Physical Education Curriculum Intent

In Core PE we cover a vast range of sports (Rugby, Football, Netball, Basketball, Gymnastics, Badminton, Cricket, Rounders, Fitness , OAA, Volleyball and Athletics) which pupils visit in every academic year from year 7 to year 11.  Our aim is to inspire all students through participation, enjoyment & teamwork, with encouraging leadership. The reasons why we cover so many different sports are so that the pupils get a broad curriculum. Every pupil is different and has different interests within sport, so offering this vast range of sports allows for inclusion and enjoyment for all. Our leadership focus builds students ready for our BTEC courses both for KS4 and KS5.  

In year 7 they get an introduction into the sports and learn basic skills in order for them to demonstrate skills within practice and compete in small-sided game situations to put these skills under pressure. The reason why we focus on the basic skills and introduction to the sport is so that every pupil has an understanding of the sport and everyone is following the same rules. Pupils come up from Primary School with a vast variation of adapted rules for the sports so we have to ensure we teach them the correct rules. The lessons are structured following an adapted version of the Sports Education system where students compete within teams, each team member takes on a role and they learn the rules and understand the sport as they go. Students are given guided activities to support in developing basic skills, as well as the opportunity to take on leadership roles and lead themselves.  

In year 8 they develop their skills further and are introduced to more complex skills. This is to develop their game play and to increase skills used in competition.  They also have a strong element of leadership and take responsibility for leading their own warm ups and where appropriate guided discovery is used. However, more specific skill based activities and learning will take place. The reason why we include leadership is to correspond with our BTECs both KS4 and KS5 as they both have a unit on leadership where pupils have to coach/teach a sports session. 

In year 9 they recap on previous skills but there is more of an emphasis on game tactics and looking at games through understanding as well as advancing on skills. This is so that they can build on skills under pressure in competition and understand the rules in more detail. They also start to link what they are doing with specific terminology for BTEC including how the body works (different body systems) and different methods of training.  This is so that they can build on specific terminology and get a practical based lesson on the theory side of the BTEC. 

In year 10 the pupils revisit the Sport Education system, where they will use their advanced skills and understanding of the rules to further their competition experience. Pupils are encouraged to lead all the different aspects of the lesson and put the learning into their own hands, with some guidance from staff. Pupils begin to take on full officiating responsibilities as they have a more in depth understanding of the rules. 

Year 11 this year (did not have Sport ed last year) put all of their learnt skills into action following a sports education programme where they perform as a team every week in leading their own warm ups, drills and competitions. Pupils in each team take on a different responsibility such as fitness coach, equipment manager, official, sports coach or journalist. They compete each week against each other across the range of sports, including other aspects such as attendance, uniform and sportsmanship. 

Year 11 (plan for next year Sept 2023) is for students to then select a sport termly, therefore be allowed to select which sport they found the most interesting or that they enjoy/are good at. They will then build on advancing their skills and performances in that sport which they are committed to. Students will look at breaking down tactics, advancing knowledge of rules for officiating and competing as well as creating their own activities to help improve skills. 

Structure and sequencing 

Each sport will be taught over 3 double lessons.  

September to December:

• Netball

• Football 

• Badminton 

• Rugby

• Gymnastics 

• Basketball

• Fitness 

January to March:

• Rugby 

• Basketball 

• Volleyball 

• Gymnastics 

• Fitness 

• Football

• Netball

April – July:

• Athletics 

• Volleyball

• Rounders 

• Cricket 

 

National Curriculum coverage

Progression Map Physical Education

The progression map expands on the DfE National Curriculum for PE, where our curriculum inspires all pupils to succeed and excel in competitive sports and other physically-demanding activities however, with an emphasis for enjoyment in sport. Our curriculum map provides 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 on character, looking at different career options and help to embed values such as fairness, respect and sportsmanship. 

The programme of study is explicit that decisions about progression should be based on the security of pupils’ understanding of the rules of the sports, their RAG pathways and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated challenges such as taking on leadership roles however no matter the pathway taken ALL pupils are given the opportunity to maintain a healthy active lifestyle and regularly participate in physical activity. 

We aim 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. 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified.

Key stage 3 

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. 

Pupils are taught to across the sports (badminton, basketball, cricket, football, netball, rounders, rugby, athletics, gymnastics, health related fitness, rounders) :  

• Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games. 

• Develop their technique and improve their performance in other competitive sports.

• Take part activities which present intellectual and physical challenges and be encouraged to work in a team, 

• Building on trust and developing skills to solve problems, either individually or as a group  

• Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best  

• Take part in competitive sports and activities outside school through community links or sports clubs.

 

In KS4 pupils should tackle complex and demanding physical activities. Pupils get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle. 

Pupils are taught across the same sports to:  

• Use and develop a variety of tactics and strategies to overcome opponents in team and individual games  

• Develop their technique and improve their performance in other competitive sports, or other physical activities 

• Take part in activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, 

• Building on trust and developing skills to solve problems, 

• Either individually or as a group  evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best  

• Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

Long term year plan

Each sport will be taught over 3 double lessons.  

