Subject Information - PE

Autumn Term

Spring Term

Summer Term

Year 7

Range of Skills

Invasion Game & Aesthetics

All students will complete ONE of (HT1)

-Basketball

-Rugby

-Football

-Netball

All students will complete ONE of (HT2)

-Dance

Gymnastics

Net/wall & OAA

All students will complete ONE of (HT3)

OAA to include

-Map reading/ orientation

-Problem solving

-Teamwork

All students will complete ONE of (HT4)

Table Tennis

Badminton

Athletics/ Striking and fielding

All students will complete ONE of (HT5)

-Cricket

-Rounders

All students will complete ONE of (HT6)

Athletics (track/field/jumps)

Year 8

Quality of skills

Invasion Game & Aesthetics

All students will complete ONE of (HT1)

-Basketball

-Rugby

-Handball

-Netball

All students will complete ONE of (HT2)

-Dance

Gymnastics

Net/wall & OAA

All students will complete ONE of (HT3)

OAA to include

-Map reading/ orientation

-Problem solving

-Teamwork

All students will complete ONE of (HT4)

Table Tennis

Badminton

Pickleball

Athletics/ Striking and fielding

All students will complete ONE of (HT5)

-Cricket

-Rounders

All students will complete ONE of (HT6)

Athletics (track/field/jumps)

Year 9

Range of Skills

Health and Fitness

- Health, wellbeing, fitness

- Consequences of a sedentary lifestyle

- Obesity and how it may affect performance

- Somatotypes

- Energy use

- Nutrition-

Physical training

 Components of Fitness

- Links to sporting examples

- NEA Fitness strengths and weakness

- Types of training

- The principles of training and overload (and application)

- Calculating intensities to optimise training

- Considerations to prevent injury

- Warming up and cooling down

- Altitude training-

Training seasons

- Reasons for and limitations of fitness testing

- Measuring the components of fitness

- How data is collected for fitness testing

- NEA (finish strengths and weaknesses and fitness session)

 Identification of the bones

- Structure and functions of the skeleton

- Muscles of the body

- Structure of a synovial joint

- Movement at a joint

- Antagonistic pairs

- First, second and third class lever systems within sporting examples

- Mechanical advantage

- Analysis of basic movements in sporting examples

Year 10 GCSE

- Goal setting

- SMART targets

- Arousal Theory

- Controlling arousal

• PEDS

- Spectator behaviour

- Conduct of performers

- Aggression

- Motivation

-Pathway of air

- Gaseous exchange

- Blood vessels

- Structure of the heart

- Cardiac cycle

-Mechanics of breathing (spirometer trace)

- Aerobic and anaerobic (and recovery process)

- Commercialisation

- Technology

- Links to effects in participation

Year 11

GCSE

Key Skills

Year 7

Year 8

Year 9

Year 10

Year 11

Develop physical skills in each sport and demonstrate progress in line with success criteria.

Students will perform skills in isolation and learn how to embed them into a game situation.

Students will learn how to combine skills and learn how to embed them into a game situation.

Students recap each skill and will learn the tactics around skills and how to best use them to outwit opponents.

Students will recap each skill and develop tactics in different game-based scenarios.

Students will apply their knowledge of skills in game-based lessons.

Use of a range of tactics/strategies to overcome opponents in team sports.

Students will begin to explore a variety of methods to overcome their opponents.

For example, exploring tactical decisions within their passes, plays and positioning.

Students will begin to implement a variety of methods to overcome their opponents.

For example, outwitting opponents with a variety of passes, plays and positioning.

Students will be able to cater decision making and discuss the tactical advantage of using particular methods to overcome their opponents.

For example, methods of marking (man to man/zonal), fakes/dodges, passes and plays.

Students will be able to use a variety of methods to overcome their opponents. These will have a high success rate and decision making will be effective in a variety of competitive scenarios.

For example, methods of marking (man to man/zonal), fakes/dodges, pass choice and tactical plays/set pieces.

Option choices- students can choose pathway throughout the year with focus on sport for life.

Within their chosen sport, they will be able to use a variety of methods to overcome their opponents. These will have a high success rate and decision making will be effective in a variety of competitive scenarios.

Use of a range of tactics/strategies to overcome opponents in individual sports.

Students will begin to explore a variety of methods to overcome their opponent. For example, exploring tactical decisions within their passes, plays and positioning.

