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Physical Education Curriculum Intent

Physical Education at Larches is designed to engage young people both KS3 and KS4 in physical activity to support both physical and mental health and ensure a long term interest participating in sport. We deliver an engaging, fun and exciting learning environment where the teaching is both challenging, progressive and supportive. Pupils develop key physical attributes, emotional resilience and a number of key social skills by working cooperatively and confidentially in teams. All pupils are expected to work to the very best of their ability at all times.

Pupils are encouraged to analyse their work and understand what makes a performance effective and how to apply these principles to maximise progress, experience joy and attain success.

We offer a broad and varied curriculum that will encourage participation and inspire our pupils to lead healthy, active lifestyles and that supports our GCSE course in KS4. Pupils are motivated to be physically active for sustained periods of time and develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life. Further to this, pupils are given the opportunity to participate in competitive sport and other activities beyond the curriculum to build character and cooperation. This help to embed values such as tolerance, fairness and respect.

All pupils take part in Core PE as part of their school curriculum, from Year 7 through to Year 11. Pupils work on sports specific units lasting no more than 6 lessons at a time. Teachers routinely model tasks and use expert questioning techniques to develop pupils understanding. The specific aim is to improve the quality and range of skills across a variety of activities in order to support the sports available.

How will I get a GCSE in Physical Education? (Edexcel Full Course)

Written Examination – This will consist of a mixture of multiple-choice questions, short-answer questions and longer-answer questions on the following topics, fitness and body systems and health and performance. This will make up 60% of the qualification.

Practical activities – You will get the chance to learn and develop your skills in a wide variety of sports, building on the core techniques learnt during core PE lessons. The course requires pupils to choose three sports to be practically assessed in. Pupils will choose the three sports in which they will score the highest marks.

If Pupils participate in sport outside of school, then other arrangements can be made for pupils to be assessed at their club. The assessment will consists of students completing three physical activities from a set list. One must be a team activity; one must be an individual activity and the other is your choice. This will make up 30% of the qualification.

Coursework – Pupils will be required to plan and follow a six-week personal exercise programme (PEP) designed by themselves before completing their individual programme. This plan will show progression and work towards an end target or goal. This will make up 10% of the qualification.

 

Larches Extra Curricular clubs

Each academic term, the PE department will offer a variety of sports running throughout each week. The sports undertaken will be tailored dependant on the time of year and facilities available.

Clubs include:

  • Athletics
  • Badminton
  • Basketball
  • Cricket
  • Fitness
  • Football
  • Handball
  • Rounders
  • Table Tennis
  • Tennis
  • Boxing

Larches High School: Curriculum Planning 2023 / 24

Subject:       Core Practical PE                                                                                                                       Year Group: KS3

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered Week 1-2 Gym/Fitness

 

Week 3-4

Hockey

 

 Week 5-6 Basketball

Week 1-2 Badminton

 

Week 3-4 Handball

 

Week 5-6

Health & Fitness

Week 1-3 Basketball

 

Week 4-6

Table Tennis

Week 1-3 Football

 

Week 4-6

Hockey

Week 1-3 Athletics Field

 

Week 4-6

Tennis

Week 1-3 Athletics Track

 

Week 4-6

Cricket

 

Rounders

Knowledge / Skills to be developed and enhanced See Specific Schemes of work See Specific Schemes of work See Specific Schemes of work See Specific Schemes of work See Specific Schemes of work See Specific Schemes of work
Curriculum Rationale

1. To increase pupil interest and participation levels in Physical Education.

These sports are taught now because:

Gym/Fitness

1. Due to weather and facilities.

2. To identify pupils’ fitness levels through gym based exercises.

3. Complete internal gym induction on each piece of equipment.

Hockey and Basketball

1. Due to weather and facilities, lessons can take place within the sports hall.

2. To introduce basic teamwork skills required to participate in each sport that will be transferrable throughout the year.

3. To identify the basic skills and techniques required in each sport.

These sports are taught now because:

 

Badminton/Handball

1. To further enhance pupil hand eye coordination.

2. To transfer skills obtained from Basketball during Autumn 1 into Handball.

3. Due to weather and facilities.

 

Health and Fitness

1. Due to weather and facilities.

2. To embed the importance of personal health and wellbeing.

3. To further enhance pupil participation levels in Physical Education.

These sports are taught now because:

Basketball

1. To build on basic skills and techniques identified in Autumn 1.

2. To introduce more TGFU approaches to enhance skills and techniques.

3. To identify some of the key rules and regulations applied in Basketball.

 

Table Tennis

1. To introduce a new sport that is particularly unknown to the majority of pupils at Larches.

2. To further enhance pupil’s coordination within another racket sport.

These sports are taught now because:

Football

1. Due to improved weather, lessons can take place outside on the field.

2. Develops teamwork skills that have been embedded from Basketball in Autumn 1.

 

2. School Football league and competitions still taking place.

 

Hockey

1. To build on basic skills and techniques identified in Autumn 1.

2. To introduce more TGFU approaches to enhance skills and techniques.

These sports are taught now because:

Athletics – Field

1. Traditional summer activities that can take place on the sport field.

2. Enhances pupil’s interest across a wide variety of individual and team activities.

 

Tennis

1. To build on basic skills and techniques identified in table tennis, such as hand eye coordination, control and accuracy within a new racket sport.

