Physical Education

Curriculum leaders

Ms Z McConnell, Mr D Clarke, and Mr D MacPherson

GCSE Examination board:

OCR

Curriculum Intent

The purpose of the AGFS PHYSICAL EDUCATION curriculum is:

  • To promote ambition by creating elite performers which allows scholars to gain access to Russell Group universities through our curriculum, sports & extra-curricular provision.
  • To develop growth by providing the opportunity for scholars to participate within elite performing sports so they may experience controlled failure and develop determination and resilience to continuously progress.
  • To encourage fellowship by developing character & personal skills through sport that equips scholars with the knowledge and understanding of others' interests and needs.
  • To cultivate scholarship by inspiring our elite performers to obtain mastery within the core knowledge & sports and to participate in physical activity for life.

Curriculum Organisation

The PE curriculum is organised by the power standards. These standards reflect the essence of the subject as an academic discipline and reflect the strands of each discipline that must be developed to achieve mastery. These threads are cross-referenced against the KS3 national curriculum, GCSE, A Level specification and degree courses at Russell Group universities to ensure that scholars’ experience of the subject is as broad and as academically rigorous as possible.

The PE power standards are:

1. Understand the anatomy and biomechanics of physical activity

2. Understand the impact of physical activity

3. Perform and analyse a range of physical activities

4.Obtain mastery of performance

5.Understand the role of psychology and sociology to optimise performance

Curriculum Overview:

Year 7:

  • Module 1: Fitness & Cross Country
  • Module 2: Girls: Gymnastics & refinement; Boys: Tag-Rugby & Refinement
  • Module 3: Swimming & Athletics

Year 8:

  • Module 1: Fitness & Cross Country
  • Module 2: Girls: Netball & refinement; Boys: Football & refinement
  • Module 3: Athletics

Year 9:

  • Module 1: Fitness & Cross Country
  • Module 2: Handball & refinement
  • Module 3: Athletics

Year 10:

Practical:

  • Module 1: Fitness & Cross Country
  • Module 2: Handball & refinement
  • Module 3: Athletics

Theory:

  • Module 1: 1.2A-C: Physical training (whole module)
  • Module 2:  1.1A-B: Applied Anatomy & Physiology
  • Module 3: 1.1C, D & E- Applied Anatomy & Physiology

Year 11:

Theory:

  • Module 1: 2.1: Socio-cultural influences, 2.2: sports psychology. 2.3: health, fitness, and well-being
  • Module 2: Bespoke teaching and revision
  • Module 3: Revision and public examinations

Practical:

  • Module 1: Handball
  • Module 2: Bespoke teaching and revision
  • Module 3: Revision and public examinations

Supporting from home

Recommended websites/online platforms:

 

Recommended activities to complete with your child:

  • Practice Exam papers for paper 1 & paper 2
  • Independent Learning- set on SMHW
  • Practice paper from your teacher- Collect from Miss McConnell
  • Exam Analysis- using a mark scheme, mark a question & answer and re-do the question based off of the improvement you identified.

Work through the modules on these sites:

Feedback

Scholars receive verbal, self and peer feedback every lesson through:

  • Whole class feedback on common misconceptions in the read now, recall now activities and during daily review.
  • Responses to the whole class checking for understanding activities, such as hand signal responses, ‘heads down’ and mini whiteboard tasks.
  • Teacher intentional monitoring during deliberate practice activities.

Scholars are expected to respond in the moment to this feedback to show they can correct errors and improve their knowledge and understanding.

At Key Stage 3, scholars receive teacher feedback every lesson, where they learn whether they are on track, below or above their teacher’s expectations for mastery. At the end of every lesson, scholars will have a clear target to incorporate into their work in the following lesson.

At Key Stage 4, scholars receive written teacher feedback after each checkpoint. Scholars complete checkpoint tasks independently so teachers can review what they know and can do. Checkpoints in PE consist of:

  • Section A: Knowledge check
  • Section B: Paper 1 (completed on a different day to section C)
  • Section C: paper 2 (completed on a different day to section B)

Written feedback from checkpoints will consist of:

  • A score for section A and section B.
  • Celebration of what has gone well.
  • Identification of a high leverage target.

Scholars will complete a refinement task to show their understanding of the target and to demonstrate their capacity to improve their work. This could be achieved through redrafting a section of their work or attempting a similar task.

Ambition and careers

Success in PE can lead to careers in:

  • Elite sports and coaching
  • Physiotherapy
  • Sports medicine
  • Media and television

Cultural capital, enrichment and visits

Through the study of PE, scholars will be exposed to a range of culturally enriching experiences and knowledge.

Cultural capital within the curriculum:

  • We expose our scholars to a wide variety of physical activities. This promotes character building qualities that lead to creating well-rounded citizens that can stand shoulder to shoulder with any scholar in the UK. We also provide opportunities and experiences in coaching and leadership, such as providing a sports leadership level 2 award, and the Duke of Edinburgh bronze, silver and gold awards, which provides young people with recognised and meaningful qualifications that will open doors to career paths later in life.
  • As part of our culture and routines within PE, we are consistently holding our scholars to account developing personal skills such as accountability, responsibility, determination, and confidence. Another way we target our cultural capital in PE is by exposing our scholars to a range of traditional and modern sports and activities they would not have exposure to in day-to-day life.
  • Lunchtime and after-school clubs are an opportunity for our scholars to be introduced to a variety of activities to help develop our scholars’ cultural capital hands-on.

PE's contribution to the enrichment programme:

Scholars will be participating in a range of physical activities. These are all activities that are not taught within the curriculum and provide our scholars with experiences that they may never encounter within their normal lives. Some of the activities they will be participating in are:

  • Learning sports and activities such as kabaddi, goal ball which is a blind disability sport and tchoukball.
  • Badminton
  • Cricket
  • Tag rugby

PE's contribution to Drop Down Days and the trips and visits programme:

Annually, PE organises and runs Drop Down days for the scholars which enables them to develop character building skills such as communication, teamwork, and leadership. These activities range from a whole-school cross country event to inter-house activities, providing scholars with the much-needed friendly competition for them to experience.