Students will begin to explore a variety of methods to overcome their opponent. For example, outwitting opponents with a variety of passes, plays and positioning.

Students will be able to cater decision making and discuss the tactical advantage of using particular methods to overcome their opponents. For example, when to use specific shots, plays and positioning.

Students will be able to use a variety of methods to overcome their opponents. These will have a high success rate and decision making will be effective in a variety of competitive scenarios.

For example, fakes/dodges, shot choice and tactical plays/set pieces.

Option choices- students can choose pathway throughout the year with focus on sport for life. Within their chosen option, students will use a variety of methods to outwit their opponent. Students will have a high degree of success and be effective in competitive scenarios.

Ability to review, reflect and assess own performance and make improvements. To be able to effectively peer assess.

To be able to apply teacher feedback to make improvements in performance in line with success criteria.

To be able to be provide peer feedback, as well as staff feedback on performance and techniques to support with progress towards success criteria.

To be able to reflect and assess own performance with limited teacher input, whilst continuing to make progress towards success criteria.

To be able to critique professional/model levels of performance and apply key skills to own performance.

To set own success criteria and be able to determine how and where progress can be made in line with own performance.

Develop Dance techniques with a range of dance forms.

To be able to demonstrate the ability to move to the beat of the music and adapt set materials of choreography.

Students develop a kinaesthetic awareness through a variety of tasks that focus on posture, angles and shapes.

Students learn how to peer and self-evaluate performances within the class with teacher scaffolding (potentially using technology).

Students learn how to tell stories through dance styles (potentially relating to life events). 

To be able to create routines independently (or/and as a group - with minimal scaffolding from the teacher) that includes key features from a variety of dance styles OR focusing on one dance style for the duration for the half term. Students are able to use skills and knowledge learnt in Years 7 and 8 within independent work. Students are able to critically evaluate professional work.

GCSE Dance option

GCSE Dance option

Implementation of non-physical attributes in line with school values including friendship and high moral standards.

Ability to work as part of a team, demonstrating communication, listening and friendship. Able to understand the abilities of others and be empathetic. High moral standards in terms of utilising equipment.

Ability to work as part of a team, and able to begin to take on leadership roles. Able to understand roles in performance/play and where best to utilise different abilities. High moral standards in terms of utilising equipment.

Ability to work as part of a team, demonstrating various roles within a team, e.g. coach, player, referee. High moral standards in terms of utilising equipment and coaching/refereeing game play.

Ability to work as part of a team, demonstrating various roles within a team, e.g. coach, player, referee. High moral standards in terms of utilising equipment and coaching/refereeing game play

Ability to demonstrate resilience in engaging in PE lesson and understanding reasons for curriculum.

Ability to work as part of a team, demonstrating various roles within a team, e.g. coach, player, referee. High moral standards in terms of utilising equipment and coaching/refereeing game play

Ability to demonstrate resilience in engaging in PE lesson and understanding reasons for curriculum.

Develop understanding of key rules associated with and regulations with sports to allow students to perform within the laws of the game.

Students will learn the fundamental rules of each sport leading to them being able to officiate elements of the game situation.

Students will develop their knowledge of the rules in greater detail to be able to officiate full games.

Students' knowledge of the rules will be developed and can officiate full games. They will also be able to pass on their own knowledge to other students.

Students will be experienced in the sport and know the intricate rules which do not occur as often. They will be able to pass this knowledge onto their peers.

Exam Board

AQA and CNAT Sport Studies - OCR

Paper 1

Applied Anatomy and Physiology

Movement Analysis

Physical Training

Use of Data

Written Exam: 1 hour 15 minutes

78 marks

30% of GCSE

A mixture of multiple choice/ short answer/extended answer questions.

Paper 2

Sports Psychology

Socio-cultural influences

Health, fitness and well-being

Use of Data

Written Exam: 1 hour 15 minutes

78 marks

30% of GCSE

A mixture of multiple choice/ short answer/extended answer questions.

NEA Practical (30% of GCSE)

Students will be assessed on 1 x team sport and 2 x individual sport OR 2 x team sport and 1 x individual sport. Full list of sports students are permitted to be assessed on is detailed here:

https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582/scheme-of-assessment/non-exam-assessment-nea-practical-performance-in-physical-activity-and-sport

NEA Coursework (10% of GCSE)

Analysis and evaluation of performance to bring about improvement in one activity.

Link to the Specification

https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582/specification-at-a-glance