2. Traditional summer activity that can take place on the schools courtyard.

3. In line with national tennis events such as Wimbledon.

These sports are taught now because:

Athletics – Track

1. Traditional summer activities that can take place on the sport field.

2. Enhances pupil interest across a wide variety of individual and team activities.

Cricket

1. Cricket season has started, and therefore keeps in line with national seasonal sports.

2. To introduce a new sport that is particularly unknown to the majority of pupils at Larches.

 

Rounder’s

1. Traditional summer activities that can take place on the sport field.

2. To widen pupil practical skills and opportunities.

3. To further develop all skills identified throughout the year. Such as hand eye coordination and teamwork skills.

CEIAG links / Gatsby benchmarks

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Larches High School: Curriculum Planning 2023/ 24

Subject:       Core Practical PE                                                                                                                       Year Group: KS4

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered Table Tennis x2 Weeks

 

Gym/ Fitness x2 Weeks

 

Hockey x2 Weeks

Handball x2 Weeks

 

Badminton x2 Weeks

 

Basketball x2 Weeks

Football 2 Weeks

 

Fitness x2 Weeks

 

Badminton x1 Week

 

Basketball x1 Week

Softball x 1 Week

 

Rounders x3 Weeks

 

Tennis x2 Weeks

Athletics Track x3 Weeks

 

Cricket x3 Weeks

 

Softball x 1 Week

 

Athletics Field x3 Weeks

 

Tennis x 1 Week

Knowledge / Skills to be developed and enhanced See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

See specific schemes of work for further information on :

·         Developing skills and performance.

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

Curriculum Rationale

 

 

1. To develop skills and knowledge identified in KS3.

 

2. Enables GCSE PE pupils to link the theory element of the course within practical lessons.

 

3. Creating healthy active lifestyles/ futures beyond Larches.

These sports are taught now because:

Table Tennis

1. Due to weather and facilities.

2. To develop basic skills and techniques identified in KS3 through adopting a TGFU approach.

 

Gym/Fitness

1. To maintain pupil participation levels in Physical Education.

2. To enable GCSE pupils to catch up on any PEP fitness tests not completed in year 10.

3. Due to weather and facilities.

 

Hockey

1. To develop basic skills and techniques identified in KS3.

2. To introduce more of a TGFU approach to enhance skills, techniques, positional play, and tactics.

3. Due to weather and facilities.

These sports are taught now because:

Handball

1. Due to weather and facilities.

2. To apply transferrable skills developed from football and basketball into handball.

3. To widen pupil capabilities within a new sport for the majority of our pupils.

 

Badminton

1. Due to weather and facilities.

2. To maintain pupil participation levels in Physical Education.

3. Embedding the rules and regulations of the game to enable full competitive games to take place.

 

 

Basketball

1. To develop basic skills and techniques identified in KS3, such as hand eye coordination, passing, dribbling control and shooting.

2. To identify patterns of play to outwit opponents.

3. To include more tactical, and positional play within competitive games.

4. Due to weather and facilities.

These sports are taught now because:

Football

1. Due to improved weather, lessons can take place outside on the field.

2. To build on the basic skills and techniques identified in KS3, including more tactical, and positional play within competitive games.

3. School Football league and competitions still taking place.

4. Links with the theory element of the GCSE course. Enables the GCSE pupils to link the Cardiovascular system to football.

 

Fitness

1. To maintain pupil participation levels in Physical Education.

2. To further promote healthy active lifestyles/ futures.

3. To enable GCSE pupils to catch up on any PEP fitness tests not completed in year 10.

4. Enables GCSE pupils to link the Cardiovascular system, aerobic and anaerobic exercise within the practical lessons.

 

Badminton

1. Game based lessons incorporating all skill, techniques, tactics, and rules identified throughout KS3and KS4.

 

 

Basketball

1. Game based lessons incorporating all skill, techniques, tactics, and rules identified throughout KS3 and KS4.

These sports are taught now because:

Softball

1. To widen pupil capabilities within a new sport for the majority of our pupils.

2. To incorporate elements from KS3 rounders such as, fielding, hitting, throwing and catching.

 

Rounder’s

1. Due to improved weather through the spring term, pupils are able to use the outside facilities.

2. To develop basic skills and techniques identified in KS3 through TGFU.

 

Tennis

1. To build on basic skills and techniques identified in KS3, such as hand eye coordination, control and accuracy of forehand and backhand shots.

2. To identify patterns of play to outwit opponents.

2. Traditional summer activity that can take place on the schools courtyard.

3. In line with national tennis events such as Wimbledon.

These sports are taught now because:

Athletics – Track

1. Traditional summer activities that can take place on the sport field.

2. Enhances pupils’ interest across a wide variety of individual and team activities.

 

 

Cricket

1. Cricket season has started, and therefore keeps in line with national seasonal sports.

2. To develop basic skills and techniques identified in KS3 such as, types of bowling, batting and strategic fielding.

 

Softball

1. To maintain interest in the sport.

2. To build on basic skills, techniques and rules identified in Spring 2.

These sports are taught now because:

Athletics – Field

1. Traditional summer activities that can take place on the sport field.

2. Enhances pupils’ interest across a wide variety of individual and team activities.

 

 

Tennis

1. To introduce more of a TGFU approach to enhance skills, techniques, positional play, and tactics.

2. To further promote healthy active lifestyles/ futures.

CEIAG links / Gatsby benchmarks

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs. Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

 

How Learning will take place / pedagogy

Learning will take place through structured, differentiated lessons using lesson aims and objectives. The use of formative and summative assessments will be adopted to ensure achievement has been obtained. For example; through the use of resource cards in practical lessons and meeting the lesson aims and objectives.

Pupils will be encouraged to attend after school clubs or verbally directed to sport teams and clubs around the Preston district. This will provide social, cultural and educational opportunities for pupils.

Pupils will be tracked through specific schemes of work, with each pupil either below target, on target or above target.

 

How Learning will be assessed

Students’ achievement is continually assessed, and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement and in setting targets for their own development. Progress Reports will advise parents and students on the progress that the child is making.

Listening

Observation

Highlight learned objectives

Discussion

Question and Answer

Feedback from class teachers

Pupil feedback

Half termly reviews

 

 

Literacy and Numeracy Statement of Intent

Following Whole School Literacy Policy as displayed in all classrooms as appropriate. Use of numeracy can be accessed through keeping scores, numeracy tasks set in activities and linking numeracy with sport as displayed on PE noticeboards.

