in sport |
| Leisure and recreation in sport | leisure time, physical recreation, Outdoor recreation, lifetime sports |
| Principles of training | the factors of overload, s.p.o.r.t (f.i.t.t) |
| Testing components of fitness | testing strength, speed, stamina, suppleness |
| Types of training | fartlek, continuous, circuit, interval, weight |
| Diet | the 7 food groups link to sporting performance. Diet plans and energy use. Specialist sports diets |
| Major sporting events | advantages & disadvantages in hosting a major event |
| Science & technology in sport | how ICT helps performance. Different software packages |
| Technology innovations | how technology has developed and enhanced sport |
| The skeletal system | names of bones, joints, functions, types of bone, types of joints, names of joints, biomechanics movements |
| The muscular system | names of muscles, how muscles work in pairs, fast & slow twitch fibres, tone & posture, fatigue |
| Energy systems | aerobic & anaerobic energy systems |
| Planes | Levers + Axis, biomechanics |
| The Heart | Structure, Function, Circulation |
| Reading a cardiogram | data handling |
| The Lungs | Structure, breathing pathway, inspiration and expiration |
| Reading a Spirometer diagram | data handling |
| Sedentary lifestyle | The causes and effects |
| Skeletal System | Structure of the joint |
| Use of SMART targets | |
| Mind processes | Input, Output and feedback |
| Performance Enhancing Drugs | |
| Blood Doping | |
| First Aid | RICE, Fractures/Breaks |
| The Role of Spectators | Positive and Negative |