PE
Curriculum intent
- To have uncompromising aspirations for every individual and for our school to be an exceptional and inspirational community of lifelong learners.
- To ensure all students have the knowledge to critically engage with the conversation of humankind.
‘Our Athletes pursue the goal of inspiring their peers and the next generation, aspiring to be the best that they can be in PE lessons and extracurricular sport, and excelling in whatever they put their minds (or feet!) to’.
Purpose
Physical activity is under the spotlight now more so than ever before so it is important that we can offer the most accessible, engaging and balanced curriculum to meet the needs of the modern student.
What underpins our curriculum is the pursuit of both sporting excellence and opportunity for all. Our broad and balanced curriculum provides students with the opportunity to develop core and advanced technical and cognitive skills across a number of different activities. Our department motto of ‘Inspire, Aspire, Excel’ is modelled by staff and students in both curriculum and extracurricular settings.
Key features of learning
The purpose of study at KS3 is to embed the key knowledge, skills and concepts of different activities through different themes of learning. Students in year 7 and 8 are initially in mixed attainment. Students are assessed both practically and cognitively through each theme of learning as well as a GCSE terminology theory at the end of year 7, 8 and 9. The content of this is covered in both practical and theory lessons. We have also recently set up a Hayes PE YouTube and Padlet channel for students to engage in physical activity outside the classroom. We also plan to embed an everlearner pathway to support our prospective GCSE PE students transition into year 10
We as a department feel that the key features of the Hayes Learner are embedded in our curriculum and students have an understanding of how these may be demonstrated in curriculum and extracurricular PE. We have an extensive range of extracurricular opportunities and provisions that cater for students of all ages and abilities. We as a department pride ourselves on providing an engaging and broad extracurricular programme that is accessible for all.
Key concepts that underpin the curriculum
- Identifying and solving problems
- Exploring and communicating ideas
- Accurate replication of core and advanced skills
- Outwitting of the Opponent
- Performing at maximum levels
- Transfer of skills across activities
- Development of key skills
- Application of skills in competitive performances
- Analysis and evaluation of performance and transfer of skills
- Knowledge of the theoretical Scientific and Sociocultural components that underpin PE
- Understanding the importance of how physical activity contributes to a healthy and active lifestyle.
How does our curriculum shape learners?
We want students to emerge from our curriculum as confident and creative thinking individuals who understand the importance of physical activity in fostering physical, mental and social wellbeing. We as a department believe that success in sport is not just about doing but thinking and as such, we feel that students must be allowed to develop and both of these facets in lessons. There is a clear learning journey from KS3 to KS4 and onwards to KS5 which allows students to become more competent, confident and better informed learners who understand the importance of leading a healthy and active lifestyle both inside and outside of the classroom. It is a responsibility that we as staff embrace and proactively develop. We feel our curriculum prepares students for onwards progression to future employment in the sports industry and beyond. Our department has a clear and progressive intent, we continue to implement and teach engaging, forward thinking and progressive lessons that have a real positive impact on students of all ages and abilities.
| End points for Academic Years | |
| Year 7 | It is hoped there is a smooth transition from Primary to secondary PE, as such we will focus on testing on fine and gross, simple and complex skills in the first few weeks of term. By the end of year 7 students should be able to develop through our five themes of learning, Identify and solve problems, explore and communicate ideas, accurately replicate skills, outwit the opponent and perform at maximum levels. Students will focus on the improvement of their technical proficiency across a number of different activities. The key focus in this stage of the students learning is the development of technical proficiency, especially through both core and advanced skills across a number of different activities. They will develop their knowledge and understanding of key cognitive process in PE as well as enhancing social awareness and communication. Students will develop their understanding of key theory content derived from the GCSE PE syllabus and be tested on this content at the end of the year. Students will demonstrate a sound knowledge and understanding of how physical activity leads to a healthy and active lifestyle. Students will be able to comment on a performance using basic subject specific and theme specific terminology. We would like students to be confident and engaged individuals who are ready to apply their developed skills more consistently to competitive scenarios in year 8. Students are encouraged to try new clubs through our extracurricular provision where the focus is still developing core and advanced skills. This year will also provide an opportunity for students to experience their first Sports day and Sports awards ceremony. |
| Year 8 | By the end of year 8 students will be able to be more consistent when demonstrating physical, cognitive and social proficiencies in the five themes of learning. They will have developed the capacity for more effective independent learning and articulate responses using more advanced subject specific vocabulary. The main focus of learning in year 8 will centre around replication of skills developed in year 7 into competitive scenarios across a number of different activities. Students will further broaden their experiences and cultural understanding of alternative sports within the curriculum with the introduction of some alternative sports. Theoretical components that underpin PE will again derive from the GCSE PE syllabus and students will be tested accordingly at the end of the year. There will be a continuation of the transfer of skills across different activities, mainly in invasion games. It is hoped that students will become more confident and competent in their learning and demonstrate this accordingly in their practical and theoretical performance. Students will utilise a range of different tactics and strategies for individual and team sports and follow this on to extracurricular pathways. Students should have a more in depth bank of subject specific terminology when commenting on a performance. It is hoped that some students may master the replication of skills into a competitive game before moving on to the next phase of their learning in year 9. |