 

 

SMSC Statement

All pupils are provided with the opportunity to participate in sport in a safe, secure and relaxed environment within Larches High School.  Pupils will have the chance to explore and experience different sports and will look at the cultural and social backgrounds of the sports they are taking part in. We support pupils to gain knowledge of how to keep them healthy and make informed choices about participation in sport.

Pupils will have the opportunity and chance to represent the school in sports such as football, badminton and athletics. Pupils have the chance to also support these events and make a social contribution not only within the school but out in the wider community and around the Preston and Lancashire region.

 

Evaluation at end of academic year

Students are constantly marked on, above or under target and comments and next steps are provided.

 

Larches High School: Curriculum Planning 2023 / 24

Subject: GCSE PE (Theory)                                                                                                   Year Group: Year 10

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered ·         Physical, Mental and Social Health.

 

·         Lifestyle Choices.

 

·         Impact of Lifestyle Choices.

 

·         Sedentary lifestyles and consequences.

 

·         Short-term / Long term effects of exercise and the relevance of this to the player/performer.

·         Fitness Testing.

·         PEP

·         Components of Fitness.

·         Balanced diet and the role of nutrients.

 

·         Dietary manipulation for sport (carb-loading, protein intake and hydration).

 

·         Optimum weight due to physical characteristics and variations according to role in physical activity.

 

·         Topic Summary.

·         Opportunities for participation in sport.

 

·         Influences in sport.

 

·         Sports participation pyramid.

·         Skeletal system – structure of the skeletal system.

 

·         Classification of joints and their impact on the range of possible movements.

 

·         Skeletal system – functions applied to performance in physical activities and sports.

 

·         Skeletal system – classification of bones and how function of bone type is relevant to performance in physical activities and sports.

·         Movement possibilities at joints dependent on joint classification.

 

·         Examples of physical activity and sporting skills and techniques that utilise these movements in different sporting contexts.

 

·         Sports Injuries.

 

Knowledge / Skills to be developed and enhanced This scheme develops the students’ knowledge and understanding of:

·         Physical: how increasing physical ability, through improving components of fitness, can improve health/reduce health risks and how these benefits are achieved.

·         Emotional: how participation in physical activity and sport can improve emotional/psychological health and how these benefits are achieved.

·         Social: how participation in physical activity and sport can improve social health and how these benefits are achieved.

·         Lifestyle choices in relation to: diet, activity level, work/rest/sleep balance, and recreational drugs (alcohol, nicotine).

 

·         Positive and negative impact of lifestyle choices on health, fitness and well-being, e.g. the negative effects of smoking (bronchitis, lung cancer).

·         A sedentary lifestyle and its consequences: overweight, overfat, obese, increased risk to long-term health, e.g. depression, coronary heart disease, high blood pressure, diabetes, increased risk of osteoporosis, loss of muscle tone, posture, impact on components of fitness.

·         Muscular: lactate accumulation, muscle fatigue. CV: heart rate, stroke volume and cardiac output. Respiratory: on depth and rate of breathing.

·         Q & A to reinforce learning.

 

This scheme develops the students’ knowledge and understanding of:

·         Identify and differentiate from health related fitness to skill related fitness.

·         Identify the appropriate fitness tests.

·         To identify the 10 components of fitness and how each component is required differently in certain sports.

·         Complete a personal exercise plan.

This scheme develops the students’ knowledge and understanding of:

·         The nutritional requirements and ratio of nutrients for a balanced diet to maintain a healthy lifestyle and optimise specific performances in physical activity and sport.

·         Role of macronutrients: (carbohydrates, proteins and fats) for performers/players in physical activities and sports.

·         Role of micronutrients: (vitamins and minerals), water and fibre for performers/players in physical activities and sports.

·         The correct energy balance to maintain a healthy weight.

·         Carbohydrate loading for endurance athletes, and timing of protein intake for power athletes.

·         Hydration for physical activity and sport: why it is important, and how correct levels can be maintained during physical activity and sport.

·         Fats as a fuel source for aerobic activity, carbohydrates as a fuel source for aerobic and anaerobic activity.

·         The factors affecting optimum weight: sex, height, bone structure and muscle girth.

·         The variation in optimum weight according to roles in specific physical activities and sports.

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

This scheme develops the students’ knowledge and understanding of:

·         Initiatives.

·         Cultural, Health, Image, Resources, People, Socio-Economic.

·         To look at the various levels of the sports participation pyramid, from foundation to elite.

·         Q & A to reinforce learning.

This scheme develops the students’ knowledge and understanding of:

·         Explanation of function applied to physical activity.

·         Protection of vital organs, muscle attachment, joints for movement, platelets, red and white blood cell production, storage of calcium and phosphorus.

·         Long (leverage), short (weight bearing), flat (protection, broad surface for muscle attachment), irregular (protection and muscle attachment) applied to performance in physical activity and sports.

·         Identification of bones: cranium, clavicle, scapula, five regions of the vertebral column (cervical, thoracic, lumbar, sacrum, coccyx), ribs, sternum, humerus, radius, ulna, carpals, metacarpals, phalanges (in the hand), pelvis, femur, patella, tibia, fibula, tarsals, metatarsals, phalanges (in the foot).

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

This scheme develops the students’ knowledge and understanding of:

·         Flexion, extension, adduction, abduction, rotation, circumduction, plantar-flexion, dorsi-flexion.

·         Pivot (neck – atlas and axis), hinge (elbow, knee and ankle), ball and socket (hip and shoulder), condyloid (wrist).

·         Movement Analysis

·         Sports injuries and appropriate treatment.

·         To analyse the effectiveness of protective equipment in sports to prevent injuries.

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

Curriculum Rationale

 

1. Follows the Physical Education Edexcel curriculum plan.

 

2. Component 2 mainly taught in year 1.

 

3.Component 1 introduced in the Summer term to enhance pupil knowledge in one of the more complex topic areas.

