Physical Education

Physical Education and Sport plays a vital part in life at Bishop Justus where students develop their sporting skills practically, as well as exploring the psychological and social benefits sport has to offer, along with an understanding of a wide variety of subject specific and sporting/tactical knowledge beyond the practical skills.   

“Winning does not always mean being first; winning means you are doing better than you have done before.” - Bishop Justus PE 

Updated VCM details will be available from 18/01/24

Year 7

 

What?

What are we learning? What’s interleaved? What’s challenging?

Baseline Testing for the first 2 weeks where students will then be set accordingly. Students will also take part in basic first aid lessons.  

Students will follow the Hands, Head, Heart curriculum model where they will be able to demonstrate their practical ability through fundamental skills, theory knowledge of warm up and cool down, components of fitness, understanding of rules, understanding of techniques and their ability to work as a team, display our school virtues and put in excellent effort.  

Terms 1 -4 students will be on a rotation of sports and activities (1/2 sports per term) where they will learn skills in isolation through drills as well as applying these drills to game situations and begin to apply tactics.  

Students will follow a programme of practical activities based on the curriculum and their setting. The activity strands are:  

  • Using tactics and strategies to overcome opponents in competition both individual and team - (Rugby/ Netball/ Football/ Handball/ Basketball/ Badminton/ Table tennis/Volleyball) 

  • Team building activities – that present intellectual and physical challenges to overcome, building trust and developing social skills to solve problems.  

  • Taking on the challenge to lead a healthy and active lifestyle (fitness)  

  • Developing technique and improve performances (gymnastics/Parkour) 

 

Why?

Why do we need to deliver this (vision statement)? Why now? 

Students have just come from all different primary schools. It allows us to assess their practical ability through different skills and sports and see their prior knowledge of sport, whilst introducing new activities that they may not have done before. They will develop their fundamental skills in these sports as well as their fitness levels and understanding of what a healthy and active lifestyle consists of. They will also begin to develop sport specific terminology.  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

Core knowledge:  

HANDS - What skills will be acquired and developed in these terms?   

  • Demonstrate with some accuracy and success, skills, techniques and tactics across a variety of activities in isolated pressured practices. 

  • Sport specific skill development – invasion games, net games, teambuilding, fitness and gymnastics. 

  • Be able to complete a 2-minute run. 

  • Leadership – supporting others, conforming to rules and structure through sport. 

  • Making and applying decisions, evaluating and improving performance 

  • Developing physical and mental capacity 

  • Making informed choices 

  • Basic First Aid 

HEAD - What knowledge and understanding will be gained in these terms? 

  • Understanding of the components of fitness; health-related and skill related fitness. 

  • Identify the importance and some reasons for needing to complete a warm-up. 

  • Applying skills to opposed/unopposed practical performance. 

  • Identify the benefits for taking part in physical activity– healthy lives, healthy learners. 

  • Beginning to understand why we have rules in sport. 

  • To be able to recall the qualities that make a good leader. 

  • Understand the importance of respecting equipment and others. 

  • Understanding health and safely during the lesson, while changing and walking to the teaching area 

  • Basic First Aid 

HEART - What can the students do to show their commitment to their learning and lessons? 

  • Always bring the correct PE kits – ‘Sick, Injured or Fit – ALWAYS bring your kit’ – students should always have their kit as they will be able to participate in a coaching role if they cannot physically participate. This must be accompanied with a note from home.  

  • Attitude to learning – demonstrating excellent effort in lesson and always trying their best no matter what activity they are doing  

  • Demonstrate the schools virtues in lessons – faith, hope, love, kindness, courage, wisdom 

  • Be resilient when faced with challenges and keep pushing and motivating self.  

  • Be respectful and kind to others and show good teamwork and communication 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

HANDS, HEAD, HEART assessment.  

  • The students will be taking part in an array of different activities and sports during these terms. They will all have summative assessment at the end of each practical activity (hands – K grade), while formative assessment will be monitored throughout of knowledge (head) through assessments via showmyhomework 

  • Attitude to learning will be assessed alongside student pathways (heart) 

  • The following skills will also help formulate the students’ profile: knowledge, understanding, communication, physical ability and fitness levels

Where next?

Term 2 follows the same profile curriculum but students will rotate to a different activity. The core knowledge learnt in Term 1 will continue into Term 2 but link to a new sporting activity.  

Year 8

 

What?

What are we learning? What’s interleaved? What’s challenging?

Baseline Testing for the first 2 weeks where students will then be set accordingly. Students will also take part in more sport specific first aid lessons.  