| Year 9 | By then end of year 9 students will be competent learners when applying physical and cognitive skills across the five themes. Students will be more competent and confident learners as well as articulating points using more advanced subject and theme specific terminology. The main focus of learning in year 9 will focus analysis and evaluation of performance across a number of different activities showing the technical ability to replicate both core and advance transfer of skills across sports. Students will continue to build on the GCSE terminology that was covered in year 8 and 9 and complete the end of year terminology exam. The theoretical components that underpin PE will be covered more extensively in lessons with students building on more advanced subject specific terminology. Those students who are looking to study GCSE PE or GCSE dance will be developing their knowledge of key theoretical principles through the use of the Everlearner. Students will continue to be assessed in their technical proficiency as well as cognitively through the different themes of learning. |
| Year 10 | Students studying GCSE PE will already have a base level of knowledge and understanding as a result of the GCSE terminologies covered in year 7, 8 and 9. Students will study a range of different theory components. Students will be taught the key concepts of Anatomy and Physiology through understanding of the different body systems and how they respond to exercise. Specific focus will be on Paper one of the course and students will start their Personal Exercise Plan towards the end of the year. Formal assessments for practical and paper one will happen towards then end of the year. Students will start to study Paper two (Socio Cultural influences in Sport ) at the end of the year. Students will show technical proficiency in three chosen sports which they continue to develop through year 11. By the end of year 10 we expect to see more confident and competent learners who are ready to progress to year 11.Year 10 core PE students will follow a healthy and active approach to Physical Education which allows students to apply skills learned in KS3 to competitive scenarios and competitions in lessons. |
| Year 11 | Students should build on their theoretical knowledge of the key scientific and social aspects that underpin Physical Education. Having spent most of year 10 studying the Scientific Principles, students will now study the Social Cultural influences in Sport. We would expect students to be technically proficient in their chosen activities and be competing in at least one of these sports outside of school. There should be a progression and development of these skills from key stage 3 and students should be able to apply advanced skills more consistently in their performance. Students should be developing their analytical skills through the planning, delivery and evaluation of a personal exercise plan. Students who wish to study A level or CamTec at KS5 should feel adequately prepared to undertake the course of study. This in part will be helped by drawing links between year 11 and 12 as the exam boards are the same. We would expect students to have advanced knowledge of how physical activity leads to a healthy and active lifestyle. |
| Year 12 | Students will again build on the technical skills acquired from KS3 and KS4 and begin to focus on one sports in which they will be assessed on in year 13. Students undertaking KS5 examination (both A level and CamTec) PE should already have a good grasp of the scientific, psychological and social aspects that underpin Physical Education from year 11. They will learn about key concepts and build on their knowledge acquired across their PE journey so far. Students are expected to develop key skills alongside subject content, skills that will be needed in further education or employment. Students should demonstrate the ability to be proactive, engaged and independent learners. In relation to the curriculum, students should be able demonstrate high levels of technical proficiency in one chosen sport for A level PE. By the end of year 12 students would have acquired most of the knowledge for curriculum competency and knowledge, both from a content and skills-based curriculum. Students will also be able to develop their technical development and application in our senior sports extracurricular programme. |
| Year 13 | By the end of year 13 student will become both competent and confident learners in relation to the key components that underpin Physical Education. They will have an understanding of the key concepts that underpin the units studied for both A level and Camtec. Students should be abale to conduct independent research and draw ideas from contemporary technology to improve sports performance. Students should be able to make links in their learning and articulate responses when drawing on their knowledge from across the course of study. Students should be able to demonstrate technical proficiency in one chosen sport and apply both core and advanced skills in competitive scenarios. These skills should have been developed in KS3 and KS4 in both curricular and extracurricular sport. Students will demonstrate the ability to critically analyse a performance and develop action plans to inform future developments. Students should feel confident that they have the tolls and skills to undertake any undergraduate sports degree or employment in the sports sector. |
Click here to visualise the Physical Education learner journey
What will you see in Physical Education Lessons?
You will see outstanding, progressive and creative lessons where students are given the opportunity to develop both physically and cognitively. You will see competent confident and engaged learners who are not afraid to take risks. You will see a focus on traditional sports but also a cultural appreciation of alternative sports int eh curriculum.
What will you see in Physical Education books?
You will see neat and tidy books! Well presented, titles underlined with work dated. You will see tracking documents where students can see their visual progress. You will also see an identification of AO1, AO2 and AO2 content.
What formative assessment will you see in Physical Education?
In lessons you will see formative assessment through questioning in relation to key skills, application in competition and linking of skills
Half term assessments with focus on practical and cognitive assessment in relation to the theme of learning.
What is the department currently reading and why?
- New CamTec support guides at level 3 as this is the new course we have introduced.
- Examples / accounts of deep dives in PE and how we can apply this to our department
- Specification changes and updates to GCSE and A level
- PE review. Monthly PE review looking at PE and Sport across the country.
