Curriculum – PE

Curriculum – PE

Physical Education

The Curriculum

Curriculum Intent

Southend High School for Girls’ Physical Education Department is committed to the individual development of all students, not only delivering the curriculum to the highest standards, but through offering invaluable opportunities to compete at a national and international level. To this end, expert practitioners will guide their classes towards the top opportunities available to them in their chosen activities, whether this be high class performance pathways, leadership/officiating opportunities or how to access local sporting facilities for recreational use.

We endeavour to equip students with skills which will follow them into adulthood: understanding the importance of leading a healthy lifestyle, in the broadest sense, will form the basis of their knowledge, and is vital to their future health and wellbeing to excel in their chosen paths. Students will be given the opportunity to build character and resilience, develop effective communication, lead by example, have proactive organisational skills, self-discipline and the ability to show empathy to others. These are just some of the qualities we champion within the Department.

What does it feel like to be a student in the PE Department?

You will become physically educated through experiencing a wide range of practical activities and sports from our stimulating curriculum. This will include team invasion games such as netball, basketball and football; health related fitness; aesthetic activities including dance, gymnastics and cheerleading; plus racket sports and ball striking activities. You will use your thinking skills to solve problems independently, use technical feedback to improve your own performance and make effective decisions that can be applied across the whole curriculum. You will be physically and cognitively stretched to fulfil your potential but also pushed to work outside of your comfort zone to see what you are really capable of. At the end of year 9 you will be ready to formalise your physical education by choosing our GCSE or opting for one of our recreational or competitive pathways in our core programme. Both will provide you with a platform for making positive lifestyle choices to take you into adulthood. Once the GCSE Physical Education programme is completed, you will be very well placed to take on the challenge of A Level. This would link seamlessly with other subjects such as Physics, Biology, Psychology and Sociology. After two years of studying the intricacies of Sport Science, doors will be opened for you at the big universities such as the University of Bath, Loughborough, Birmingham and Southampton, where you could harness your passion through Undergraduate studies in Sports Science, teaching, physiotherapy or Sports Analytics. These are just a few of the possible options available to you. To enhance your learning throughout your physical education journey we will offer you countless opportunities of fun and exciting life and educational experiences. These could include trips to major sporting events, sports tours abroad, curriculum days to try new sports like diving and mountain biking, university visits to experience student life and to further your academic understanding of specific topics and competitions that allow you to compete at both a national and international level. To celebrate all of this success and achievement, we have an annual Sports Awards presentation evening where we reflect on all of the fantastic performances from the year and celebrate these with your friends, teachers and families. We look forward to seeing what you can achieve at SHSG.

Journey

PE Curriculum

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for Physical Education. The SHSG Physical Education curriculum is what we believe will challenge students to work outside of their comfort zone, achieve new physical skills, develop their cognitive ability and demonstrate positive attitudes such as resilience, perseverance and commitment.

The Physical Education curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate, identifying weaknesses
  • Rhetoric (Communication) performances, presentations, coaching others

Year 7 – 9

Pre-requisite or helpful knowledge from Year 6 Physical Education ready to study in Year 7 if applicable

  • In primary school you will have experienced a range of invasion games, dance, gymnastics and orienteering. You will have gained knowledge about how your body works and the best way to work as a team. You will be able to self and peer assess and have an understanding of how to lead a healthy lifestyle.

Adjustments from the Pandemic for years 7 – 9 if applicable?

  • Encouraging extra-curricular attendance to increase learning time
  • Adapted curriculum delivery to consolidate skills previously learnt/not covered

The activities below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Physical Education intent. Along the way students are assessed and activities will be revisited in assessments to keep each stage of this learning journey alive. For each assessment, the students are given grades for the physical, cognitive and behavioural components that they have demonstrated within the learning of the practical activity.