1. Physical, Mental and Social Health, Lifestyle Choices, Impact of Lifestyle Choices, Sedentary lifestyles and consequences.

Component 2

 

1. The above topics have been selected to enable a smooth and enjoyable transition onto the GCSE course.

2. Cross Curricular with science as pupils have studied the effects of smoking and healthy eating in KS3.

 

2. Short-term / Long term effects of exercise and the relevance of this to the player/performer.

 

Component 2

 

 

1. Pupils can link the previous knowledge identified in the term to specific sports and activities.

 

2. Enables pupils to link the topic within their practical lessons.

 

3. Cross Curricular with science as pupils have studied breathing in KS3.

 

 

 

1. Fitness Testing, PEP, Components of Fitness.

Component 2

 

1. All three topics interlink to complete the PEP aspect of the course.

 

2. Due to the weather and facilities, the practical element of the course can be utilised to assist with the theory element.

 

3. The above topics starts to develop individual ownership of their own work.

1. Diet

Component 2

1. To re embed pupil interest from the half term break.

 

2. Builds on previous knowledge identified in Autumn 1.

 

3. Cross Curricular links with Food Technology and Science in KS3.

 

 

Opportunities/ Influences in sport, sports participation pyramid

Component 2

 

1. Both topics taught together as there is a link between the two.  This enables pupils to complete the topics over the whole term with no time restraints.

 

Skeletal System

 

Component 1

1. This topic is one of the more complex topic areas on the course and therefore this has been introduced towards the end of year 1. This has enabled pupils to settle onto the course and to be challenged appropriately.

 

2. Pupils will be challenged further in this topic by introducing more enhanced exam style questions that will be replicated in their GCSE exam.

3. Cross Curricular with science as pupils have studied the skeletal system and movement in KS3.

Skeletal System ( Movement of  a joint)

Component 1

1. This topic is linked with the skeletal system enabling pupil’s to fully understand the human skeletal system in whole.

 

2.  Cross Curricular with science as pupils have studied the skeletal system and movement in KS3.

Tier 2 vocabulary to be taught: Tier 2 vocabulary – Term 1

Agree/Disagree

Link

Develop

Define

Interpret

Illustrate

Appropriate

Complete

Discuss

Identify

Tier 2 vocabulary – Term 2

Summarise

Describe

Investigate

Paragraph

Compare

Justify

Independent

Society

Research

Predict

Tier 2 vocabulary – Term 3

Analyse

Explain

Evaluate

Demonstrate

Structure

Simplify

Coordinate

Label

Select

 

Tier 3 vocabulary

 

…. = Frayer model display

Tier 3 vocabulary:

 

Healthy

Lifestyles

Sedentary

Obese

Overweight

Heart

Cardiac

Lactic acid

Weight

BMI (Body mass index)

 

Tier 3 vocabulary:

Fitness

Continuous

Fartlek

Plyometrics

Aerobic

Endurance

Anaerobic

Strength

Power

Speed

 

Tier 3 vocabulary:

 

Macronutrients

Micronutrients

Vitamins

Minerals

Fats

Protein

Carbohydrates

Oils

Calories

Diet

 

Tier 3 vocabulary:

Cultural

Opportunities

Image

Religion

People

Socio economic

Disability

Fashion

Age

Gender

 

Tier 3 vocabulary:

Skeletal

Fibula

Tarsals

Metatarsals

Phalanges

Vertebrae

Lumbar

Support

Mineral storage

Platelets

 

Tier 3 vocabulary:

Hinge joint

Synovial joint

Socket

Joints

Movement

Rotation

Circumduction

Planter- flexion

Dorsi- flexion

 

CEIAG links / Gatsby benchmark

 

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Larches High School: Curriculum Planning 2023 / 24

Subject:       GCSE PE                                                                                                                       Year Group: Year 10

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered

 

 

 

Warm Up x1 Week

 

Week 2-3 Table Tennis

 

Week 4-6 Badminton

 

 

 

 

Week 1-2 Handball

 

Week 3-4Fitness/Gym

 

Week 5-6 Football

 

Week 1-3 Table Tennis

 

Week 4-6

Basketball

 

 

Week 1-3 Football

 

 

Week 4-6 Cricket

 

Athletics Track x3 Weeks

 

 

Tennis x3 Weeks

 

 

 

Athletics Field x3 Weeks

 

 

Video recording for GCSE pupils (Catch up)

Knowledge / Skills to be developed and enhanced

 

 

Warm up: Pupils will be introduced to a structured warm up highlighting the importance and purpose before taking part in physical activity.

 

Pupils will identify the 5 key components of a warm up.

Developing Skills in Table Tennis:

Pupils will perform and replicate the core skills necessary in response to a competitive environment. Pupils will develop principles of play using variations of service, forehand, backhand and spin variations. Replication will be challenged through game play and conditional situations.

 

Pupils will be assessed against GCSE criteria.

 

 

Developing skills in Badminton:

 

All: Experiment with a range of basic skills, tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan.

 

Most: Show some consistency and accuracy in using a limited range of strokes/shots.

 

Some: Use a wide range of skills and techniques with precision, power and fluency.

 

Pupils will be assessed against GCSE criteria.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving

·         Making informed choices about healthy, active lifestyles.

·         Personal development

 

 

 

 

 

 

Developing Skills in Handball:

Pupils will develop fundamental principles of play when selecting and applying tactics for defending and attacking. Passing, receiving, outwitting defenders, dribbling and shooting will be developed through small sided games and conditional situations. Demonstrating performance and accurate replication will be assessed.

 

Pupils will be assessed against GCSE criteria.

 

Developing Skills in Health related fitness:

Pupils will develop the skills necessary to compete in a number of fitness based events. To gain a baseline experience at a range of activities that involves sustained physical work. In all events, demonstration of accurate technique, depth of understanding and related performances will be assessed.

