We are passionate about Physical Education and Sport. We offer a broad and varied curriculum with the aim of developing a life long sporting interest in physical activity. The varied curriculum gives students the opportunity to shine in an array of activities and develop physical confidence. We pride ourselves on our thriving extra curricular programme and attempt to offer competitive sporting opportunities to all.
During their time in this stage students will experience differing activities to progress co-ordination, aesthetic appreciation, technique and enhance confidence in the physical environment. The ability to lead and learn about warming up safely the body and cooling down post exercise is also introduced.
All pupils in Years 7 to 9 receive 2 one-hour lessons per week. The pupils engage in a variety of different sports, from traditional games such as Football, Gymnastics, Rugby, Hockey, Cricket and Netball through to less common activities like, Health Related Exercise and Trampolining. Each year the pupils will build on their knowledge from the previous year so that they can develop their skills and ability levels. PE is taught in single sex classes throughout all of KS3. Pupils are assessed in a variety of ways upon entering the school and are then placed into ability-appropriate groups. In order to maximise learning and skill development, pupils are taught a sport for a series of lessons before moving onto another activity. A range of individual sports and team sports are included within the curriculum to engage all learners.
PE is a compulsory subject and all pupils will have 3 hours of PE lessons per fortnight. In these lessons the pupils will have 2 practical lessons per fortnight covering a wide range of sporting activities such as Netball, Hockey, Rugby, Football, Basketball, Trampolining, tennis and athletics. Within these lessons pupils will further develop their skills and tactics within a competitive environment. The third lesson a fortnight is a fitness lesson to ensure all pupils understand why there is a need to be fit and different ways in which greater fitness can be achieved so they are equipped with this knowledge for when they leave school and have to make life choices as a young adult.
The faculty offer Edexcel GCSE Physical Education and VCERT Health and Fitness.
Edexcel GCSE course consists of:
PRACTICAL – 40% of final mark. 30% for 3 internally assessed practical sports which are then externally moderated. Includes a written piece worth 10% of the 40%.
THEORY – 60% of the final mark, assessed by two written exams of 1 hour and 15mins at the end of the course.
Assessed in 3 different practical activities:
One individual sport – Amateur boxing, Athletics, Badminton, Canoeing/Kayaking (slalom), Canoeing/Kayaking (sprint),Cycling, Dance , Diving, Gymnastics (artistic), Golf, Equestrian, Rock climbing, Sculling, ski-ing, snowboarding, squash, swimming, Table tennis, Tennis, Trampolining
One team sport – Association Football, Badminton, Basketball, Camogie, Cricket, Dance, Gaelic Football, Handball, Hockey, Hurling, Lacrosse, Netball, Rowing, Rugby League, Rugby Union, Squash, Table Tennis, Tennis, Volleyball
One other choice from above.
Where a sport is in both the individual and team list, you may only do it once.
Paper 1 Written exam – 1hr 15 mins
Applied Anatomy and Physiology – Skeletal, muscular respiratory and cardio-vascular system, aerobic and anaerobic exercise, short and long term effects of exercise.
Movement Analysis – Lever systems, planes and axes of movement
Physical Training – Health and Fitness, components of fitness, fitness testing, collecting comparable data, principles of training an overload, types of training, training thresholds ,mathematical calculations, prevention of injury, altitude and seasonal training, warm-up and cool downs.
Use of Data – Quantitative and qualitative data, methods for collecting both, presenting data and the analysis and evaluation of data.
Paper 2 Written exam – 1 hour 15 mins
Sports psychology – classification of skills, basic/complex, open /closed, goal setting and SMART targets to optimise and improve performance, information processing model, guidance and feedback, mental preparation for performance e.g arousal, inverted U theory, aggression, personality, intrinsic and extrinsic motivation.
Socio-cultural influences – effects of gender, race, age, peers, disability affects performance, role models, disposable income, commercialisation, sponsorship and media, technology positive and negative influences on the performer, sport, official, audience and sponsor, etiquette, drugs in sport, spectator behaviour, hooliganism in sport and strategies used to combat hooliganism.
Health, fitness and well-being – effect of physical activity on health and well-being, obesity, somatotypes, diet and nutrition, the consequences of a sedentary lifestyle
Use of Data.
