Physical Education (PE)
Physical Education (PE) is studied by all students in year 7 to 9. Students in year 10 and 11 will continue with core PE on their timetable, and can choose to study the subject further as one of their GCSE option choices.
Reason for sequencing the curriculum for every year group in the way it is, and the subject specific/pedagogical approach taken:
The PE curriculum is tailored to meet three rationale:
- To deliver a high-quality curriculum to develop high-level fine and gross motor skills for GCSE PE students.
- Explicitly teach the knowledge of rules, strategies and tactics that informs and successfully directs student’s movement.
- To create a love of activity and sport and create confident, resilient individuals who lead healthy active lifestyles.
To achieve this, both Key Stage 3 and 4 follow clear strands in six curriculum areas: invasion games, gym/dance, net/wall games, striking and fielding games, athletics, and outdoor and adventurous activities. In Year 7, students are introduced to each area using adapted sports such as short tennis and tchoukball, which allow basic movements and skills to be taught in an accessible manner. These introductory activities help build a strong foundation in fundamental skills and concepts.
In Years 8 and 9, these initial skills are further developed into GCSE-permitted sports such as badminton and handball. This progression allows students to refine specific skills and tactics, preparing them for more advanced levels of play. The focus during these years is on enhancing students’ technical abilities and strategic understanding, ensuring they are well-prepared for the demands of GCSE PE.
At Key Stage 4, students who have selected GCSE PE will continue to develop their expertise in these permitted areas, delving deeper into the technical and tactical aspects of each sport. They will engage in more rigorous training and competitive scenarios, honing their skills to meet the standards required for GCSE assessment. For students who have not chosen to follow the examined subject, the curriculum offers a broader range of activities, including sports such as softball, ultimate frisbee, and dodgeball. This wider curriculum ensures that all students remain engaged and active, providing opportunities to explore different sports and physical activities that promote lifelong fitness and enjoyment. By following these structured strands, the curriculum ensures a comprehensive and progressive approach to physical education, catering to the diverse interests and abilities of all students.
In Key Stage 3, GCSE theoretical knowledge is also introduced, with each year group focusing on a distinct curriculum area. Year 7 concentrates on understanding the human body, including its structure, functions, and the basics of anatomy and physiology. This foundational knowledge helps students appreciate how their bodies work and the importance of maintaining physical health. In Year 8, the focus shifts to training. Students learn about different types of training, the benefits of regular exercise, and how to design effective training programs. They explore concepts such as aerobic and anaerobic exercise, strength and conditioning, and the role of nutrition in supporting physical activity. This year aims to equip students with the skills to improve their fitness levels and understand the science behind effective training. Year 9 delves into movement, where students study the mechanics of movement and how the body performs during various physical activities. They learn about biomechanics, the principles of movement efficiency, and how to apply these principles to enhance performance in different sports. This year also covers the psychological aspects of movement, including motivation, goal-setting, and the mental benefits of physical activity. By introducing these topics progressively, students build a comprehensive understanding of physical education that provides a solid basis for those who choose to study GCSE PE at Key Stage 4. This structured approach ensures that students are well-prepared for the more advanced theoretical and practical components of the GCSE curriculum, fostering a deeper appreciation for the subject and its applications in real life.
At Key Stage 3, our grading system evaluates individuals in various sports roles—Athlete, Teammate, Official, and Competitor—across five performance levels: Diamond, Platinum, Gold, Silver, and Bronze. Each level reflects a different degree of proficiency and effectiveness. For instance, a Diamond-level individual demonstrates exceptional skills and consistency, while a Bronze-level individual will lack precision and make frequent errors. Each sport will be assessed in two of these four areas, ensuring a comprehensive evaluation tailored to the specific demands and dynamics of the sport. This system provides a structured framework for assessing and improving performance in various sports contexts and links to the areas within the GCSE PE grading criteria used in Key Stage 4.
