This CRST rationale explains the principles of how we have designed the curriculum for pupils and how these principles underpin how we have selected the things we want them to learn.  

This subject-specific rationale demonstrates how we have selected what we want pupils to learn and how the order has been arrived at so that pupils make progress in their learning.  We have a three – year Key Stage 3 building on Key Stage 2 and leading into KS 4 and 5. 

 

 

Our vision for Physical Education 

Underpinning the delivery of Physical Education within Waseley Hills is shared department high intent, by designing our curriculum overview to offer a range of individual experiences, in the greatest number of sports possible coupled with achieving the greatest engagement. Individual experience+ range and depth of sports + great engagement = Life Long Love of Learning 

PE delivers a broad, multifaceted curriculum and enrichment programme that is not influenced by gender, OOHL team status or ability-its open to all. The aim of Physical Education at Waseley Hills is to instil lifelong engagement in sport, and to embed an understanding of the benefits of a healthy, active lifestyle. In this regard, we are committed to developing an environment in which pupils are (KASE) risk tolerant working outside of their comfort zone, invest in new opportunities, respect failure and misconceptions as a method of resilience to develop into champions and experts.  

We as a team implement the curriculum as one that prides itself on being experienced, with high standards which are embedded within all areas. We have a team approach to standardised routines- Pupils are made aware of the importance of achievement standards and high expectations- Pupils begin each lesson in a way that is appropriate to the progress of the individual and learning. 

The Implementation of our Curriculum for Physical Education 

Pupils learn that the value of sport is multifaceted, and that success in Physical Education is about being wholly ambitious and so much more than the just “playing a big match” Inclusion- is considered through co-planning and lesson delivery- through team sharing of ideas and resources in order to achieve high levels of consistency and adaptation within the department. SEND adaptation is delivered via various approaches to suit the needs of the students. This teaching and content doesn’t change but deliver is altered through equipment, area, rules, groupings and resources to enable easier physiological access so skill building can occur towards the same end points. 

 

 

Students appreciate the various roles sport has to offer through an inclusive and varied curriculum offer which is assessed via: 

• Performance: Pupils can explore what it means to be Physically educated regardless of access, experience or preference. We enthuse them to aspire to be “The expert model”- Pupils are exposed to visual, oracy and kinaesthetic examples of exceptional examples of every facet of physical education- ‘Reflective students should know what it looks like, is to know where you’re going’ They can show me like, they can tell me like. 

• Knowledge of Performance: Pupils will know how to perform the skills taught and are encouraged to evaluate their own and others’ performance in repeated cycles in order to facilitate the highest level of thinking and progress. Pupils learn by showing, and telling collaboratively.  

Within the curriculum under knowledge and skills students can also gain experiences in: 

• Leadership- Pupils are made aware of the importance of monitoring performance through pupil feedback. They may also be given opportunities to coach, lead and help others through team work on skills and house team recruitment and organisation. They are KASE-self regulated and can direct each other with confidence. 

• Fitness- Pupils are given the opportunity to gain knowledge and skills in Fitness. This is via theoretical delivery followed by personal participation.  Student learning can then demonstrate the basis of the key terminology learnt within the classroom and creates a basis for GCSE interest. 

· Connect-Inform-Explore-Apply- Pupils experience the habitual implementation of the 4 stages of learning. Students are invited to develop reading and literacy through reading out key text, when using lesson resources (if applicable) and sharing model answers through oracy use. This embeds expert thinking and purposeful sport related oracy. 

Core PE across yrs 7-11 are in 4 week blocks. Medium Term Plans and Outcomes are designed using the 4 part lesson, these create cumulative-skill based building blocks, hierarchal-low level concepts to high level concepts and baseline knowledge to complex knowledge across each of the 8-10 sports (6 team and 4 individual) on offer. These sports have been sequenced from year to year so expectations of skill development is clearly evidenced. Substantive knowledge: students know the factual specific knowledge of what to do. Such as key terms: pass and receive, attack and defend, space and movement. ‘Disciplinary Knowledge’-students know how through step by step teaching of the technique (knowledge of performance-Tell me) and can demonstrate how to do it. Performance of it/Knowledge shown through-show me approach is sequenced/adapted for specific learning groups across all lessons. 