VCERT Health and Fitness
The VCERT Health and Fitness course is a new course for September 2017 which will give a modular approach to assessment for students. This qualification is designed for learners with an interest in any of the health and fitness contexts such as exercise, lifestyles and diet. Level 2 is appropriate for learners who are looking to develop a significant core of knowledge and understanding, and want to apply that knowledge in preparing, planning and developing a health and fitness programme.
The Course consists of the following units that are each worth 25% of your total grade.
Principles of health and fitness
|Mandatory||Internally assessed portfolio of evidence|
|Mandatory||Internally assessed portfolio of evidence
Preparing and planning for health and fitness
|Mandatory||Externally set and marked assessment paper|
Develop a personal health and fitness programme
|Mandatory||Internally assessed portfolio of evidence|
Key Stage 5
At A level we are currently studying the AQA Physical Education (7582) specification
The course is broken down into 3 sections.
Paper 1 Factors affecting participation in physical activity and sport (35%of A2)
Section A: Applied anatomy and physiology
Section B: Skill acquisition
Section C: Sport and society
Paper 2 Factors affecting optimal performance in physical activity and sport (35%of A2)
Section A: Exercise physiology and biomechanics
Section B: Sport psychology
Section C: Sport and society and technology in sport
Practical Performance and Analysis
Students assessed as a performer or coach in the full sided version of one activity. Below is a list of potential activities.
- Any individual sport – Amateur boxing, Athletics, Badminton, Canoeing/Kayaking (slalom), Canoeing/Kayaking (sprint),Cycling, Dance , Diving, Gymnastics (artistic), Golf, Equestrian, Rock climbing, Sculling, ski-ing, snowboarding, squash, swimming, Table tennis, Tennis, Trampolining
- Any team sport – Association Football, Badminton, Basketball, Camogie, Cricket, Dance, Gaelic Football, Handball, Hockey, Hurling, Lacrosse, Netball, Rowing, Rugby League, Rugby Union, Squash, Table Tennis, Tennis, Volleyball
- The students will also be expected to produce an analysis of their performance. This will be worth 15%of your practical grade
You will need to produce a minimum of two weaknesses from Section B ( Defensive/ Event/ Race) and Section C (Strategic).You will need to produce for each weakness the following analysis
Identification of Weakness. (B1)
You will focus upon a element of poor performance in a game. It Make each technique chosen as specific/clear as possible (eg netball chest pass from centre court to wing attack in the final third). Apply the ‘techniques’ into fully competitive situations/ performance/expedition situations as appropriate to the activity being followed, give dates to ‘reference’ these (ie when they actually took place!) Identify a relevant skill/technique/ strategy/tactic which is a ‘relative weakness’ for you as a performer/named performer as a coach. Focus on key aspects of ’relative technical weaknesses’ you possess via self analysis, peer analysis, video analysis, coach feedback etc.
Comaprison to an Elite Performer (B2)
You will need to identify and name an ‘elite’ performer/official. (NB an elite performer/coach can be anyone who relates to the perfect applied technical model you are required to describe in this part of your coursework). Break the skill/technique/applied competitive performance down into clear/distinct phases. Use sub-headings which allow you to directly compare (in B1) to the chosen elite performer outlined in B2 (eg preparation/execution/result).
Cause of Weakness (C1)
Identify 1 key theoretical cause for the weaknesses identified in B1 (ie related to you/ named performer as a coach). Explain the aspect of theory chosen for focus in brief generally before applying more fully to weaknesses identified in B1. Use theory which is relevant to the weaknesses identified in B1. Focus on skill/psychology or fitness and training/exercise physiology if this is relevant to you.
Correction of Weakness (C2)
Identify 1 key theoretical corrective measure which is clearly identified as a sub-heading in your work and make sure that it can be applied in a relevant manner. You must be able to detail how it can help correct the weaknesses identified in B1/C1. Explain the theoretical area chosen in brief detail before applying it in a relevant manner detailing how it can help correct the weaknesses identified in B1/C1. Use each corrective measure once only.
The course will cover the following content
- Applied anatomy and physiology
- Skill acquisition
- Sport and society
- Exercise physiology
- Biomechanical movement
- Sport psychology
- Sport and society and the role of technology in physical activity and sport
Mr I Taylor – Physical Education Faculty Leader
Mrs D Burton – Head of Girls PE
Mr T Machin
Miss H Rockliff – Assistant Head
Mr M Harrison
Mrs A Maddock