Year 7

Term 1

Activities:

  • Multi-sports, netball cross country, football and gymnastics

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 2

Activities:

  • Gymnastics, football, dance, athletics

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 3

Activities:

  • Athletics, striking and fielding, tennis

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Year 8

Term 1

Activities:

  • Cross-country, netball, health related fitness, football, gymnastics, cheerleading

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 2

Activities:

  • Basketball, dance, athletics

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 3

Activities:

  • Athletics, striking and fielding, tennis

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Year 9

Term 1

Activities:

  • Netball, cross country, handball, health related fitness, tag rugby

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 2

Activities:

  • Badminton, dance, health related fitness, athletics

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 3

Activities:

  • Athletics, tag rugby, striking and fielding, badminton

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Achieving mastery in Physical Education – knowing and remembering even more than what is expected in a grammar school key stage 3 curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering, understanding and doing more through the above activities. They are either emerging, developing or proficient in this journey throughout key stage 3.

To go beyond being proficient in what is expected of a Physical Education student in key stage 3 and achieve mastery in Physical Education, students should work hard in all activities, including the ones they find more physically challenging, engage in extra curricular activities, get involved in clubs outside of school and work hard to apply their cognitive skills to new activities. Key language and subject specific terminology should be learnt and used consistently.

Recommended extra curricular programme for Lower School (Years 7 – 9)

  • We have a wide range of clubs available to all students
  • We have strong club links so can direct students to a community based activity to enhance their learning, involvement and engagement
  • Extensive friendly and competitive fixture program including National and International level competition entries

Physical Education specific language to master in Lower School (Years 7 – 9)

  • All required technical terminology taught in lessons
  • Key concepts to understand such as attack, defence, choreography, tactics, peer assessment, refinement, success criteria

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for Physical Education. The SHSG Physical Education curriculum is what we believe will challenge students to work outside of their comfort zone, achieve new physical skills, develop their cognitive ability and demonstrate positive attitudes such as resilience, perseverance and commitment.

The Physical Education curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate, identifying weaknesses
  • Rhetoric (Communication) performances, presentations, coaching others

Pre-requisite or helpful knowledge from Year 9 Physical Education ready to study in Year 10 if applicable

  • In Key Stage 3 you will have experienced a range of invasion games, racket and aesthetic activities. You will have gained more knowledge about how your body responds to exercise, how to work as a team and how to challenge yourself in a range of practical activities. You will be able to self and peer assess and have an understanding of how to lead a healthy lifestyle.

Adjustments from the Pandemic for years 10-11 if applicable?

  • Encouraging extra curricular attendance to increase learning time
  • Adapted curriculum delivery to consolidate skills previously learnt/not covered

The activities below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Physical Education intent. Along the way students are assessed and activities will be revisited in assessments to keep each stage of this learning journey alive. For each assessment, the students are given grades for the physical, cognitive and behavioural components that they have demonstrated within the learning of the practical activity.

Year 10

Term 1

Activities:

  • Netball, athletics and dance

Assessment

Core lessons for group 1 will be used to consolidate their GCSE Physical Education practical assessments until the second half of the Spring term. From here students will be able to choose from the ‘competitive’ or ‘recreational pathway’

Term 2

Activities:

  • The ‘competitive pathway’ focuses on team and individual sports and mini tournaments will be completed in each activity. Group 2 will then swap to the ‘recreational pathway’ at February half term.

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 3

Activities:

  • The ‘recreational pathway’ focuses on fitness for enjoyment, leisure activities and aesthetic activities. Group 3 will then swap to the ‘competitive pathway’ until the end of the year.

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Year 11

Term 1

Activities:

  • Netball, athletics and dance

Assessment

  • Core lessons for group 1 will be used to consolidate their GCSE Physical Education practical assessments until the second half of the Spring term. From here students will be able to choose from the ‘competitive’ or ‘recreational pathway’

Term 2

Activities:

  • Students will be given the choice of either the competitive or recreational pathway to follow for the duration of year 11.

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Term 3

Activities:

  • Students will be given the choice of either the competitive or recreational pathway to follow for the duration of year 11.

Assessment

  • ‘Head, Heart and Hands’ assessment model
  • ‘Head’ – thinking and decision making skills, identifying weaknesses
  • ‘Heart’ – effort, commitment, leadership, resilience
  • ‘Hands’ – physical skills applied to the activity

Achieving outstanding outcomes in Physical Education – knowing and remembering even more than what is expected in a grammar school curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering, understanding and doing more through the above activities.