 

Developing Skills in Football:

Pupils will develop advanced principles of play when selecting and applying tactics for defending and attacking. Passing, controlling, dribbling, shooting and tactics will be developed through small sided games and conditional situations. Pupils will work towards demonstrating performances and accurate replication throughout. Pupils will be assessed against GCSE criteria.

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles

Developing Skills in Table Tennis:

Pupils will perform and replicate the core skills necessary in response to a competitive environment. Pupils will develop principles of play using variations of service, forehand, backhand and spin variations. Replication will be challenged through game play and conditional situations.

 

Pupils will be assessed against GCSE criteria.

 

Developing Skills in Basketball:

Pupils will develop principles of play when replicating core skills of passing, receiving, dribbling, lay ups, set shots. Development of these techniques will be tested through small sided games and conditional situations. Pupils will demonstrate performances and accurate replication throughout.

 

Pupils will be assessed against GCSE criteria.

 

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving

·         Making informed choices about healthy, active lifestyles.

·         Personal development

 

Developing Skills in Football:

Pupils will develop advanced principles of play when selecting and applying tactics for defending and attacking. Passing, controlling, dribbling, shooting and tactics will be developed through small sided games and conditional situations. Pupils will work towards demonstrating performances and accurate replication throughout. Pupils will be assessed against GCSE criteria.

Developing Skills in Cricket:

Pupils will learn to use principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop the skills necessary to outwit opponents. Advanced skills in batting, bowling, and fielding will be developed through games and conditional situations. Demonstrations of performances and accurate replication will be assessed against the GCSE criteria.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

Making informed choices about healthy, active lifestyles.

 

Personal development

 

 

Developing Skills in Athletics (Track):

Pupils to continue to improve their own personal performance. Pupils will develop skills necessary to compete and achieve in all athletic track events. Running disciplines, time taken to cover distance. Pupils will demonstrate quality performances and accurate replication throughout.

 

Developing Skills in Tennis:

Pupils will learn to use the principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop skills necessary to outwit opponents such as forehand, backhand, serve, and volley, short and deep shots. These will be developed through games and conditional situations.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

Making informed choices about healthy, active lifestyles.

 

Personal development

 

Developing Skills in Athletics (Field):

 

Pupils to continue to improve their own personal performance. Pupils will develop skills necessary to compete and achieve in all athletic field events.

To gain further experience at jumping events, aiming for height and distance.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

Making informed choices about healthy, active lifestyles.

 

Personal development

 

 

Curriculum Rationale

 

These sports are taught now because:

Warm Up   Activities

1. Links with the theory element of the course short term effects of exercise.

2. To understand the importance of a warm up and how a warm up can be adapted for each individual sport.

 

Table Tennis

1. To develop basic skills and techniques identified in KS4 core PE lessons.

2. Due to weather and facilities.

 

Badminton

To develop basic skills and techniques identified in KS4 core PE lessons.

2. Due to weather and facilities.

3. Allows pupils’ to start collating evidence for their individual video evidence.

 

 

These sports are taught now because:

Handball

1. Due to weather and facilities.

2. To apply transferrable skills developed from football and basketball into handball.

3. To further widen pupil capabilities within a new sport for the majority of our pupils.

 

 

Fitness/Gym

1. Links with the theory element of the course components of fitness and pupil PEP.

2. To maintain pupil participation levels in Physical Education.

 

3. To further promote healthy active lifestyles/ futures.

 

Football

1. Skill based activities will take place to enhance pupil techniques.

 

2. Allows pupils’ to start collating evidence for their video evidence.

These sports are taught now because:

Table Tennis

1. Allows pupils’ to start collating evidence for their individual video evidence.

 

Basketball

1. Can be played both indoor and outdoor depending on the weather conditions.

2. To apply transferrable skills developed from KS4 core PE lessons.

These sports are taught now because:

Football

1. Allows pupils’ to start collating evidence for their team video evidence.

2. To further enhance pupil opportunities to play for the school football team.

3. To maintain pupil participation levels in Physical Education

 

Cricket

1. Cricket season has started, and therefore keeps in line with national seasonal sports.

2. To develop basic skills and techniques identified in KS3 + KS4 such as, types of bowling, batting and strategic fielding.

 

These sports are taught now because:

Athletics –Track

1. Allows pupils’ to start collating evidence for their individual video evidence.

 

Tennis

1. Allows pupils’ to start collating evidence for their individual video evidence.

2. To further promote healthy active lifestyles/ futures.

 

These sports are taught now because:

Athletics – Field

1. Allows pupils’ to start collating evidence for their individual video evidence.

 

Video recording for GCSE pupils (catch up)

CEIAG links / Gatsby benchmarks

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

 

 

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Larches High School: Curriculum Planning 2023 / 24

Subject: GCSE PE (Theory)                                                                                                 Year Group: Year 11

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered ·         Lever systems and their use in physical activity and sport.

 

·         Planes and axes – generalised movement patterns.

·         Muscular system (voluntary) – location and roles of muscles.

 

·         Characteristics and location of muscles.

 

·         Muscular system – classification of muscles and their roles when participating in physical activity and sport.

 

·         Role of ligaments/tendons.

 

·         Muscular system – antagonistic muscle pairs.

 

·         Muscular system – fast and slow twitch muscle fibres and how fibre type impacts on their use in physical activities.

 

·         Sports Injuries

·         Structure of the cardiovascular system applied to performance in physical activities.

 

·         Cardiovascular system – arteries, capillaries and veins.

 

·         Cardiovascular system – function and importance of components of blood for physical activity and sport.

 

·         Aerobic and anaerobic exercise.

 

·         Cardiovascular system – function applied to performance in physical activities.

 

·         Cardiovascular system – vascular shunting.

