Department Vision:

As a department, we aim to provide a challenging, disciplined and safe environment for high quality learning and teaching in Physical Education. Pupils should experience a balance of activities which has the necessary breadth to inspire lifelong physical activity habits. Progression should be evident as the pupil passes through key stage 3 with a more personised focused choice of activity in key stage 4. Pathways for accreditation suited to the pupil’s individual learning needs will also be offered through key stages four and five. The department is focused also on improving the leadership skills of our pupils to provide them with key employability skills, through their experiences in sport. Sports leaders qualifications will be offered to pupils from year 10 onwards. We will ensure each pupil is offered a stimulating and relevant choice of extracurricular provision in both a recreational and elite capacity. By the end of their physical education at the College, pupils should have developed a personal commitment to, and genuine passion for sport, maintaining their health and well-being into adult life.

 

Curriculum Information

Key Stage 3

Year 7

During Physical Education lessons in year 7, pupils will complete a unit of work in two separate sports per half term. This will be conducted on a carousel, with different classes completing all the required sports activities throughout the year. Pupils will be required to take part in the following sports with the focus being on performing in a competitive situation.
Term 1 and 2 Topics & Content:
In basketball, pupils will develop the ability to outwit opponents and teams using strategies and tactics. Pupils will learn to choose, combine and perform basic basketball skills consistently applying fluency, accuracy and fundamental technical elements of the game. Continual development, adaptation and refinement of skills will contribute to producing improved performances & techniques.

In gymnastics, pupils will apply movements, agilities and balances individually and as part of a fluent sequence. Pupils will learn to select, combine and perform skills; actions and balances including some that are inverted. Continual development, adaptation and refinement of learnt skills will contribute to producing an improved performance and accurate replication.

In health related exercise, 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.

In rugby, pupils will learn to use basic principles of play when selecting and applying tactics for defending and attacking. Pupils will develop the skills necessary to outwit opponents. Passing, receiving, tackling and beating an opponent will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In squash, pupils will serve and return the ball using modified equipment and often playing on a modified court; sustain a rally in a cooperative situation; play modified games and demonstrate an understanding of the basic game strategy; apply the basic rules of the game consistently.

In football, pupils will learn to use basic principles of play when selecting and applying tactics for defending and attacking. Pupils will develop the skills necessary to outwit opponents. Passing, shooting, control and heading will be developed through small sided games and conditional situations Demonstrating high quality performances and accurate replication will be assessed.

In volleyball pupils will experiment with a range of basic tactics and, with guidance, form a simple game plan; select and apply a range of strokes or shots appropriate to the game and situation, including volley, dig and underarm serve with some consistency and accuracy; establish personal performance and fitness goals and work with a partner to monitor progress, with guidance; know where and how to become involved in volleyball games beyond the school day; with guidance, use information gained from feedback to improve personal performance.

In handball, pupils will develop the ability to outwit opponents and teams using enhanced strategies and tactics. Pupils will learn to choose, combine and perform basic handball skills consistently applying fluency, accuracy and fundamental technical elements of the game. Continual development, adaptation and refinement of skill, including the screen and phases of play will be covered.

Term 3 Topics & Content:

In baseball, pupils will learn to use basic principles of play when selecting and applying tactics
to produce a successful outcome. Pupils will develop the skills necessary to outwit opponents. Batting, pitching and fielding will be developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In cricket, pupils will learn to use basic principles of play when selecting and applying tactics to produce a successful outcome. Pupils will develop the skills necessary to outwit opponents. Batting, bowling and fielding will be developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In athletics, pupils will develop the skills necessary to compete and achieve in a number of athletic events. To gain a baseline experience at jumping events, aiming for height/distance. Throwing events, aiming for distance. Running disciplines, the time taken to cover a set distance. In all events, demonstration of accurate technique and related performances will be assessed.

In tennis, pupils will learn to use basic principles of play when selecting and applying tactics for to produce a successful outcome. Pupils will develop the skills necessary to outwit opponents. Forehand, backhand, serve, volley, short and deep shots will be developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.
Year 8

During Physical Education lessons in year 8, pupils will complete a unit of work in two separate sports per half term. This will be conducted on a carousel, with different classes completing all the required sports activities throughout the year. Pupils will be required to take part in the following sports with the focus being on performing in a competitive situation.