Students will follow the Hands, Head, Heart curriculum model where they will be able to demonstrate their practical ability through fundamental and advanced skills and techniques, theory knowledge of physical aspects of exercise, methods of training, application of rules, first aid and their ability to work as a team, display our school virtues and put in excellent effort as well as leadership skills.  

Terms 1 -4 students will be on a rotation of sports and activities (1/2 sports per term) where they will learn skills in isolation through drills as well as applying these drills to game situations and begin to apply tactics.  

Students will follow a programme of practical activities based on the curriculum and their setting. The activity strands are:  

  • Using tactics and strategies to overcome opponents in competition both individual and team - (Rugby/ Netball/ Football/ Handball/ Basketball/ Badminton/ Table tennis/Volleyball) 

  • Team building activities – that present intellectual and physical challenges to overcome, building trust and developing social skills to solve problems.  

  • Taking on the challenge to lead a healthy and active lifestyle (fitness)  

  • Developing technique and improve performances (gymnastics/Parkour)

Why?

Why do we need to deliver this (vision statement)? Why now? 

Students will recap the fundamental knowledge and skills they learnt in Yr 7 and develop these into more advanced skills that can then be applied to game situations. Baseline testing allows us to assess their practical ability through different skills and sports and see their prior knowledge of sport from Yr 7, whilst recapping activities they have previously done, improving their skill level. They will develop their fundamental and advance skills in these sports as well as increasing their fitness levels and understanding of what a healthy and active lifestyle consists of. They will also continue to develop more sport specific terminology and leadership skills.   

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

Core knowledge:  

HANDS - What skills will be acquired and developed in these terms?   

  • Lead a warm up to a partner or small group. 

  • Demonstrate with good accuracy and success, fundamental and advanced skills, techniques and tactics across a variety of activities in isolated pressured practices. 

  • Sport specific skill development from fundamental skills to some advanced skills– invasion games, net games, teambuilding, fitness and gymnastics. 

  • Demonstrate confidence and understand effective communication within discussions and activities 

  • Begin to give feedback to others about their performance 

  • Give 100% effort to every activity and show resilience when faced with challenging tasks. 

  • Demonstrate, with some accuracy and success, skills, techniques and tactics across a variety of activities in high pressured practices. 

  • Can display clear communication skills, empathy and patience 

  • Can complete a 3-minute run 

HEAD - What knowledge and understanding will be gained in these terms? 

  • Understand how and why the body reacts during exercise. 

  • Identify and describe tactics in some sporting activities. 

  • Understand techniques, which can help me to improve my own performance. 

  • Consistently demonstrate respect of equipment and others 

  • Understanding health and safely during the lesson, while changing and walking to the teaching area. 

  • Compares performances, identifying strengths and improvements 

  • Makes informed choice about engaging in physical activity 

HEART - What can the students do to show their commitment to their learning and lessons? 

  • Always bring the correct PE kits – ‘Sick, Injured or Fit – ALWAYS bring your kit’ – students should always have their kit as they will be able to participate in a coaching role if they cannot physically participate. This must be accompanied with a note from home.  

  • Attitude to learning – demonstrating excellent effort in lesson and always trying their best no matter what activity they are doing  

  • Demonstrate the schools virtues in lessons – faith, hope, love, kindness, courage, wisdom 

  • Be resilient when faced with challenges and keep pushing and motivating self.  

  • Be respectful and kind to others and show good teamwork and communication

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

HANDS, HEAD, HEART assessment.  

  • The students will be taking part in an array of different activities and sports during these terms. They will all have summative assessment at the end of each practical activity (hands – K grade), while formative assessment will be monitored throughout of knowledge (head) through assessments via showmyhomework 

  • Attitude to learning will be assessed alongside student pathways (heart) 

  • The following skills will also help formulate the students’ profile: knowledge, understanding, communication, physical ability and fitness levels. 

Where next?

Term 2 follows the same profile curriculum but students will rotate to a different activity. The core knowledge learnt in Term 1 will continue into Term 2 but link to a new sporting activity.  

Year 9

 

What?

What are we learning? What’s interleaved? What’s challenging?

Baseline Testing for the first 2 weeks where students will then be set accordingly. Students will also take part in more sport specific first aid lessons.  

Students will also be doing 2 practical lessons and 1 theory lesson as part of the Yr 9 PE curriculum.  

Students will continue to follow the Hands, Head, Heart curriculum model. 

Practical:  

Terms 1 -4 students will be on a rotation of sports and activities (1/2 sports per term) where they will learn advanced skills and techniques in isolation through drills as well as applying these drills to game situations and begin to apply tactics.  

