P.E.

PE helps students to develop specific skills, knowledge and understanding and to promote physical competence. The focus will be on the individual student and on the development of his or her physical competence, rather than on the activity undertaken. They will use different sporting activities to contribute to the learning process and enable as much participation in sport as possible.

The Department 

The learning undertaken will allow for the development of students’ knowledge, skills and understanding so that they can perform reflectively and with increasing physical competence and confidence - Students think as well as perform.  Our program seeks to:

•  promote physical skills and development, knowledge of the body in action, and attitudes to engagement in physical activity through a process involving planning, performing and evaluating;
• require students to be predominantly physically active - high levels of physical activity can contribute to physical health, growth and development;
• develop qualities such as commitment, enthusiasm, fairness, integrity and concern for quality as well as success;
• develop learning which leads to increasing competence and thereby, personal confidence and self esteem - This provides the basis for lifelong involvement and enjoyment of physical activity and the ability to continue learning independently.

Core PE 

What will I learn?

All Key Stage 3 and Key Stage 4 students must participate in Core PE.

Years 7, 8 & 9                     2 lessons a week (2 x 50 minutes);

Years 10  & 11                    2 lesson a week (2 x 50 minutes);

The PE programme is taught to single sex PE classes in years 7, 8,9,10 and 11.

NATIONAL CURRICULUM AND P.E.

 Students should : learn how .to

think in different ways to suit a wide variety of creative, competitive and challenging activities. Students learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness.

Key Stage 3

Year 7, 8 and 9 pupils follow a programme that includes Basketball, Football, Hockey, Netball, Rugby, Badminton, gymnastics, dance (girls), Orienteering, Tennis, Cricket, Softball (boys), Rounders (girls)  and Athletics. 

ATHLETIC ACTIVITIES

This section will be delivered mostly through Track and Field athletics but also through cross country running and a health related fitness module. In this section pupils should:

• be taught techniques and skills which are specific to the events undertaken. e.g.. Fosbury flop technique for high jumping;
• individually and with others, be given opportunities to make up, take part in and refine competitions;
• develop a handicapped system which would give less able pupils an opportunity to compete on an equal basis in an athletic event such as a distance race or relay.
• be enabled to improve speed, strength, stamina and flexibility through striving for maximum personal performance. e.g   keep accurate records of athletic performance to allow pupils to monitor their improvement as technique and fitness improves through training;
• experience the effects of taking part in a sustained event compared with those of a more explosive nature. e.g  provide an opportunity for pupils to compare heart rates after taking part in a 100 meter race compared with a 3000 meter race.
• be encouraged to exert maximum effort and improve performance in order to gain satisfaction. e.g make pupils aware of the benefits of exercise for personal reasons;
• be taught relevant mechanical principles and gain an understanding of the relationships between body type and performance. e.g show why a tall lean person is more likely to succeed at high jump rather than at shot putt;
• be taught the rules of events for competition purposes. e.g leaving the back of the circle following a discus throw so as not to incur a no throw penalty.

DANCE

In Dance, students will

• be taught how to develop and use appropriate methods of composition, style and techniques to communicate meanings and ideas;
• be guided to create and perform short dances showing sensitivity to the style of accompaniment;
•  be taught to perform set dances showing an understanding of style;
•  be taught to support their own dance compositions with written and/or oral descriptions of their intentions and outcomes;
• be taught to describe, analyse and interpret dances recognising stylistic differences, aspects of production and cultural/historical contexts;

GAMES

Games teaching form a large part of the Key Stage 3 programme of study; it is by far the widest area to be covered. Games is sub-divided further into the following sections:

• Invasion Games Net
• Wall Games Striking
• Fielding Games 
• Rugby
• Hockey
• Scoccer
• Tennis
• Rounders
• Softball

Pupils cover at least two invasion games and one from each of the other two groups. In this section pupils should:

• extend the skills and principles learned in earlier years to develop techniques, tactics and strategies that are specific to each game played; e.g. develop a nonstick dodge to expose the weakest side of a defender in hockey;

• be given opportunities to make up, play and refine their own games, considering and developing rules, scoring systems and tactics;

• experience a variety of games, working from small sided and modified versions towards the recognised form, covering invasion, net / wall and striking / fielding games. In rugby progress through the recognised structure of 5v5 to 8v8 to 12v12 and eventually, if numbers allow, 15v15;

• be taught to understand and observe the etiquette and the rules / laws of each game they play. Only the captain and pack leader are allowed to communicate with'the referee in rugby, any back chat is penalised by 10-metre penalty

• experience a variety of roles in each game played, including officiating, e.g. be given the opportunity to bat, bowl, field, etc. in a game of rounders / softball.

GYMNASTIC ACTIVITIES

In this section pupils should:

• be enabled to increase their range of and refine, gymnastic actions involving:
• twisting, turning and spinning;
• balancing skills, including the ability to move fluently in and out of balance;
• travelling by stepping, rolling, sliding, wheeling;
• flight; and -swinging, circling, lifting and lowering the body;
• be guided towards an understanding of factors which influence quality in gymnastic performance including extension, body tension and clarity of body shape;
• using both the floor and apparatus be given opportunity and guidance to develop and refine a series of gymnastic actions into complex sequences which show aesthetic qualities including variety, contrast and repetition.
• with a partner, be given opportunity and guidance to develop and refine a series of actions with and without contact with the partner.

