Why do we learn Physical Education?
Through Physical Education students will develop a desire to partake in regular physical activity. They will be equipped with the constant opportunity to develop motor competency, backed by a curriculum offer that allows pupils to master skills. The route of physical education allows pupils to gain an insight into the necessity of physical activity and the invaluable impact it has on an individual’s physical, social and emotional wellbeing.
Where could Physical Education take me in the future?
Studying Physical Education can lead to many industries including sport, leisure and recreation, teaching and coaching, outdoor pursuits, sports medicine, sports science, sports journalism, physiotherapy and sport psychology. As qualifications held in high regard nationally, all universities recognise and accept them.
Head of Department
Sam Russell
Assessment Details
Theory: In addition to regular knowledge quizzes and multiple-choice style questions students will also undertake regular short answer questions that will ask them to form a paragraph response to a theory topic question. At GCSE level, Students have two exam papers and these are worth equal weighting.
Practical: Pupils will be assessed in their ability to perform skills within competitive situations, taking into account pupil’s ability to perform with accuracy/disguise and precision. The curriculum map for KS3 Physical Education is built around five key disciplinary competencies; Performance, Tactics and Strategies, Analysis of Performance, Leadership and a Healthy Active Lifestyle. Everything within KS3 PE will be taught and assessed against the five key disciplinary competencies.
At GCSE level students will need to use 3 sports for their assessment, this must be from a mixture of individual and team sports. Pupils will be assessed in their ability to perform skills within competitive situations, taking into account pupil’s ability to perform with accuracy/disguise and precision.
In GCSE study, we will follow OCR (9-1) Specification. Your performance in three practical activities (from a list of permitted activities) will contribute towards 30% of your overall mark. Students will write a Personal Exercise Programme that’s is worth 10% of the overall grade, and two written theory exams make up the other 60%.
Year 7 - Physical Education
| Autumn 1 | Autumn 2 |
|---|---|
| Why are warmups and cool downs completed? | Which muscles allow for sporting movements? |
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Practical - Multiskills: • Fundamental skills and fine motor skills Theory – Warm ups/Cool Downs: • The three main stages of a warm ups and cool downs and the physiological reasoning |
Practical – Invasion Games: • A range of techniques/skills within varying game contexts • Tactical awareness Theory – Muscular System • 11 key muscles |
| Spring 1 | Spring 2 |
|---|---|
| What are the main bones that make sporting movements possible? | What components of fitness are used within a sport? |
|
Practical - Fitness: • Physical, social and emotion health • Performing at maximal intensity Theory – Skeletal System • Key bones in the human body. • Functions of the skeletal system. |
Practical – Net Games: • Shots, tactics and disguise Theory – Components of Fitness • Names and definitions of the 10 components of fitness. • Application of components to sporting examples. |
| Summer 1 | Summer 2 |
|---|---|
| What methods of training can be used to develop fitness? | Why are principles of training of vital importance? |
|
Practical – Striking & Fielding: • Batting, Bowling and feeling skills used to outwit an opponent Theory – Methods of Training: • The methods used to develop components of fitness |
Practical - Athletics: • Conform to athletics safety rules • Use fundamentals skills within athletic events Theory – Principles of Training: • The principles applied to allow for successfully training |
Year 8 - Physical Education
| Autumn 1 | Autumn 2 |
|---|---|
| How can you test the components of fitness? | How does the respiratory system work? |
|
Practical – Invasion Games: • A range of techniques/skills within varying game contexts • Tactical awareness Theory – Fitness Testing • Suitable tests for each component of fitness |
Practical – Invasion Games: • A range of techniques/skills within varying game contexts • Tactical awareness Theory – Respiratory System • Structure of the respiratory system • Functions of the respiratory system |
| Spring 1 | Spring 2 |
|---|---|
| What affect does exercise have on the body? | What movements are available at different joints in the body? |
|
Practical – Aesthetic Movement: • Clarity of movement Theory – Health and Well-being • Health, fitness and well-being • Benefits of exercise (Physical, Emotional & Social) |
Practical – Net Games: • Shots, tactics and disguise Theory – Joints and Types of Movement • Types of joints in the body • Types of movements available at different joints |
| Summer 1 | Summer 2 |
|---|---|
| How can diet affect an athlete? | Why should targets be SMART? |
|
Practical – Striking & Fielding: • Batting, Bowling and feeling skills used to outwit an opponent Theory – Balanced Diet and Somatotypes • The role of macronutrients and micronutrients • The body types |
Practical - Athletics: • Conform to athletics safety rules • Use fundamentals skills within athletic events Theory – Goal Setting • The principles of SMART target setting |