Term 1 and 2 Topics & Content:

In basketball, pupils will further develop the fundamental principles of play when selecting and applying tactics for defending and attacking. Passing, Receiving, outwitting defenders, Dribbling, and shooting will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In football, pupils will further develop the fundamental principles of play when selecting and applying tactics for defending and attacking. Passing, shooting, control and heading will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed

In health related exercise, 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.

In rugby, pupils will develop the basic principles of play when selecting and applying tactics for defending and attacking. Pupils will develop the skills necessary to outwit opponents. Passing, receiving, tackling and beating an opponent will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In squash, pupils will understand the implications of their shot placement; respond appropriately to returns by the opposition and maintain their place in the rally; identify opportunities to finish the rally, increasing scoring opportunities; serve and return the ball, consistently and with some accuracy; play small-sided or mini-versions of the game; fulfil a number of different roles, including player, team leader, umpire, etc; begin to identify strengths and weaknesses in simple game play situations and make adjustments.

In handball, pupils will develop the ability to outwit opponents and teams using strategies and tactics. Pupils will learn to choose, combine and perform basic handball skills consistently applying fluency, accuracy and fundamental technical elements of the game. Continual development, adaptation and refinement of skill, including the 3 step shot and dribbling will be taught.

In volleyball, pupils will perform in various roles in volleyball, demonstrating consistency, accuracy and fluency in the execution of technique, including spike and block; improvise where required to achieve the desired game outcomes; perceive patterns of play as they unfold and respond accordingly; lead and work effectively as a team member in competitive situations and plan and evaluate their own and other exercise and activity programmes; use analysis to develop targets for improved performance and fitness.

Term 3 Topics & Content:

In 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. 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.

In baseball, pupils will learn to use principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop the skills necessary to outwit opponents. Batting, pitching and fielding will be further developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In cricket, pupils will further develop the ability to outwit opponents using strategies and tactics. Pupils will learn to apply consistency & accurate timing in the use of techniques for batting, bowling and fielding. Pupils should begin to develop the ability to evaluate performances. Continual development and refinement of the learnt skills will contribute to producing an improved performance.

In tennis, pupils will learn to use basic principles of play when selecting and applying tactics for to produce a successful outcome. Pupils will further develop the skills necessary to outwit opponents. Forehand, backhand, serve, volley, short and deep shots will be developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

Year 9

During Physical Education lessons in year 9, pupils will complete a unit of work in two separate sports per half term. This will be conducted on a carousel, with different classes completing all the required sports activities throughout the year. Pupils will be required to take part in the following sports with the focus being on performing in a competitive situation.

Term 1 and 2 Topics & Content:

In basketball, pupils will continue to develop the ability to outwit opponents and teams using strategies and tactics. Pupils will learn to combine and perform more advanced basketball skills consistently applying accuracy and high quality replication of technique. Continual development and refinement of skills will contribute to producing an improved performance & technique.

In football, pupils will further develop the fundamental principles of play when selecting and applying tactics for defending and attacking. Passing, shooting, control and heading will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In health related exercise, pupils to prepare and recover from exercise safely and effectively and to gain an understanding of the principles used. To recognise that different types of activities require different type of fitness. Warm ups aid as a useful fitness tool in developing a pupils physical capacity. Understand the anatomy behind heart rate fluctuations and the basic reasoning for this. To record heart rate and scores in a range of tasks.

In rugby, pupils will further develop the fundamental principles of play when selecting and applying tactics for defending and attacking. Pupils will develop the skills necessary to outwit opponents. Passing, receiving, tackling and beating an opponent will be developed through small sided games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

In squash, pupils will coach others with guidance, and establish an activity programme that improves team or individual performance safely; demonstrate high levels of consistency, precision and flair in the selection and execution of appropriate shots or strokes in competitive net/wall games; show an understanding of the relationship between strategy, tactics and technique; reach judgements independently about how their own or others’ performance may be improved, and prioritise aspects of performance for further development.

In handball, pupils will learn to choose, combine and perform more complex handball skills consistently applying fluency, accuracy and fundamental technical elements of the game. Continual development of tactics and strategies of offensive and defensive play will be taught.

In volleyball, pupils will coach others with guidance, and establish an activity programme that improves team or individual performance safely; demonstrate high levels of consistency, precision and flair in the selection and execution of appropriate shots in volleyball; show an understanding of the relationship between strategy, tactics and technique; reach judgements independently about their own or others performance, how it can be improved and prioritise aspects of performance for further development.