 

·         Respiratory system – location of main components and the role in movement of oxygen and carbon dioxide into and out of the body.

 

·         Respiratory system – structure and function of alveoli.

 

·         Respiratory system – composition of air.

 

·         Lung volumes and change in tidal volume due to physical activity and sport.

·         Guidance on feedback on performance.

 

·         Classification of skills.

 

·         Drugs in Sport

 

·         Data Review

 

·         Revision

·         N/A
Curriculum Rationale

 

1. Follows the Physical Education Edexcel curriculum plan.

 

2. Component 1 mainly taught in year 2 due to exam 1 covering these topics in the summer exam season.

 

1. Lever systems and their use in physical activity and sport.

Component 1

1. Builds on the topics covered in Summer 1 and Summer 2 in year 10. Enables pupils to successfully identify the key bones that are required in the Lever system.

 

2.  Cross Curricular with science as pupils have studied the skeletal system, Levers and movement in KS3.

 

2.Planes and axes – generalised movement patterns

1. Builds on the topics covered in Summer 2 in year 10. Enables pupils to successfully identify the types of movement at a joint that are required during the topic.

 

2. Cross Curricular with science as pupils have studied movement patterns.

 

 

 

Muscular System

Component 1

1. Further embeds pupil knowledge from previous topics in Summer term 1 and 2 in year 10 and Autumn 1 in year 11.

 

Pupils will be able to correlate that muscles create the movements identified in the lever system as they are connected to bones.

 

Cardiovascular System

Component 1

1. Further develops pupil knowledge from the muscular system in Autumn 2.

 

Pupils will now understand how the cardiovascular system works to ensure enough blood and oxygen is transported to the working muscles during exercise.

 

Pupils will also now be able to link aerobic and anaerobic exercise to the correct types of muscle fibres (Type 1 or Type 2).

Respiratory System

Component 1

1. Cross Curricular with science as pupils have studied breathing in KS3.

 

2. Pupils are able to successfully correlate the similarities and differences between the two body systems. (Cardiovascular/ Respiratory)

Types of feedback,

Classification of skills, Data Review, Drugs in sport.

Component 2

1. Follows the Physical Education Edexcel 2 year curriculum plan.

 

2. Enables pupils to complete less complex topic areas for the final half term.

3. Enables pupils to apply within their practical lessons.

 

Revision

 

 

 

 

 

 

 

Tier 2 vocabulary to be taught: Tier 2 vocabulary – Term 1

Classify

Examine

Using an example

Assess

Give

Select

Agree/Disagree

Link

Develop

Define

 

Tier 2 vocabulary – Term 2

Calculate

Justify

Analyse

Explain

Evaluate

Demonstrate

Structure

Simplify

Coordinate

Label

 

Tier 2 vocabulary – Term 3

Summarise

Describe

Investigate

Paragraph

Compare

Justify

Independent

Society

Research

Predict

Tier 3 vocabulary

 

…. = Frayer model display

Tier 3 vocabulary:

Frontal

Sagittal

Transverse

Axis

Plane

Movement

Fulcrum

Lever system

Joints

Skeleton

Tier 3 vocabulary:

Agonist

Antagonist

Ligaments

Tendons

Flexion

Extension

Adduction

Abduction

Isometric

Isotonic

Tier 3 vocabulary:

Protection

Arteries

Hazards

Prevention

Safety

Ventricles

Cardiovascular

Bicuspid

Tricuspid

Valves

Tier 3 vocabulary:

Diaphragm

Inhale

Exhale

Respiratory

Airways

Trachea

Alveoli

Pressure

Lungs

Bronchiole

Tier 3 vocabulary:

Skill

Steroids

Stimulants

Diuretics

Hormone

Guidance

Intrinsic

Extrinsic

Classification

Recreational

N/A
Knowledge / Skills to be developed and enhanced This scheme develops the students’ knowledge and understanding of:

·         First, second and third class levers in relation to loads, efforts and range of movement of the body’s lever systems and the impact on sporting performance.

 

·         Sagittal plane about the frontal axis when, performing front and back, tucked or piked somersaults.

 

·         Frontal plane about the sagittal axis, when performing cartwheels.

 

·         Transverse plane about the vertical axis, when performing a full-twist jump in trampolining.

 

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

This scheme develops the students’ knowledge and understanding of:

·         Explanation of function applied to physical activity.

·         Relevance to participation in physical activity and sport.

·         Voluntary muscles of the skeletal system, involuntary muscles in blood vessels, cardiac muscle forming the heart.

·         Deltoid, biceps, triceps, pectoralis major, latissimus dorsi, external obliques, hip flexors, gluteus maximus, quadriceps, hamstrings, gastrocnemius and tibialis anterior.

·         Definitions of terms (agonist and antagonist).

·         Gastrocnemius and tibialis anterior acting at the ankle – plantar-flexion to dorsi-flexion; and quadriceps and hamstrings acting at the knee, biceps and triceps acting at the elbow, and hip flexors and gluteus maximus acting at the hip – all flexion to extension.

·         Type I, type IIa and type IIb.

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

This scheme develops the students’ knowledge and understanding of:

·         Atria, ventricles, septum, tricuspid, bicuspid and semi-lunar valves, aorta, vena cava, pulmonary artery, pulmonary vein, and their role in maintaining blood circulation during performance in physical activity and sport.

·         Structure of arteries, capillaries and veins, and how this relates to function and importance during physical activity and sport in terms of blood pressure, oxygenated, deoxygenated blood and changes due to physical exercise.

·         The mechanisms required (vasoconstriction, vasodilation) and the need for redistribution of blood flow (vascular shunting) during physical activities compared to when resting.

·         Red and white blood cells, platelets and plasma.

·         Q & A on Topic to reinforce learning.

·         Developing responses (preparation for extended answer, for 3- and 4-mark questions in relation to the topics.