August to December:

• Netball

• Football 

• Dance 

• Badminton 

• Gymnastics 

• Basketball

• Fitness 

January to March:

• Rugby 

• Basketball 

• Volleyball 

• Dance

• Gymnastics 

• Fitness 

• Football

• Netball

April – July:

• Athletics 

• Volleyball

• Rounders 

• Cricket 

Long term plan 

Core PE
KS3
Term 1-4 (August to March)
	Year 7	Year 8	Year 9
Use a range of tactics and strategies to overcome opponents in direct competition	All pupils participate in all sports and will cover all aspects of the curriculum across all three double lessons. (Netball, Football, Volleyball, Badminton, Gymnastics, dance, Fitness, Rugby, Basketball)
Develop their technique and improve their performance
Present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems
Analyse performance
				Take part in competitive sports and activities outside school through community links or sports clubs	Netball, Football, Dance, Trampolining, Rugby, Badminton, Fitness and Basketball are offered as extra-curricular clubs through-out these terms. All pupils are welcome to participate.
Term 5-6 (April - July)
	Year 7	Year 8	Year 9
Use a range of tactics and strategies to overcome opponents in direct competition	All pupils participate in all sports and will cover all aspects of the curriculum across all three double lessons. (Athletics, Rounders, Cricket, Volleyball)
Develop their technique and improve their performance
Present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems
Analyse performance
				Take part in competitive sports and activities outside school through community links or sports clubs	Athletics, Cricket, Volleyball, Rounders and Tennis are offered as extra-curricular clubs through-out these terms. All pupils are welcome to participate.

 

Core PE
KS4
Term 1-4 (August to March)
	Year 10	Year 11
Use and develop a variety of tactics and strategies to overcome opponents	All pupils participate in all sports and will cover all aspects of the curriculum across all three double lessons. (Netball, Football, Volleyball, Badminton, Gymnastics/dance, Fitness, Rugby, Basketball)
Develop their technique and improve their performance
Present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems
Evaluate their performances
			Continue to take part regularly in competitive sports and activities outside school	Netball, Football, Dance, Trampolining, Rugby, Badminton, Fitness and Basketball are offered as extra-curricular clubs through-out these terms. All pupils are welcome to participate.
Term 5-6 (April - July)
	Year 10	Year 11
Use and develop a variety of tactics and strategies to overcome opponents	All pupils participate in all sports and will cover all aspects of the curriculum across all three double lessons. (Athletics, Rounders, Cricket, Volleyball)
Develop their technique and improve their performance
Present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems
Evaluate their performances
			Continue to take part regularly in competitive sports and activities outside school	Athletics, Cricket, Volleyball, Rounders and Tennis are offered as extra-curricular clubs through-out these terms. All pupils are welcome to participate.

SMSC 

Spiritual- During the vast range of activities that pupils can participate in both during lesson time and extra-curricular they can develop a sense of enjoyment and interest in learning about themselves, others and the world around them. Pupils should be consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their own and others experiences. Pupils also develop a knowledge and understanding of the body as well as reflecting on how they feel and their experiences, this allows pupils to build a positive mindset and promotes progression.  

Examples of Spiritual lessons in Physical Education:
- Explore, creativity through producing Gymnastic routines
- Creating and developing own attacking and defensive set plays and tactics
- Reflecting and critiquing their own and others performances
- Displaying emotions through their Gymnastics routines
- Using discovery style to allow students to have their own thoughts, ideas and concerns
- Questioning students throughout lessons – WHY, WHAT, WHERE and HOW
- Focusing on Team building – Motivation, determination and character building

Moral – Living a healthy lifestyle and promoting healthy living is apparent in each P.E lesson.Pupils develop the ability to tell between right and wrong through fair play in sporting events and participating in competitive situations, giving pupils a sense of justice, and how to respond appropriately when they feel there is an injustice. The frequent opportunity given to pupils to umpire and referee supports the importance of abiding by rules. Pupils are given the opportunity to debate on contradicting sporting news for them to give their opinion through our PE question of the week. Our physical education lessons teach pupils etiquette, fair play and sportsmanship. Pupils should abide by the rules and regulations, gaining a good understanding of rules of sport and the importance of infringements such as penalties which allow pupils to understand the consequences of their actions which in turn helps them apply this understanding to their own lives.
The concepts of self-discipline to excel are essential. Pupils should be taught that the only way you can achieve in sport to a high standard is if you work hard and if you can discipline yourself to train and apply yourself and support others around you. 

Examples of Moral lessons in Physical Education:
- Promote fair play and team work in lessons
- Encourage good sportsmanship throughout
- Respect with equipment both when using it and when storing it
- Following instructions and decisions made by officials. Abiding by the rules, in all sporting situations.
- Respect for their facilities and the environment they are active in
- Listening to teacher and peer feedback on particular sporting skills Promote trust with peers through team building activities
-  Using students as sports leaders

Social The nature of PE allows all pupils to develop the necessary skills to work in teams or pairs, as the majority of activities are based around team games or creating sequences in groups, co-operation with others is paramount to success. Giving the pupils roles such as leaders, coaches, or umpires, and offers pupils the opportunity to develop their communication skills, leadership skills and the ability to settle any discrepancies which may occur. Pupils are encouraged to reflect upon feelings of enjoyment and determination.