To go beyond what is expected of a Physical Education student at Key Stage 4, students should work hard in all activities, including the ones they find more physically challenging, engage in extra curricular activities, get involved in clubs outside of school and work hard to apply their cognitive skills to new activities. Key language and subject specific terminology should be learnt and used consistently and positive engagement is expected.

Recommended extra curricular programme for Middle School (Years 10-11)

  • We have a wide range of clubs available to all students
  • We have strong club links so can direct students to a community based activity to enhance their learning, involvement and engagement
  • Extensive friendly and competitive fixture program including National and International level competition entries

Physical Education specific language to master in Middle School (Years 10-11)

  • All required technical terminology taught in lessons
  • Key concepts to understand such as attack, defence, choreography, tactics, peer assessment, refinement, success criteria
  • Positive lifestyle choices and engagement in physical activity are promoted

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the course requirements for GCSE Physical Education. The SHSG Physical Education curriculum is what we believe will challenge students to develop their knowledge in the world of Sport Science, to understand the theoretical principles that underpin their understanding of practical performance and aim to excel in both theory lessons and their practical execution of previously learnt skills.

The Physical Education curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate, identifying weaknesses
  • Rhetoric (Communication) performances, presentations, coaching and leading others

Pre-requisite or helpful knowledge from Year 9 Physical Education ready to study at GSCE

  • In Key Stage 3 you will have experienced a wide range of practical activities and learnt the concepts of basic anatomy and physiology. You will understand the immediate effects of exercise on the body and you will now learn the more technically challenging biological, psychological and anatomical notions that contribute to Sport Science.

Adjustments from the Pandemic for years 10-11 if applicable?

  • Encouraging extra curricular attendance to increase learning time
  • Adapted curriculum delivery to consolidate skills previously learnt/not covered, specifically the changing of lesson sequence
  • Support resources regularly distributed to students as well as enrichment and consolidation groups
  • Use of ‘core’ lessons to extend learning time

The topics below have been chosen as they reflect the ambitions of the course specification, and as a Grammar school, also challenge students beyond the course requirements. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Physical Education intent. Along the way students are assessed and activities will be revisited in assessments to keep each stage of this learning journey alive.

Year 10

Term 1

Topics:

  • ‘Physical Training’, team activity practical assessment preparation, ‘health, fitness and well being’

Assessment

  • Team activity assessment
  • End of topic tests
  • Essay planning and timed conditioned based assessments

Term 2

Topics:

  • ‘Sport Psychology’, ‘Personal Exercise Plan’ and ‘Applied Anatomy and Physiology’. Individual practical activity assessment preparation

Assessment

  • Individual activity practical assessment
  • End of Topic tests
  • Essay planning and timed conditioned based assessments

Term 3

Topics:

  • ‘Personal Exercise Plan’, ‘Applied Anatomy and Physiology’ and free choice practical activity assessment preparation

Assessment

  • Free choice practical activity assessment
  • End of Topic tests
  • Essay planning and timed conditioned based assessments
  • PPEs

Year 11

Term 1

Activities:

  • ‘Applied Anatomy and Physiology’, ‘sociocultural influences’ and practical activity assessment preparation

Assessment

  • Practical assessment preparation
  • End of topic tests
  • Essay planning and timed conditioned based assessments
  • PPEs

Term 2

Activities:

  • ‘Movement Analysis’, Moderation day practical preparation, revision

Assessment

  • Moderation Day
  • End of topic tests
  • Essay planning and timed conditioned based assessments

Term 3

Activities:

  • Essay preparation and revision

Assessment

  • Final examinations

Achieving the outstanding outcomes in Physical Education – knowing and remembering even more than what is expected in a key stage 4 curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering, understanding and doing more through the above activities.

To go beyond what is expected of a Physical Education student at GCSE, students should fully engage with the topic work and be proactive in lessons to ask questions and interact with the topic. Reading and extending knowledge independently by accessing the enrichment and extension activities provided, as well as sourcing relevant newspaper articles and documentaries to enhance knowledge, is imperative. Involvement in extra curricular activities and external clubs is paramount to excelling in the practical assessments.