This scheme develops the students’ knowledge and understanding of:

·         Red and white blood cells, platelets and plasma

·         Composition of inhaled and exhaled air and the difference between the two at rest and when exercising

·         Vital capacity and tidal volume, and reasons that make the change in tidal volume necessary

·         Lungs, bronchi, bronchioles, alveoli, diaphragm

·         Structure of alveoli

·         Process of gas exchange

·         Impact of varying intensities of exercise (aerobic and anaerobic)

·         Q & A on Topic to reinforce learning.

·         Developing responses (preparation for extended answer, for 3- and 4-mark questions in relation to the topics

This scheme develops the students’ knowledge and understanding of:

·         Feedback

 

Types of guidance to optimise performance: Visual, Verbal, Manual and mechanical.

·         Types of feedback to optimise performance: Intrinsic, Extrinsic, Concurrent, and Terminal.

·         Q & A to reinforce learning.

Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

·         Classification of skills.

 

·         Classification of a range of sports skills using the open- closed, basic (Simple) – complex.

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

 

·         Drugs in Sport.

 

Performance enhancing drugs (PEDS) and their positive and negative effects on sporting performance and performer lifestyle, including anabolic steroids, beta blockers, diuretics, narcotics analgesics, peptide hormones, growth hormones, stimulants, blood doping.

·         Q & A to reinforce learning.

·         Developing responses (preparation for extended answer and 3-and 4-mark questions that require justification).

 

Data

 

·         Qualitative and quantitative data

Presenting data

Analysing and evaluating data

CEIAG links / Gatsby benchmarks

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Larches High School: Curriculum Planning 2023 / 24

Subject:       GCSE PE                                                                                                                       Year Group: Year 11

Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Topics to be covered  

Week 1-3

 Warm-up

Basketball (Last week Video?)

 

Week 4-6 Badminton (Last week Video?)

 

Week 1-3 Table Tennis

 

Week 4-6 Fitness/Gym (PEP)

 

Week 1-2 Handball

 

Week 3-4 Basketball

 

Week 5-6 Hockey

 

Week 1-3 Football

 

Week 4-6

Cricket

 

 

Athletics Track x3 Weeks

 

 

Tennis x3 Weeks

 

Athletics Field x3 Weeks

 

Rounders or softball? x3 Weeks

Knowledge / Skills to be developed and enhanced Warm up: Pupils will be introduced to a structured warm up highlighting the importance and purpose before taking part in physical activity.

 

Pupils will identify the 5 key components of a warm up.

Developing Skills in Basketball:

Pupils will develop principles of play when replicating core skills of passing, receiving, dribbling, lay ups, set shots. Development of these techniques will be tested through small sided games and conditional situations. Pupils will demonstrate performances and accurate replication throughout.

 

Pupils will be assessed against GCSE criteria

 

Developing skills in Badminton:

 

All: Experiment with a range of basic skills, tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan.

 

Most: Show some consistency and accuracy in using a limited range of strokes/shots.

 

Some: Use a wide range of skills and techniques with precision, power and fluency.

 

Pupils will be assessed against GCSE criteria.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving

·         Making informed choices about healthy, active lifestyles.

·         Personal development

Developing Skills in Table Tennis:

Pupils will perform and replicate the core skills necessary in response to a competitive environment. Pupils will develop advanced principles of play using variations of service, forehand, backhand and spin variations. Replication will be challenged through game play and conditional situations.

 

Developing Skills in Health related fitness:

Pupils will develop the skills necessary to compete in a number of fitness based events. To gain a baseline experience at a range of activities that involves sustained physical work. In all events, demonstration of accurate technique, depth of understanding and related performances will be assessed.

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving

·         Making informed choices about healthy, active lifestyles.

·         Personal development

Developing Skills in Handball:

Pupils will develop fundamental principles of play when selecting and applying tactics for defending and attacking. Passing, receiving, outwitting defenders, dribbling and shooting will be developed through small sided games and conditional situations. Demonstrating performance and accurate replication will be assessed.

 

Pupils will be assessed against GCSE criteria.

 

Developing Skills in Basketball:

Pupils will develop principles of play when replicating core skills of passing, receiving, dribbling, lay ups, set shots. Development of these techniques will be tested through small sided games and conditional situations. Pupils will demonstrate performances and accurate replication throughout.

 

Pupils will be assessed against GCSE criteria

 

Developing Skills in Hockey:

Pupils will learn to use basic principles of play when selecting and applying tactics for defending and attacking. Pupils will develop the skills necessary to outwit opponents. Passing, receiving, shooting, tackling and beating opponents will be developed through small sided games and conditional situations.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

 

Personal development

Developing Skills in Football:

Pupils will develop advanced principles of play when selecting and applying tactics for defending and attacking. Passing, controlling, dribbling, shooting and tactics will be developed through small sided games and conditional situations. Pupils will work towards demonstrating performances and accurate replication throughout. Pupils will be assessed against GCSE criteria.

Developing Skills in Cricket:

Pupils will learn to use principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop the skills necessary to outwit opponents. Advanced skills in batting, bowling, and fielding will be developed through games and conditional situations. Demonstrations of performances and accurate replication will be assessed against the GCSE criteria.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

 

·         Personal development

Developing Skills in Athletics (Track):

Pupils to continue to improve their own personal performance. Pupils will develop skills necessary to compete and achieve in all athletic track events. Running disciplines, time taken to cover distance. Pupils will demonstrate quality performances and accurate replication throughout.

 

Developing Skills in Tennis:

Pupils will learn to use the principles of play when selecting and applying tactics to produce a successful outcome. Pupils will further develop skills necessary to outwit opponents such as forehand, backhand, serve, and volley, short and deep shots. These will be developed through games and conditional situations.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

 

Personal development

Developing Skills in Athletics (Field):

 

Pupils to continue to improve their own personal performance. Pupils will develop skills necessary to compete and achieve in all athletic field events.

