Physical Education
Department vision
The department aims to provide a broad and balanced curriculum, with equal opportunity and provision for all. The programme over the two Key Stages embraces a wide range of learning experiences, enabling students to develop physically, intellectually, emotionally and socially, while encouraging involvement in all activities. The Schemes of Work are progressive in nature, challenging to all pupils by task and outcome, and encourage competence in planning and evaluating skills, their own work and that of their peers.
Within our Key Stage 3 lessons, theoretical knowledge is shared with students to help increase their understanding of the human body and its role in sport. The work undertaken in lessons feeds appropriately into the GCSE Physical Education course offered at Key Stage 4. Whilst students have the option to select GCSE Physical Education as one of their subject choices, those that do not opt for the GCSE still partake in compulsory PE lessons.
The Department runs an extensive extra-curricular programme offering a wide variety of sports, ranging from highly competitive teams to non-competitive individual activities. We aim to give all girls experience of a variety of sports and a wide range of skills. We encourage an active lifestyle and endeavour to give every pupil the opportunity to participate in at least one sport which they will continue after their school life.
Pupils are encouraged to represent the school and they benefit enormously from the team skills they develop and the personal achievement of competing well; they also have a great deal of fun! Fixtures are generally scheduled at the end of the school day and pupils are expected to make themselves available for participation.
Year 7
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Topic |
Learning Outcomes |
Term 1-4 |
Multi-skills |
To gain an understanding of warm ups, cool downs and health related exercise through physical tasks. To Learn the different types of fitness and undertake fitness testing. Understanding the health benefits of being active. |
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Football |
To build on the fundamental skills required to perform at maximum levels in small sided games. Development of the basic principles of attack and defence in football. |
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Netball |
To build on the fundamental skills required to perform at maximum levels in small sided games. Development of the basic principles of attack and defence in netball. To develop the ability to use simple tactics and strategies to outwit the opposition. Students will team work and respect. |
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Creative |
To explore core gymnastics skills individually and in combination. To develop stability when holding their own body position and when supporting a partner. To incorporate control, precision and aesthetics into sequences showing creativity. Students will learn to evaluate and assess movements to improve the quality of performance. |
Term 5-6 |
Athletics |
To accurately replicate running, jumping and throwing skills for athletic events showing an improvement in |
|
Rounders |
To replicate and improve core skills in batting, bowling and fielding with the intention of outwitting opponents. To develop an ability to striking the ball using deception in a competitive context. |
Year 8
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Topic |
Learning Outcomes |
Term 1-4 |
Fitness |
To Learn different types of fitness testing associated with types of fitness. Understanding the |
|
Netball |
To focus on developing team attacking and defending strategies and associated core techniques with the intention of outwitting their opponents. To develop knowledge of positioning and rules than underpin the game. To understand the importance |
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Creative |
Develop the use of core skills and techniques individually and in combination with other link movements To demonstrate creativity and fluency in developed sequences. |
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Handball |
Introduction into the activity, basic skills and rules of the game. |
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Badminton |
To develop the replication of the core skills necessary to outwit opponents with increasing pressure. To |
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OAA |
Students to act cooperatively with their peers to accomplish given tasks and overcome obstacles. Students will need to think creatively and systematically to solving varying problems. Opportunities to use leadership skills and take on a different role within sport and education. Students will develop their repertoire of skills focused on problem solving and team building |
Term 5-6 |
Athletics |
To improve core skills and personal bests in relation to speed, height, distance and accuracy. Develop confidence in movement and challenge mental capacity. |
|
Rounders |
Develop/refine techniques for batting, bowling and fielding. To develop the ability to place the ball in a target area and improve game tactics with the intention of outwitting an opponent. To build student confidence in movement and understand scoring and officiating systems. |