Term 3 Topics & Content:

In athletics, pupils will continue to improve their own personal performance. Pupils will develop advanced skills necessary to compete and achieve in all athletic events. To gain further experience at jumping events, aiming for height/distance. Throwing events, aiming for distance. Running disciplines, time taken to cover distance. In all events, demonstration of accurate technique and related performances will be assessed

In baseball, pupils will learn to use principles of play when selecting and applying tactics to produce a successful outcome. Pupils will continue to develop the skills necessary to outwit opponents. Batting, pitching and fielding will be further developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed

In cricket pupils will learn to use basic principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop the skills necessary to outwit opponents. Advanced skills in batting, bowling and fielding will be developed through games and conditional situations.

In tennis, pupils will learn to use the principles of play when selecting and applying tactics for to produce a successful outcome. Pupils will further develop advance skills necessary to outwit opponents. Forehand, backhand, serve, volley, short and deep shots will be developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.

Key Stage 4

Year 10 – BTEC First in Sport

Term 1 Topics & Content: Unit 1. Fitness for Sport and Exercise – External Assessed (online examination)

Fitness for sport and exercise is core to the programme of study. This unit has links to, and underpins, the other units for sport. In learning aim A pupils will cover the components of physical and skill-related fitness and the principles of training. Learning aim B explores different fitness training methods for developing components of fitness, and for learning aim C pupils will gain knowledge and skills in undertaking and administering fitness tests.  This unit is particularly relevant if pupils would like to work in sports coaching, elite sport or personal training.

Term 2 Topics & Content: Unit 2. Practical Sports Performance – Internally Assessed

In learning aim A, pupils will investigate the rules and regulations of a sport and apply the knowledge gained through observing officials in action. For learning aim B, pupils will take part in a variety of sports. These may be sports in which they excel or have a particular interest. Pupils are required to demonstrate the skills, techniques and tactics within each of the sports selected for assessment. For learning aim C, pupils will review their performance in the sports in which they participated. This review will look at the strengths and areas for development within their own performance. Pupils will also be encouraged to consider plans to develop their performance within the selected sports.

Term 3 Topics & Content: Unit 6 Leading Sports Activities – Internally Assessed

For learning aim A, pupils will be introduced to the attributes required to be a successful sports leader, giving them knowledge of the skills, qualities and responsibilities associated with success in sports leadership. Learning aim B enables pupils to consider the planning and leadership requirements for delivering sports activities. They will be given the opportunity to develop their ability and knowledge of sports leadership through developing knowledge of the requirements of planning and target setting for sports performers. For learning aim C, pupils will evaluate their own effectiveness as a sports leader within the session they planned and delivered. Pupils will need to consider their strengths within the process of sports leadership and plans for further developing their ability as a sports leader.

Year 11

Term 1 Topics & Content:

In term one, pupils will learn about the cultural and social factors that can effect participation, including: leisure time, fairness, personal and social responsibility and social groupings. Pupils will also learn about the opportunities and pathways available for becoming or remaining involved in physical activities, including : roles (provision, choice and pathway opportunities), accredited courses and qualifications, cross curricular possibilities and vocational opportunities. Pupils will also complete the controlled assessment.

Term 2 Topics & Content:

In term 2, pupils will learn about international and other Factors and how each can have a bearing on elite and participation sports levels. Topics to be studied include: the media, sponsorship, competitions, international sport and events, the link with role models, health, safety and the wellbeing of others, rules relating to sport and equipment, science and ICT

Term 3 Topics & Content:

Pupils will focus on revision, in preparation for the upcoming exam.

Key Stage 5

Btec National Subsidiary Diploma, Diploma or Extended Diploma in Sport (Coaching, Development and Fitness) Edexcel

Year 12

All pupils in either subsidiary diploma or diploma route will complete the following units.

Term 1 Topics & Content:

Unit 1- Principles of Anatomy and Physiology in Sport. The unit starts by exploring the structure and function of the skeletal system which includes the different bones of the skeleton and the different types of joints. The muscular system is then studied, including the major muscles of the body, muscle movement, the different types of muscle and muscle fibre types. The structure of the heart and blood vessels is covered, together with the function of the cardiovascular system. The unit goes on to explore the structure of the respiratory system and the function, including the mechanics of breathing. The final part of the unit explores the three different energy systems and the sports in which they are predominantly used.