To gain further experience at jumping events, aiming for height and distance.

 

Developing Skills in Rounders:

Pupils will perform and replicate the core skills necessary in response to a changing environment.

Pupils will develop advanced principles of play using variations in bowling, batting and throwing and catching. Development through game play and conditional situations will encourage replication to be refined and performed under pressure.

 

See specific schemes of work for further information on :

·         Making and applying decisions.

·         Developing Physical and Mental Capacity.

·         Evaluating and improving.

·         Making informed choices about healthy, active lifestyles.

 

·         Personal development

Curriculum Rationale

 

These sports are taught now because:

Warm up

1. Links with the theory element of the course (Lever System/ Planes of movement and axis of rotation). Enables a correlation between the stages of a warm up and the theory element.

2. To understand the importance of a warm up and how a warm up can be adapted for each individual sport.

 

Basketball

1. Can be played both indoor and outdoor depending on the weather conditions.

2. To apply transferrable skills developed from KS4 core PE lessons.

3. Links with the theory element of the course (Lever System/ Planes of movement and axis of rotation).

 

 

Badminton

To develop basic skills and techniques identified in KS4 core PE lessons.

2. Due to weather and facilities.

3. Allows pupils’ to start collating evidence for their individual video evidence.

These sports are taught now because:

Table Tennis

1. To develop basic skills and techniques identified in KS4 core PE lessons.

2. Due to weather and facilities.

 

Fitness/Gym (PEP)

1. Links with the theory element of the course components of fitness and pupil PEP.

2. To maintain pupil participation levels in Physical Education.

 

 

These sports are taught now because:

Handball

1. Links with the theory element of the course the Cardiovascular system.

2. Due to weather and facilities.

3. To apply transferrable skills developed from football and basketball into handball.

4. To further widen pupil capabilities within a new sport for the majority of our pupils.

 

Basketball

1. Links with the theory element of the course the Cardiovascular system.

 

2. This block of lessons focus on more games based activities, building on the knowledge and skills developed in Autumn 1.

3. Due to weather and facilities.

 

Hockey

1. Links with the theory element of the course the Cardiovascular system.

 

2. To develop basic skills and techniques identified in KS4 core PE lessons.

3. Due to weather and facilities.

These sports are taught now because:

Football

1. Links with the theory element of the course the Respiratory system.

2. Allows pupils’ to collate evidence for their video evidence.

3. To further enhance pupil opportunities to play for the school football team.

4. To maintain pupil participation levels in Physical Education

 

Cricket

1. Cricket season has started, and therefore keeps in line with national seasonal sports.

2. To develop basic skills and techniques identified in KS3 + KS4 such as, types of bowling, batting and strategic fielding.

 

These sports are taught now because:

Athletics Track

1Allows pupils’ to collate further evidence for their individual filming.

2. Traditional summer activities that can take place on the sport field.

3. Enhances pupils’ interest across a wide variety of individual and team activities.

 

Tennis

1. To introduce more of a TGFU approach to enhance skills, techniques, positional play, and tactics.

2. To further promote healthy active lifestyles/ futures.

 

These sports are taught now because:

Athletics Field

1. Allows pupils’ to collate further evidence for their individual filming.

2. Traditional summer activities that can take place on the sport field.

3. Enhances pupils’ interest across a wide variety of individual and team activities.

 

Rounders or Softball

1. To introduce more of a TGFU approach to enhance skills, techniques, positional play, and tactics.

2. To further promote healthy active lifestyles/ futures.

 

CEIAG links / Gatsby benchmarks

Community links include;

 

PNE foundation.

 

Active Lancashire.

 

Lancashire and Burnley SGOs

 

PRU – PRU networks.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

Continue to take part regularly in sports and activities   inside/outside of school through, after school clubs, community links or sports clubs.

Cross curricular links:

Links can be highlighted through different subject areas such as science to link back to sport performance and the body system.

 

How Learning will take place / pedagogy

·         Learning will take place through structured, differentiated lessons using resources, lesson aims and objectives. The use of formative and summative assessments will be adopted. For example; through the use of resource cards in practical, elite video analysis and set lesson aims and objectives.

·         Lessons will promote individual development and teamwork, by setting individual/group targets, with peer analysis in practical’s to encourage pupils to enhance their theoretical knowledge and practical capabilities.

·          All pupils will follow specific schemes of work and will be assessed against Edexcel GCSE criteria.

·         Pupils will understand the contribution that physical activity and sport make to health, fitness and well-being.

·         Pupils will choose two different physical activities covered over the course to be video recorded. This is to gain an overall GCSE grade.

 

How Learning will be assessed

Students’ achievement is continually assessed, and students are given regular verbal and written feedback to support further improvement. Students are involved in evaluating their own and each other’s achievement and in setting targets for their own development. Progress Reports will advise parents and students on the progress that the child is making.

Listening

Observation

Highlight learned objectives

Discussion

Question and Answer

Feedback from class teachers

Pupil feedback

Half termly reviews

Video analysis from each individual sport where possible

 

 

Literacy and Numeracy Statement of Intent

Following Whole School Literacy Policy as displayed in all classrooms as appropriate. Use of numeracy can be accessed through keeping scores, numeracy tasks set in activities and linking numeracy with sport as displayed on PE noticeboards.

 

 

SMSC Statement

All pupils are provided with the opportunity to participate in sport in a safe, secure and relaxed environment within Larches High School.  Pupils will have the chance to explore and experience different sports and will look at the cultural and social backgrounds of the sports they are taking part in. We support pupils to gain knowledge of how to keep them healthy and make informed choices about participation in sport.

Pupils will have the opportunity and chance to represent the school in sports such as football, badminton and athletics. Pupils have the chance to also support these events and make a social contribution not only within the school but out in the wider community and around the Preston and Lancashire region.

 

Evaluation at end of academic year

Students are constantly marked on, above or under target and comments and next steps are provided.