Year 9
|
Topic |
Learning Outcomes |
Term 1-4 |
Health and Fitness |
To evaluate and refine movements to produce a more effective performance. To develop knowledge of the immediate effects of exercise and reasoning for these bodily responses. |
|
Badminton |
To develop smash and overhead clear shots. To develop confidence in directing the shuttle to land in a target area so that the opponent cannot return it. Students will independently score and officiate badminton games unassisted. |
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Netball |
To focus on developing, implementing and refining team and individual game plans to outwit opponents. Students will be expected to use core skills, replicate them in different competitive situations to achieve an outcome. To show full understanding of games rules and analysis of performance. |
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Creative |
To develop the use of core skills and techniques individually and in combination with other link movements focusing on the control and aesthetics To develop an ability to evaluate and assess movements and sequences to produced refined outcomes. |
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Handball |
To develop, implement and refine core skills (defensive and attacking) Students will be expected to use these core skills and replicate them in different competitive situations |
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Volleyball |
To develop, implement and refine core skills (defensive and attacking) Students will be expected to use these core skills and replicate them in different competitive situations
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Term 5-6 |
Athletics |
To develop a detailed understanding of fitness and its effect on performance. To allow planning and preparation prior to competing in a range of athletic events. |
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Rounders |
Demonstrate consistency, timing and fluency in the execution of core skills for batting, bowling and fielding. To improve the skill of outwitting an opponent as a batting and fielding team and develop decision making skills through game play. |
Year 10 & 11 Core
|
Topic |
Learning Outcomes |
Term 1-6 |
Games |
Across a range of options students are to use core skills and implement them in different competitive situations. Recreational play with an increased awareness in the importance of a healthy and active lifestyle. |
|
Fitness |
To take part in a broad range of training methods. Opportunity to learn skills needed outside of the school setting.
|
|
Athletics |
To improve core skills and personal bests in relation to speed, height, distance and accuracy. Develop confidence in movement and challenge mental capacity. |
Year 11
|
Topic |
Learning Outcomes |
Term 1-6 |
Games |
Across a range of options students are to use core skills and implement them in different competitive situations. Recreational play with an increased awareness in the importance of a healthy and active lifestyle. |
|
Fitness |
To take part in a broad range of training methods. Opportunity to learn skills needed outside of the school setting.
|
|
Athletics |
To improve core skills and personal bests in relation to speed, height, distance and accuracy. Develop confidence in movement and challenge mental capacity. |
Year 10 & 11 GCSE
Year 10
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Topic |
Topic |
Learning Outcomes |
Term 1 |
â¯Muscular Skeletal System |
Sports Psychology |
Develop knowledge and understanding of the key body systems and how they⯠|
Term 2 |
Cardio-respiratory system |
Sports Psychology |
Develop knowledge and understanding of the key body systems and how they⯠|
Term 3 |
Cardio-respiratory system |
Social-cultural influences |
Develop knowledge and understanding of the key body systems and how they⯠|
Term 4 |
Aerobic and Anaerobic Exercise |
Social-cultural influences |
Develop knowledge and understanding of the key body systems and how they⯠|
Term 5 |
Aerobic and Anaerobic Exercise |
NEA |
Develop knowledge and understanding of the key body systems and how they⯠|
Term 6 |
NEA |
NEA |
Demonstrate their understanding of the relationships between theory and practice |
Year 11
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Topic |
|
Learning Outcomes |
Term 1 |
NEA |
â¯Social-cultural influences |
Demonstrate their understanding of the relationships between theory and practice |
Term 2 |
Movement analysis |
â¯Social-cultural influences |
Develop knowledge and understanding of the basic principles of movement and⯠|
Term 3 |
Physical training |
Health and fitness |
Develop knowledge and understanding of the principles of training and different⯠|
Term 4 |
Physical training |
Health and fitness Use of data |
Develop knowledge and understanding of the principles of training and different⯠|
Term 5 |
Revision |
Revision |
Draw together their skills, knowledge and understanding from across the full course of study |
Term 6 |
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