Unit 2 – The Physiology of Fitness. This unit explores the musculoskeletal, cardiovascular and respiratory systems responses to exercise. All three energy systems that provide energy for exercise participation are also covered together with the energy continuum. Learners will have the chance to investigate the effects of exercise on each of the body systems by taking part in practical activities and conducting physiological tests to help ‘see’ for themselves how each of the body systems reacts. The unit then goes on to explore how the body adapts to long-term exercise participation to help make a person fitter and more able to cope with the stresses of exercise. Again, there will be a practical investigation into the physiology of exercise participation which will help learners to explore how the musculoskeletal, cardiovascular, respiratory and energy systems become more efficient in response to different types of exercise.

Term 2 Topics & Content:

Unit 3 – Assessing Risk in Sport. This unit develops learners’ awareness of the importance of health and safety legislation, regulations and legal responsibilities of all those working in sporting situations. This unit gives learners knowledge and experience that can be used to help promote a culture of health and safety in sport. Pupils will learn how legislation is created by the British and European parliaments, and administered by the Health and Safety Executive.

Term 3 Topics & Content:

Unit 9 – Individual Practical Sports. This unit focuses on developing learners’ own practical sports performance in individual sports, focusing on the application of skills, techniques and tactics. This will be achieved through participation in practical activities in two sports (athletics and tennis), and learners reflecting on their performances and those of other performers in individual sports. Learners will have the opportunity to practise and refine their individual skills and techniques. They will be able to investigate and experience different individual tactics and formations, and review their own performance in these areas and the performance of other individuals. The rules and regulations of individual sports are also investigated, since an awareness of the rules can often lead to an improvement in performance.

Pupils in Diploma route will also complete the following units:

Term 1 Topics & Content:

Unit 6 – Sports Development. Learners will identify the needs of key central and local target groups and what can be done to allow these groups more access to sport and exercise.

Learners will also study sports development in practice including within local authorities, sport’s National Governing Bodies, voluntary clubs and other organisations. Learners will examine quality assurance in sports development, studying methods of measuring quality and their advantages and disadvantages.

Term 2 Topics & Content:

Unit 22 – Rules, Regulations and Officiating. In this unit learners will examine the rules of a selected sport. The unit requires learners to understand the roles and responsibilities of all the officials who participate in a selected sport. Learners are also required to analyse the performance of officials in a selected sport, as well as officiate a selected sport themselves.

Term 3 Topics & Content

Unit 11 – Sports Nutrition. The first part of the unit focuses on the concepts of nutrition and digestion, with learners exploring the physiology of the digestive system and how food is broken down and subsequently utilised by the body. Learners will then be introduced to the components of a balanced diet and common terms linked to nutritional requirements.

Learners will also explore energy intake and expenditure and how this can be measured in different ways for individual sports performers. Learners will also consider the availability, costs and accuracy of these measures and how relevant they are to the performer. Learners will identify the influencing factors directly linked to energy input and output, including gender, age, climate and physical activity. The second part of the unit looks at hydration and diet for different sporting activities. Learners will investigate the sporting demands of performers and how nutritional requirements will vary for each individual. The inclusion of sports drinks, gels and traditional methods of hydration will be considered, alongside the activity levels and fitness levels of the individual. Finally, learners will be able to apply knowledge and understanding by producing a realistic diet and hydration plan for selected athletes or sports performers.

Pupils in Extended Diploma route will also complete the following units:

Term 1 Topics & Content: Unit 19 – Analysis of Sports Performance

To understand the performance profile learners should be encouraged to investigate an individual-based sport, a specific position, or an athlete depending on their own interest or area of expertise. Learners should look to cover at least five key components, one from each of technical and tactical, physical, physiological, psychological and biomechanical. Learners will also need to describe five factors that may influence the performance of an athlete. Once again learners can pick a sport/activity which they are interested in to help them meet this criterion. They should be able to distinguish which factors influence the performance of an athlete and should provide examples of both intrinsic and extrinsic factors.

Learners will go on to perform an assessment of an athlete/sports performer undertaking a selected sporting activity. Learners will need to consider the bigger picture, for example when looking at a scrum-half’s passing success they will also need to consider the impact on the game and team, such as the attacking play. Additionally, they may also consider the implications for the opposition. They will need to link their findings with appropriate sport and exercise literature to support their analysis. Once the practical element is complete the learners should look to provide feedback to the athlete/sports performer based on their assessment. Finally, learners must explain the purpose of, and resources required for, analysis at two different levels of sports performance. Within this criterion learners should explore issues such as the purpose of analysis, and resources available for analysis to take place.