 

GCSE PE  

Students are provided with 3 lessons a week divided into 1 theory and 1 practical lessons. Practical lessons follow a selection of sports to be assessed within the practical content of the course worth 30% and additionally a personal sports performance analysis which is written coursework worth 10%. Students are taught in innovative ways to learn the examination content worth 60%, these can utilise additional practical lessons where applicable. Units and content covered are: The human body and movement in physical activity and sport. Socio-cultural influences and well-being in physical activity and sport.  

 

A Level PE 

Students are provided with 5 lessons a week divided into 3 teaching topic areas of Anatomy and Physiology, Sociology and Psychology of Sport.  Units and content covered are: Factors affecting participation in sport and factors affecting optimal performance which are worth 70%. Additionally in the form of written and video analysis of a practical performance a piece of written coursework worth 30%. 

 

Impact of our Curriculum

With have designed the curriculum by designing our curriculum to offer a range of individual experiences, in sports considering primary experiences, depth and range, competitive progression, GCSE and experiences students can take into life after school.  

 

Impact 

Within year 7 students have increased competence to develop foundation skills in a broad range of physical activities. Students can be physically active for developing periods of time. They can engage in competitive sports and activities. Can state the importance to lead healthy, active lives. 

Within year 8 to have increased competence to achieve when developing skills in a broad range of physical activities. Students can be physically active for extended periods of time. They have the opportunity to engage in competitive sports and activities. Can describe the importance to lead healthy, active lives. 

Within year 9 to have maintained confidence to achieve success in securing skills in a broad range of physical activities. Students can be physically active for varied periods of time at different intensities. Opportunities are available to participate in competitive sports and activities. They understand and can describe the importance to lead healthy, active lives. 

Within year 10 to show confidence and resilience to achieve success in more competitive environments in securing skills in a broad range of physical activities. Students can be physically active for varied periods of time and intensity. Opportunities are available to participate in competitive sports and activities. They understand and can describe the importance to lead healthy, active lives. 

Within year 11 to be confident to score and referee in varied sporting practices. They have been able to extend skills in a broad range of physical activities. Students are given experiences to be physically active for varied periods of time and intensity. Opportunities are available to participate in competitive sports and activities. They understand and can explain the importance to lead healthy, active lives. 

Within GCSE students can respond independently showing depth of topic knowledge at A01 recall and factual knowledge. To using a vast range of sporting examples and developed theoretical concepts at A02. To be able to extend this knowledge for evaluation and analysis of a specific performance for A03, including synoptic content. 

Within A level students are independently to apply a vast arrangement of synoptic links between topic areas. To have extended understanding to utilise varied sporting examples in a wide range skill set in action. Students can apply knowledge and application across A01-2 responses. Finalise this knowledge in essay style approaches to longer analysis and evaluation of theoretical knowledge. 

 

Overview and Assessment Information 

CORE PE is assessed at the end of each block by providing lesson by lesson continuous Feedback. Students in years 7-9 are given an EDSM grade in each sport and an average is given at the end of the AC1 cycle. 

GCSE follow the 3 x AC cycles and get grades 1-9 for their examination assessments. There practical sports are graded out of 25 and this is converted into a 1-9 grade. 

A level PE follow the 3 x AC cycles and get grades 1-9 for their examination assessments. Staff can include mini assessments at the end of topic areas to help inform teaching and learning and any misconceptions. Coursework is graded as follows: Practical Performance-Area of assessment 1: Attacking skills out of 15. Area of assessment 2: Defending skills out of 15. Area 3 tactics and strategies out of 15. The written Analysis and Evaluation is marked in two sections. Section 1 Analysis is marked out of 20 and the evaluation out of 25.