Students will follow a programme of practical activities based on the curriculum and their setting. The activity strands are:  

  • Using tactics and strategies to overcome opponents in competition both individual and team - (Rugby/ Netball/ Football/ Handball/ Basketball/ Badminton/ Table tennis/Volleyball) 

  • Team building activities – that present intellectual and physical challenges to overcome, building trust and developing social skills to solve problems.  

  • Taking on the challenge to lead a healthy and active lifestyle (fitness)  

  • Developing technique and improve performances (gymnastics/Parkour) 

Theory: Health, Fitness and Wellbeing 

  • Physical Health  

  • Mental Health  

  • Social Health

Why?

Why do we need to deliver this (vision statement)? Why now? 

Students are introduced to the theory aspect of PE as this allows students a deeper understanding of the theory behind PE with a strong focus on the EDI aspects of PE and knowledge that will help students in leading a healthy and active lifestyle including diet, first aid and benefits of physical activity. It also allows the students to gain an understanding of the requirements of PE as a KS4 exam subject that the focus moves to theory from practical. They will learn a new theory topic area of physical education as well as drawing on prior knowledge from Yr 7 and 8 lessons.  

Students will continue to recap the fundamental and advanced knowledge and skills they learnt in Yr 7 and 8 and focus more on the advanced skills that can then be applied to game situations. Baseline testing allows us to assess their practical ability through different skills and sports and see their prior knowledge of sport from Yr 7 and 8 whilst recapping activities they have previously done, improving their skill level further. They will develop their fundamental and advance skills in these sports as well as increasing their fitness levels and understanding of what a healthy and active lifestyle consists of. They will also continue to develop more sport specific terminology with a strong focus on developing and practicing leadership skills.

  

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

Core knowledge:  

HANDS - What skills will be acquired and developed in these terms?   

  • Can demonstrate, with consistent precision, control and fluency, an extensive range of appropriative skills, techniques and tactics in very challenging activities 

  • Lead others in activities and warm-ups to enhance students learning 

  • Be hardworking and helpful in lessons and at after school clubs. 

  • Have great leadership qualities and am an active leader; apply this in lessons and after school 

  • Be a positive role model, demonstrate commitment, participate in school sport and be inspiring to others 

  • Can complete a 12-minute run 

HEAD - What knowledge and understanding will be gained in these terms? 

  • Knowledge of the physical benefits to health of exercise  

  • Knowledge of the mental benefits to health of exercise  

  • Knowledge of the social benefits to health of exercise 

  • Display thorough understanding and can analyse ways in which skills and tactics could improve the quality of performance. 

  • Implement various tactics and ideas within a competitive situation 

  • Acknowledges improvements made after responding to feedback and how it was achieved 

  • Sets goals to help improve however these are sometimes unclear 

HEART - What can the students do to show their commitment to their learning and lessons? 

  • Always bring the correct PE kits – ‘Sick, Injured or Fit – ALWAYS bring your kit’ – students should always have their kit as they will be able to participate in a coaching role if they cannot physically participate. This must be accompanied with a note from home.  

  • Attitude to learning – demonstrating excellent effort in lesson and always trying their best no matter what activity they are doing  

  • Demonstrate the schools virtues in lessons – faith, hope, love, kindness, courage, wisdom 

  • Be resilient when faced with challenges and keep pushing and motivating self.  

  • Be respectful and kind to others and show good teamwork and communication.

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well?

HANDS, HEAD, HEART assessment.  

  • The students will be taking part in an array of different activities and sports during these terms. They will all have summative assessment at the end of each practical activity (hands – K grade), while formative assessment will be monitored throughout of knowledge (head) through assessments at the end of each of their theory lessons (3 per term). Students will complete a booklet for their theory lessons.  

  • Attitude to learning will be assessed alongside student pathways (heart) 

  • The following skills will also help formulate the students’ profile: knowledge, understanding, communication, physical ability and fitness levels.

Where next?

Term 2 follows the same profile curriculum but students will rotate to a different activity. The theory lessons will move onto a new topic area (Physical Training).  

Year 10

 

What?

What are we learning? What’s interleaved? What’s challenging?

Introduction to GCSE PE – Students will be given the course outline, specification for Component 2 Topic 1.  

Component 2: Health and Performance Topic 1: Health fitness and well-being 

  • Physical, emotional and social health, fitness and well-being 
  • The consequences of a sedentary lifestyle 
  • Energy use, diet, nutrition and hydration 

Component 3: Practical Activities 

Students will follow a programme of practical activities, throughout the year. There will be one practical lesson each week and the activities will change each half term. The activities offered are: netball, football, trampolining, table tennis, basketball, athletics, handball and badminton to support the theory. 