Pupils can use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds. The willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively. Also students can develop their friendship and social mixing through involvement in inter, intra school competition and extra-curricular clubs.

Examples of Social lessons in Physical Education:
- Creating a sense of community in lessons and clubs
- Interact with the community and primary schools through coaching
- Encourage students to recognise and respect social differences and similarities
- Celebrate sporting success both in and out of school
- Use of sports leaders running clubs and activities
- Encouraging the attendance to extracurricular activities
- Promoting team work throughout lessons supporting one another to develop their skills in a cooperative situation.

Cultural - Pupils are encouraged to participate in sporting opportunities that will help to develop positive attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Examples of Cultural lessons in Physical Education:
- Learning where different sports originate from
- World Cups and Olympic games
- Gaining an understanding of different sports and their foundations
- Use of international examples of different athletes and their achievements
- Cultural engagement through elite performers 

Specific examples of Spiritual, Moral Social and Cultural Develop in Physical Education include:

• Pupils learn to cope with both success and defeat with dignity.

• Pupils discuss learning objectives and reflect upon issues as well as listening to others opinions.

• Strategies and tactics being introduced to pupils

• The role of coaches, leaders, and umpires are used to develop pupils’ sense of right and wrong.

• Pupils witnessing positive behaviour in PE are allowed the opportunity to reflect upon the need for rules and fair play.

• Pupils become aware of different cultural attitudes towards aspects of physical activity.

• Pupils learn to cope with their emotions in a socially acceptable way during competitive situations.

Literacy 

Pupils are prompted to use specific terminology relating to the sport they are working on.  Teachers are required to support pupils in building their terminology through encouraging sport specific words when discussing. 

Numeracy 

Pupils are encouraged to use their numeracy skills in PE lessons such as calculating distances or times, grouping teams, calculating heart rate or counting to music. 

Oracy 

Pupils are encouraged to debate their opinions through questioning as well as feedback to teams/players. Pupils are encouraged to lead their teams therefore may require to speak in front of groups and give them instructions to follow. 

Buzz

All physical education lessons should be enjoyable for all, making sure the pupils are well motivated and engaged through enthusiasm which should create a buzz. This can be created through fun games in warm ups and lots of competitive game situations where pupils need to work together to support each other.  We aspire to build strong rapport with pupils as a PE department, therefore this should naturally build buzz within your lessons. 

CIAG

Throughout the academic year the PE department is committed to ensuring that students are developing their understanding of how physical education can help them in different careers and pathways. We address careers in lessons and how different skills in physical education will be useful in different careers. Students may take on additional roles related to different careers which include: 

• Athletes

• Umpire/referee

• Score keeper

• Coach

• Manager

• Captain

• Sports Journalist

• Analysist

The 4 R’s

Resourcefulness - tactics and strategies 

Reflectiveness - analysing/ questioning 

Responsiveness - Teamwork 

Resilient - Effort and participation 

 

SEND 

Inclusive Teaching and Curriculum Adaptations

Section A - Please note anything written in this section must be embedded and seen on any learning walk and at any time.  Staff and pupils need to be able to articulate these.

As a school, we have a range of agreed and embedded inclusive teaching strategies for all students in all subjects. Examples of what you might see are:

Inclusive Teaching Strategies for ALL pupils in ALL subjects:

Coherent structured curriculum Clear global and Learning objective Questioning Coloured backgrounds Differentiated activities Retrieval starters RAG pathways

 

As a school, you will also see generic adaptations for individual SEND pupils used in all subjects:

Generic Adaptations for Individual SEND pupils:

Personalised visual timetables 1:1 devices Additional adult support Visual timer Tinted exercise books Coloured overlays Ear defenders ‘Roger’ Scaffolding/ writing frames Exit passes

Specific to X, you will see further inclusive strategies specific to the subject:

Additional Inclusive Teaching Strategies for All Pupils Specific To …..

Student leadership (leading warm ups) Adapted rules where necessary Additional roles within lesson when necessary (official, scorekeeper, analyst, manager, coach etc)

And you might see curriculum adaptations specific to the subject such as:

Additional adaptations for SEND pupils Specific To  …..

Adapted equipment only when appropriate/necessary (lighter balls, lower nets etc) Adapt tasks to suit ability when necessary Alternative roles within lesson only when necessary (official, scorekeeper, analyst, manager, coach etc)

Section B - Please note this section is what the school may be working on but is not yet embedded:

This is a key area of development for the school. We are also looking to develop the following inclusive teaching and curriculum adaptations as follows:

Whole School Inclusive Teaching Strategies for ALL pupils:	ABC - agree, build and challenge Explicit success criteria
Whole School  Generic adaptations for individual SEND pupils:	Task management boards Now/ Next

Subject Specific Additional Inclusive Teaching Strategies for All Pupils Specific To …..
Subject Specific Additional adaptations for SEND pupils Specific To  …..

 

HPA’s 

Leadership roles such as leading small groups - coach or captain and may have to plan drills etc.