Welcome to Physical Education

Our students develop competence to excel in a broad range of physical activities and are physically active for sustained periods of time.

They engage in competitive sports and activities to lead healthy, active lives.

Implementation Key Principles:

• Every half term pupils complete two physical activities ‘programme of study’.
• Fitness is embedded into every core PE lesson developing knowledge of: Health-Related Exercise, Skill-Related Fitness, methods of training, fitness testing, leadership skills – including leading warmups and officiating.
• Students have the oppotunity to evaluate sports performance, identifying strength and weaknesses suggesting methods for improvement.
• Lessons have an element of practice to acquire and develop technique.
• Lessons have a conditioned/ competitive practice for pupils to select and apply skills improving decision making.
• Pupils learn skills that can be transferred to other sports and pupils directed towards extra-curricular activities.
• Content is rich, relevant and reflective of the diverse world in which we live.
• Learning is sequenced to enable young people to develop knowledge and skills.
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals.
• A sustainable approach is supported through the curriculum.
•  Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

• Self-assessment sheet proformas to provide own and peer feedback including targeted literacy/subject keyword development.
• Use of knowledge organisers.
• Test questions to become familiar with the style of the examination paper.
• End of unit summative assessment.
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

• Selecting and apply skills within conditioned practices.
• Analysing techniques to identify strengths based on the success criteria.
• Analysing own and peer performance to identify weaknesses based on the success criteria.
• Regular feedback, which addresses knowledge or skills gaps
• Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content
• Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

• Take part in individual/ paired/ small group practices.
• Take part in competitive sport.
• Officiating – understanding of the rules and regulations, communication e.g., hand signals, scoring system, consistency.
• SMHW tasks augment lesson content.
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

In evaluating the impact of our curriculum, we will consider:

• Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
• Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
• Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
• The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.

All Year 7 subjects Next Year 7 Subject - Personal Development

All Year 8 subjects Next Year 8 Subject - Personal Development

Core P.E.

OCR LEVEL 1/2 Cambridge Nationals in Sport

All Year 9 subjects Next Year 9 Subject - Personal Development

Core P.E.

OCR LEVEL 1/2 Cambridge Nationals in Sport

All Year 10 subjects Next Year 10 Subject - Personal Development

Core P.E.

OCR LEVEL 1/2 Cambridge Nationals in Sport

All Year 11 subjects Next Year 11 Subject - Personal Development