Why?

Why do we need to deliver this (vision statement)? Why now? 

Start of the GCSE course – students will have basic knowledge and understanding of these topics from Term 1 in Yr 9 theory lessons and therefore can further develop their knowledge learnt and link specifically to the GCSE curriculum and understanding how to apply to examination questions. Linked to the first topic covered in Yr 9 theory. This topic also promotes an understanding as to why Physical Education and Sport is important in everyday life for Physical, Emotional and Social Wellbeing.    

How?  

How will they achieve this? How will all access this (inclusion for all/ SEND)?

Core knowledge:  

Theory:  

AO1 – Definitions of key terminology of the topic areas covered.  

AO2 – Being able to identify and explain specific examples related to the topic areas  

AO3 – Analyse and evaluate the topic areas covered – including strengths and weaknesses and how they affect performance/health/fitness and well being.  

Practical: 

Students will be assessed in one sport this term. They will be assessed in both the isolated skill element (10) and their effectiveness in applying the skills to a game scenario (25) = Total 35.  

Students will be given starter retrieval activities each lesson, end of topic assessments, the opportunity to self and peer assess based on the specification marking criteria and will have access to the success criteria for each topic.  

Students will have their exercise book for class and a folder for their assessment work.  

 

How well?

Students will be able to:  

  • Define key terms in Topic 1 – Health, Fitness and Wellbeing, consequences of a sedentary lifestyle and diet and nutrition 

  • Explain using specific examples  

  • Analyse and Evaluate why/how these topics affect the health, fitness and well being of an athlete and how that can affect their performance (positively or negatively).  

Students will also be able to understand the command word when answering questions. 

They will be given weekly homework set on SMHW as well as on the online learning platform (The Everlearner) which assesses using colour mapping their knowledge of retrieval of the topics learnt throughout the term as well as knowledge checkpoints. Students will also be given in class end of topic assessments as well as past paper practice exam questions.   

Where next?

Where do we go from here?

Student have now gained an understanding of how the GCSE PE course structure works. The assessment areas and how to approach them in exam questions as well as the knowledge of health, fitness and well being, which can be applied to other areas of the course and their lives.  

Students will continue to use The Everlearner throughout the year to assess their knowledge and retrieval of the theory aspect of the course.  

Students will move onto Component 2: Topic 2 and take part in a new sport.  

Year 11

 

What?

Component 1: Fitness and Body Systems Topic 1: Anatomy and Physiology

  • Structure and Functions of the musculo- skeletal system
  • Functions, Locations, Joints, Movement, Muscle types, bone classifications

Component 3: Practical Activities

Students will follow a programme of practical activities, throughout the year. There will be one practical lesson each week and the activities will change each half term. The activities offered are: netball, football, trampolining, table tennis, basketball, athletics, handball and badminton to support the theory. Rock Climbing will also take place (cost involved)

Why?

Component 1 is the harder component of the two components. The knowledge will draw on previous knowledge of muscles and bones from KS3 and will go into more depth on how they work together to create movement.

How?  

Core knowledge:  

Theory:  

AO1 – Definitions of key terminology of the topic areas covered.

AO2 – Being able to identify and explain specific examples related to the topic areas

AO3 – Analyse and evaluate the topic areas covered – including strengths and weaknesses and how they affect performance/health/fitness and well being.

Practical: 

Students will be assessed in one sport this term. They will be assessed in both the isolated skill element (10) and their effectiveness in applying the skills to a game scenario (25) = Total 35.

Students will be given starter retrieval activities each lesson, end of topic assessments, the opportunity to self and peer assess based on the specification marking criteria and will have access to the success criteria for each topic.

Students will have their exercise book for class and a folder for their assessment work.  

 

How well?

Students will be able to:  

  • Define key terms in Topic 1.1 – Musculoskeletal system

  • Explain using specific examples

  • Analyse and Evaluate why/how these topics affect an athletes performance and how they work together.

Students will also be able to understand the command word when answering questions.

They will be given weekly homework set on SMHW as well as on the online learning platform (The Everlearner) which assesses using colour mapping their knowledge of retrieval of the topics learnt throughout the term as well as knowledge checkpoints. Students will also be given in class end of topic assessments as well as past paper practice exam questions.

Where next?

Students now have an understanding how to apply the assessment areas and how to approach them in exam questions as well as the knowledge of the musculoskeletal system which can be applied to other areas of the course and their lives.

Students will continue to use The Everlearner throughout the year to assess their knowledge and retrieval of the theory aspect of the course.

Students will move onto Component 1: Topic 1.2 and take part in a new sport.

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