Year 9 - Physical Education
| Autumn 1 | Autumn 2 |
|---|---|
| What barriers can affect participation? | Why are performance enhancing drugs banned in sport? |
|
Practical – Invasion Games: • A range of techniques/skills within varying game contexts • Tactical awareness Theory – Factors impacting participation • What barriers affect participation • How barriers can be overcome |
Practical – Invasion Games: • A range of techniques/skills within varying game contexts • Tactical awareness Theory – Performance Enhancing Drugs • Performance Enhancing Drugs that are used in sport • Side effects and reasons for using performance enhancing drugs |
| Spring 1 | Spring 2 |
|---|---|
| What is the cardiovascular system? | What lever systems are used in sport to produce movement? |
|
Practical – Alternate Activities • Developing a passion for different activities Theory – Cardiovascular System • Structure of the cardiovascular system • Functions of the cardiovascular system. |
Practical – Net Games: • Shots, tactics and disguise Theory – Types of movement • The three classes of levers • How levers operate to produce movement |
| Summer 1 | Summer 2 |
|---|---|
| How can we analysis performance effectively? | What information should be presented in a sporting performance analysis? |
|
Practical – Striking & Fielding: • Batting, Bowling and feeling skills used to outwit an opponent Theory – Performance Analysis • Identify strengths and weaknesses of practical performance. • Evaluate strengths and weaknesses of practical performance |
Practical - Athletics: • Conform to athletics safety rules • Use fundamentals skills within athletic events Theory – Performance Analysis • Use of technology to assist • Actions plans to improve the effectiveness and quality of performance. |
Year 10 - Physical Education
Throughout Years 10 and 11 you will study practical and theoretical aspects of Physical Education. You will be taught a wide range of sports with the aim of achieving a high level of performance in three of these activities, which, in turn, will contribute to your final grade. Theory topics, worth 60% of your final grade, include: diet, components of fitness, training methods, social reasons for participation in sport, skill acquisition and applied anatomy and physiology.
| Autumn 1 | Autumn 2 |
|---|---|
| How does the skeletal and muscular system support movement? | How does the cardiovascular and respiratory system work at rest and during exercise? |
|
Practical – Invasion Games, Individual Games, Health and wellbeing, tactical awareness Theory – The structure and function of the skeletal system. The structure and function of the muscular system |
Practical – Invasion Games, Individual Games, Health and wellbeing Theory – The cardiovascular and respiratory system |
| Spring 1 | Spring 2 |
|---|---|
| What are the effects of exercise on different body systems? | How can the knowledge of components of fitness and principles of training enhance a training program? |
|
Practical – Invasion Games, Individual Games, Health and wellbeing Theory – The short term and long-term effects of exercise on the muscular, cardiovascular, and respiratory system |
Practical – Invasion Games, Individual Games, Health and wellbeing Theory – The principles of training. The Components of fitness. Preventing Injury in physical activity and training |
| Summer 1 | Summer 2 |
|---|---|
| What are the key factors and groups for engagement in sporting activity? | How does the commercialisation of physical activity effect sport? |
|
Practical – Invasion Games, Individual Games, Health and wellbeing Theory – Engagement Patters of different social groups |
Practical – Invasion Games, Individual Games, Health and wellbeing Theory – Commercialisation of physical activity and sport. The golden triangle. Effects of sponsorship on sport, athlete, and spectator. |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Ethics and Social Cultural Issues in Physical Activity |
Sport Psychology. Health Fitness and Diet |
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Conduct of performers and introduction to drugs. Blood doping and beta blockers Sporting examples of drug taking. Advantages/disadvantages to the performer/the sport of taking PED’s Spectator behaviour and hooliganism, including strategies to combat hooliganism |
Examples of and evaluation of the types of feedback and guidance. Arousal and the Inverted U theory. Application of how optimal arousal has to vary in relation to the skill/stress management techniques. Aggression and personality. Intrinsic and extrinsic motivation, including evaluation of their merits. |
| Spring 1 | Spring 2 |
|---|---|
|
Coursework. 1.2 Physical Training re cap |
Targeted Revision |
|
Health and fitness recap, including the relationship between health and fitness. The components of fitness. Linking sports and activities to the required components of fitness. Reasons for and limitations of fitness testing. Measuring the components of fitness and demonstrating how data is collected. The principles of training and overload. Applications of the principles of training. |
Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus | |
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Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
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