Recommended extra curricular programme for Middle School (Years 10-11)

Physical Education specific language to master in Middle School (Years 10-11)

  • All required technical terminology taught in lessons
  • Key concepts to understand such as attack, defence, choreography, tactics, peer assessment, refinement and success criteria

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the course requirements for A Level Physical Education. The SHSG Physical Education curriculum is what we believe will challenge students to develop their knowledge in the world of Sport Science, to understand the theoretical principles that underpin their understanding of practical performance and aim to prepare them for undergraduate study in any relevant field.

The Physical Education curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate, identifying weaknesses
  • Rhetoric (Communication) performances, presentations, coaching and leading others

Pre-requisite or helpful knowledge from GCSE Physical Education ready to study at GSCE

  • In GCSE Physical Education you will have learnt a wide range of topics such as Sport Psychology, Applied Anatomy and Physiology, Biomechanics, Physical Training and Health, fitness and well-being. At A Level you will further extend your knowledge of these topics and apply them in more challenging contexts as well as getting to grips with the rigorous assessment criteria of A Level study. You will enhance your passion for the subject and prepare yourself for undergraduate study in the field of Sport Science, Physiotherapy or many other related areas.

Adjustments from the Pandemic for years 12-13 if applicable?

  • Encouraging extra curricular attendance to increase learning time
  • Adapted curriculum delivery to consolidate skills previously learnt/not covered, specifically the changing of lesson sequence
  • Support resources regularly distributed to students as well as enrichment and consolidation groups
  • Use of supervised study lessons to extend learning time

The topics below have been chosen as they reflect the ambitions of the specification, and as a Grammar school, also challenge students beyond the course requirements. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Physical Education intent. Along the way students are assessed and activities will be revisited in assessments to keep each stage of this learning journey alive.

Year 12

Term 1

Topics:

  • ‘Applied Anatomy and Physiology’, ‘Skill Acquisition’ and ‘Sport and Society’

Assessment

  • End of topic tests
  • Essay planning and timed assessments

Term 2

Topics:

  • ‘Exercise Physiology’, ’Sport Psychology’ and ‘The Role of Technology in Sport’

Assessment

  • End of Topic tests
  • Essay planning and timed assessments

Term 3

Topics:

  • ‘Sport Psychology’, ‘Biomechanical Movement’, ‘The Role of Technology in Sport’, Performance Analysis coursework and practical assessment preparation

Assessment

  • End of Topic tests
  • Essay planning and timed assessments
  • PPEs

Year 13

Term 1

Activities:

  • Performance Analysis coursework and practical assessment preparation, ‘Applied Anatomy and Physiology’, ‘Information Processing’ and ‘The Role of Technology in Sport’.

Assessment

  • Practical assessment
  • End of topic tests
  • Essay planning and timed assessments

Term 2

Activities:

  • ‘Biomechanical Movement’, ‘Exercise Physiology’, Sport Society & the ‘Impact of Technology’ and Skill Acquisition

Assessment

  • Moderation Day
  • End of topic tests
  • Essay planning and timed assessments
  • PPEs
  • Coursework assessment

Term 3

Activities:

  • Essay preparation and revision

Assessment

  • Final examinations

Achieving outstanding outcomes in Physical Education – knowing and remembering even more than what is expected in a grammar school curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering, understanding and doing more through the above activities.

To go beyond what is expected of a Physical Education student at GCSE, students should fully engage with the topic work and be proactive in lessons to ask questions and interact with the topic. Reading and extending knowledge independently by accessing the enrichment and extension activities provided, as well as sourcing relevant newspaper articles and documentaries to enhance knowledge, is imperative. Involvement in extra curricular activities and external clubs is paramount to excelling in the practical assessments.

Recommended extra curricular programme and websites for Upper School (Years 12-13)

  • We have a wide range of clubs available to all students
  • We have strong club links so can direct students to a community based activity to enhance their learning, involvement and engagement
  • Extensive friendly and competitive fixture program including National and International level competition entries
  • Dynamic Learning
  • Home page (theeverlearner.com)
  • PE Review subscription

Physical Education specific language to master in Upper School (Years 12-13)

  • All required technical terminology taught in lessons
  • Key concepts to understand such as attack, defence, choreography, tactics, peer assessment, refinement and success criteria as well as terminology related to theoretical principles
  • Positive lifestyle choices and engagement in physical activity are promoted