Term 2 Topics & Content: Unit 15 – Instructing Physical Activity and Exercise

Calculating and considering the intensity of exercise will be explored using a variety of methods in order that the goals of each client can be reached without detrimentally affecting their health. Clients will be from a number of different groups with a variety of needs. This unit will investigate those clients’ needs and allow learners to adapt sessions and activities to meet them. Planning and delivering single and sequential exercise sessions is important so that clients observe progress towards their goals. The unit requires learners to design a six-week exercise programme for two contrasting clients and then plan and deliver a safe and effective exercise session. Experienced instructors will always review their sessions and obtain feedback from others. The unit will explore different methods for collecting feedback on performance, enabling learners to identify their strengths and areas for improvement. This may include planning for future sessions, making changes to the activities, the intensity of the activity, the goals of the client or their personal style of delivery. The knowledge and skills provided by this unit are an exciting combination of theory and practical aspects to help learners gain an improved understanding of working as an instructor in the fitness industry.

Term 3 Topics & Content: Unit 10 – Outdoor and Adventurous Activities

This unit enables learners to explore a range of outdoor and adventurous activities by giving them a taste of the activities available. By exploring a range of activities, learners will be able to develop and enhance their own ability in these activities. The unit starts by exploring the organisations and range of provision for outdoor and adventurous activities. Various governing bodies will be studied, together with the places in which these activities can take place. As most outdoor and adventurous activities involve an element of risk, it is important that this unit also examines safety considerations that should be taken into account prior to and during participation. The effect of these activities on the environment is also studied so that learners can be made aware of how to protect the environment and still enjoy the activities. Learners will then be taught skills and techniques that are relevant and appropriate to their chosen outdoor and adventurous activities. Finally, learners will study ways in which they can review their own performance in order to identify how they may improve their practical skills and techniques.

A Level Physical Education

Pupils cover 3 distinct topics in their theory lessons:

Term 1: Section A: Applied anatomy and physiology

Students should develop knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery. Students should be able to interpret data and graphs relating to changes within the musculo-skeletal, cardio-respiratory and neuro-muscular systems and the use of energy systems during different types of physical activity and sport, and the recovery process.

Students should understand the relationship between the cardiovascular and respiratory systems and how changes within these systems prior to exercise, during exercise of differing intensities and during recovery allow the body to meet the demands of exercise. They should also understand how taking part in physical activity and sport, as part of a healthy lifestyle, can have a positive effect on these systems

Students should understand the relationship between the nervous and muscular systems and how changes within these systems prior to exercise, during exercise of differing intensities and during recovery allow the body to meet the demands of exercise

Students should develop knowledge and understanding of energy systems prior to exercise, during exercise of differing intensities and during recovery.

Term 2: Section B: Skill acquisition

This section focuses on how skill is acquired and the impact of psychological factors on performance. Students should develop knowledge and understanding of the principles required to optimise learning of new, and the development of existing, skills in a range of physical activities.

Students should be able to understand and interpret graphical representations associated with skill acquisition theories.

Pupils will learn skill; skill continuums and transfer of skills, including: Content, Additional information, Characteristics of skill, Use of skill continua, Open – closed, Discrete – serial – continuous, Gross – fine, Self-paced – externally paced, High – low, Simple – complex.

Pupils will gain an understanding of how transfer of learning impacts on skill development and the impact of skill classification on structure of practice for learning. Learners will go on to learn the principles and theories of learning and performance and the use of guidance and feedback. Finally learners will understand the efficiency of information processing.

Term 3: Section C: Sport and society

In this section, students develop an understanding of popular and rational recreation leading to the emergence of modern sport through to the globalisation of sport in the 21st century.

Specifically students should understand the impact of the following social factors on the development of football, tennis and athletics.  Pupils will understand the emergence of globalisation of sport in the 21st century from: Pre-industrial (pre-1780), Industrial and post-industrial (1780–1900) and Post World War II (1950 to present). Learners will continue to understand the impact of sport on society and of society on sport, including the sociological theory applied to equal opportunities,

 

Department Staff:

  • Mr A. Brown - Head of Department
  • Mr A. Murphy
  • Mr M. Platt
  • Mr P. Kelly
  • Mr D. Martin

Department Courses:

Key Stage 3:

Schemes of work in line with the National Curriculum

Key Stage 4:

GCSE Physical Education (OCR) & BTEC First Certificate (Edexcel)

Key Stage 5:

BTEC National Certificate (Edexcel) & BTEC National Award (Edexcel)

Out of Hours Activities:

Lunchtime:

See Timetable

Afterschool:

See Timetable

Department Links:

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