Key Stage 4

Key Stage 4 PE operates with a similar programme but students may have an element of choice as to what activities they undertake. At Key Stage 4 the BTEC First Certificate is also offered to students.

BTEC FIRST CERTIFICATE IN SPORT

What Is a BTEC First Certificate?

A BTEC First Certificate is a practical, work-related course. You learn by completing projects and assignments that are based on realistic workplace situations, activities and demands.

It introduces you to the employment area you have chosen and provides a good basis to go on to a more advanced work-related qualification.

 A BTEC First Certificate is equivalent to two GCSEs grades A * - C and can be taken as a full-time or part-time course.

What Are The Entry Requirements?

You will normally need to have at least one of the following:

• A BTEC Foundation Certificate in a related subject;
• A standard of literacy and numeracy supported by a general education equivalent to 4 GCSEs at Grades D-G;
• Related work experience;
• Other related level 1 or 2 qualifications.

What Is The Course Structure?

The course is made up of a choice of three specialist units. The specialist units enable you to study particular areas in more depth.

What Subjects Will I Study?

You take three specialist units from the following list:

• Health, Safety and Injury;
• Preparation for Sport;
• The Body in Sport;
• Sport Leadership Skills;
• The Sports Performer;
• Practical Sport.

Key Stage 5

At Key Stage 5 students can study AS and A level PE as an examination subject.

A-Level Physical Education

Course Requirements:

• you do not have to have completed a GCSE course in Physical Education;
• you need to have 5 GCSE grades A*-C grade;
• you must be hardworking and enthusiastic.  It is not an ‘easy’ option;
• the majority of lessons will be theory based;
• you will be expected to ‘read round’ the subject;
• regular homework will be set;
• students are expected to attend 3 revision days in May.

Aim of the Course

• To provide students with knowledge and understanding in 6 areas:
• To ‘stretch and challenge’ students.
• To prepare students for a degree course.

AS PE

Unit 1:2562 (40%)

The Application of Physiological and Psychological Knowledge to Improve Performance.

            Exam:1 hour 30 minutes

Unit 2:2563 (30%)

            Contemporary Studies in PE

            Exam:1 hour 30 minutes

 Unit 3:2564 (30%)

Performance and its improvement through:

• Critical Analysis;
• coursework;
• Assessment in 2 sports;

Students are also required to produce a Personal Performance Portfolio which links theory to practical.

A2 PE

Unit 4:2565 (15%)

Students study topics from the following areas:

• Historical
• Comparative
• Psychological

Exam:1 hour 15 minutes

Unit 5:2566 (20%)

Exercise and Sport Physiology-students study how the body responds to training.

Exam:1 hour 30 minutes

Unit 6:2567 (15%)

Coursework: Students are assessed in 2 sports.

Students are also assessed in the evaluation and appreciation of performance through observation with synoptic assessment.

Careers in Sport

•  PE Teacher;
• Coach;
• Trainer;
• Professional Sportsperson;
• Sports Doctor;
• Physiotherapist;
• Agent;
• Manager;
• Sports Psychologist;
• Sports Correspondent/Journalist.

EXTRA - CURRICULAR ACTIVITIES

COMPETITION

This department is fully in favour of competition between students within lessons provided that it is promoted in a controlled manner [e.g. matching groups by size or ability level] and that it is appropriate to the activity being undertaken. Presented in the correct way competition is a great incentive and can promote the acquisition of skill.

SCHOOL TEAMS

The school should partake in all leagues and competitions organised within its area, and in such county competitions as deemed practical. The school has a strong tradition of playing regular inter school fixtures in a variety of sports. The production of winning teams is not a major objective of the department, providing an opportunity for high level performers to further enhance their skills is.

It is the policy of this department to have at least one member present at any association meeting or Annual General Meeting.

Where an area or county team is performing on the same date as a school fixture, then any players selected should be released to play for the representative team.

Department Staff

Mrs D. Scrafton – Curriculum Leader PE

- Assistant Curriculum Leader

Mr M.Bell – School Sports Coordinator

Mr M. Anderson - PE / Curriculum Leader Careers

Miss K. Connor - Teacher of PE

Mr M Cartwright - Teacher of PE

P. E. Uniform List - Boys

All of these items are seen as necessary requirements:

• Maroon Polo Shirt .
• Black Shorts
• White socks if the pupil needs to wear them [PE indoors]
• Maroon Rugby Shirt . Maroon Football Socks [Games]
• Football or Rugby Boots
• Shin Pads

P. E. Uniform List - Girls

• Maroon Polo top .
• Maroon Sweatshirt
• Black Shorts.
• White socks [PE indoors]
• Training Shoes - [non-mark soles]
• Football Boots [optional but advisable]
• Maroon Football Socks [Games]
• Shin Pads

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Plain Black Tracksuit Bottoms [optional - to be bought through School (K.O.Sports) so that all students are kept the same]

It is essential that all P.E. kit is named. It is surprising the amount of lost property we have in school that has not been claimed, and cannot be returned, as it is un-named.

N.B. Although not on the uniform list, parents are advised that mouth-guards are strongly recommended for rugby and hockey.

All rugby team players must wear a mouth-guard.