How we build on prior learning:
Hosting events for our primary feeder schools provides an early insight into the skill levels of potential students before they join us. At Key Stage 2, students should have acquired fundamental skills, such as the principles of attack and defence, and basic movement knowledge. Teaching is tailored to meet the needs of the students, helping them develop an awareness of tactics and strategies to outwit opponents. Students also start to understand positions and rules, and explore movement through actions, space, relationships, and dynamics. GCSE theory content, such as principles of training and knowledge of the musculoskeletal system, is gradually introduced to each year group, providing a foundational understanding of key topics in Physical Training, Anatomy, and Physiology.
Throughout Key Stage 3, students gain confidence in applying more advanced skills, demonstrating accurate technique and consistency in both isolated drills and competitive situations. They further develop the ability to evaluate and assess movements and sequences to achieve refined outcomes. Leadership opportunities are provided to enhance communication skills, teamwork, organizational skills, and confidence. Students are expected to lead warm-ups and sports-related drills, as well as score and officiate in various activities.
The GCSE curriculum at Key Stage 4 focuses on the physical and emotional requirements needed to compete at a high level in sports. Students are encouraged to study a select number of sports in greater detail, refining technical accuracy and executing skills with precision, control, and fluency. Position-specific skills, set plays, strategies, tactics, and compositional creativity are embedded and developed within the practical content, empowering students to meet challenges in formal and competitive situations.
Theoretical content from Key Stage 3 is revisited in a more formal setting, with students expected to link key concepts to sporting examples. The GCSE course is structured to enhance learning by grouping related components together, ensuring fluidity and promoting recall of key terms. The coursework element complements the knowledge and understanding needed in Component One, providing a practical vision of how training applies to an individual’s performance and well-being.
How we prepare students for the future:
The physical education curriculum is comprehensive and balanced, designed to equip all students with the knowledge and skills necessary to maintain and enhance health-related fitness as part of their lifelong commitment to healthy lifestyles. Students will gain the relevant information and experiences needed to remain physically active both outside of school and throughout their lives.
High-quality physical education promotes the physical, moral, social, emotional, cultural, and intellectual development of pupils. It enhances psychological health and supports cognitive and academic performance. Our curriculum focuses on skill development, nurturing both fundamental and advanced abilities to competently perform a wide range of sporting activities. Understanding the theoretical aspects of PE and sport is crucial for improving performance outcomes and increasing students’ awareness of the benefits of exercise.
Each activity area has been carefully selected to provide a variety of holistic learning opportunities, ensuring that students are immersed in a diverse array of physical activities and sports. Our goal is to engage, excite, and excel our students, fostering a lifelong commitment to sport and exercise.
The demands of the GCSE course prepare students for A Level expectations, with clear crossover between the two. Students are introduced to A Level-style activities to help them prepare for potential future courses in the subject.
Throughout their PE journey, students are informed about various career paths within the sports industry. This information is clearly displayed in the department. Specific career links are highlighted in lessons and extracurricular activities, helping students see clear progression paths. For example, leading a warm-up or skills session can relate to a career as a sports coach or personal trainer.
Each activity in the physical education curriculum embeds key skills such as communication, resilience, problem-solving, and leadership. Students learn how these skills are valued in the workplace and can reference practical examples in personal statements for employers, colleges, and universities.
Contribution to school priorities:
We strive to create an atmosphere of encouragement, acceptance, and respect for achievement, while being sensitive to individual needs to foster self-esteem and self-confidence. To support learning, we offer a broad range of extracurricular clubs that supplement the curriculum by focusing on key skills and techniques and fostering a cohesive team environment. Our extensive sports competition calendar provides students with opportunities to compete against other schools within the Sapientia Trust, the High Suffolk Sports Partnership, across the wider county as well as the potential to travel further afield in national competitions.
Within the school environment, we use interventions, including revision sessions, to enhance learning in the Key Stage 4 curriculum. Additionally, there are numerous opportunities for students to develop leadership skills.
