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The Intent, implementation and Impact of our Curriculum – PE.

Vision

As a department, we provide a challenging and safe environment for high quality teaching and learning. This will lead to enjoyment in participation, foster a love of sport and lead to lifelong learning.

Intent

It is our intent at Queen Katharine Academy to teach pupils skills that will positively impact on their future. We aim to deliver high-quality teaching and learning opportunities that inspire all students to succeed in physical activities. We want to teach pupils how to cooperate and collaborate with others, as part of a team, understanding fairness, resilience and equity of play to embed life-long values. Students will also strive to achieve in their lessons and make expected or better than expected progress.

Implementation

Pupils at Queen Katharine Academy in KS3 and KS4 participate in weekly high quality PE lessons. Our PE programme incorporates a variety of sports to ensure all students develop the confidence, resilience and the appreciation of their own and others’ skills and abilities. We provide opportunities for all pupils to engage in extra-curricular activities, during and after school, in addition to competitive sporting events. This inclusive approach endeavours to encourage not only physical development but also physical and social well-being. Through well-structured and high quality teaching and learning students will engage in lessons and thrive in their learning environment.  

Impact

Our KS3 and KS4 core PE curriculum aims to improve the wellbeing and fitness of all pupils at Queen Katharine Academy, not only through the sporting skills taught, but also through the underpinning values and disciplines PE promotes. Within our lessons, students are taught about self-discipline and that to be successful you need to take ownership and responsibility of their own health and fitness. Our impact is therefore to motivate students (attitude to learning) to utilise these underpinning skills in an independent and effective way in order to live happy and healthy lives (progress).

Our impact on examination courses will be measures through an improvement in KS4 and KS5 examination results.   

Introduction

In Physical Education (PE) pupils, develop knowledge, understanding, confidence and skills in a range of activities, such as games, gymnastics, athletics, outdoor and adventurous activities. They work as individuals, in groups and in teams. They will have the chance to learn about the principles and practices that lead to good performance. Discovering what they like to do, what their aptitudes are at school, and how that they can become involved in physical activity helps them make informed choices about lifelong physical activity and leading a healthy lifestyle.

Aims of PE

Learning in physical education promotes active lifestyles

Students are empowered to participate in physical activity and understand how this influences their own well-being and that of others. By demonstrating the benefits of an active life style, they encourage others to participate in sport, dance, exercise, recreation, and adventure pursuits.

Challenges thinking in a fun environment

Physical education engages and energises students. It provides authentic contexts in which to learn. Students challenge themselves to develop their physical and interpersonal skills. They experience movement and understand the role that it plays in their lives.

Students can contribute to the development of physical education programmes and choose their own level of participation. The resulting learning environment challenges their thinking and helps to promote an interest in lifelong leisure and recreational pursuits.

Builds movement competence and confidence

The skills taught in physical education improve students’ performance, sharpen their knowledge of strategy and tactics, and help them to transfer knowledge from one context to another, including sport, recreational, and outdoor activities. The concept of challenge by choice enables appropriate learning at a level that builds confidence.

Develops teamwork, leadership, and interpersonal skills

Physical education explicitly teaches the necessary knowledge and skills for working with and relating to others, and provides the learning opportunities to develop these skills.

It enables the development of leadership and teamwork skills and encourages students to transfer knowledge to other learning areas. It does this for example, by supporting students to work cooperatively in other subjects, or when working with groups in a leadership role in the school setting and in their lives outside of school in sports clubs or community groups. Explores and develops decision-making and risk management

Physical education provides a range of opportunities for students to challenge and extend themselves in an environment of managed risk.

Students step outside their comfort zone to take on new social, physical, and emotional challenges. Taking on challenges and assessing risk requires the exploration and development of decision-making skills.

Triggers thinking and action to create change

Physical education teaches students to think critically about movement and movement contexts, for example, considering an issue from different points of view, identifying what is influencing the issue, and explaining how the influences are affecting the issue.

Learning to think critically encourages students to participate in social action for a fairer, more equitable, and just society by, for example, reducing barriers to participation.

Develops understandings about the social and cultural significance of movement

Physical education teaches students to critically inquire into the social and cultural significance of movement, so that they can better understand what influences people to engage and participate in physical activity.

Creates learning pathways

Physical education provides a solid foundation for further studies relating to movement and the body, including the social and health sciences, recreation, and tourism. It provides a pathway into the many careers that involve and careers working with people, such as education, health, justice, and the social services.

Key Stage 3

Here at Queen Katharine Academy we have utilised the modifications that have been made to the PE National Curriculum over the past few years. We have created an interesting and diverse curriculum that suits all needs and interests of pupils entering KS3.

All year 7, 8 and 9 students are put through a Fundamental scheme of work. This provides them with a basis of all the movement, balance, and co-ordination that are essential in every sport. Along with this, pupils are given the opportunity to take on many different roles in a wide variety of games activities, Outdoor Adventure Activities (OAA), and HRF.

Our PE department strives to have pupils constantly aware of what levels they are achieving and know what needs to be done to improve that level. Pupils are assessed in a number of different strands that allow them to access levels and express their talent in a variety of different skills needed within PE, not just simply as a performer.

 

Year 7 /8/ 9

PE Timetable

 

Key Stage 4

Cambridge Nationals in Sport Level 1 and 2

Overview

Cambridge Nationals in Sport are targeted at 14–16-year-olds in a school environment. They’re available as an Award and a Certificate, with the Certificate being the same size as a GCSE, using both internal and external assessment. Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, as well as develop sports and leadership skills to enhance their own practical performance.

What will I study on this course?

  • R184: Contemporary issues in sport

This is assessed by an exam.

By completing this unit, you will understand a range of topical and contemporary issues in sport, including learning about participation levels and barriers to completing sporting activities. You will also learn how participation is impacted by the promotion of values and ethical behaviour, about the role of high-profile sporting events, the role of national governing bodies and how technology is used in within sport. Topics include: Issues which affect participation in sport, The role of sport in promoting values, The implications of hosting a major sporting event for a city or country, The role National Governing Bodies (NGBs) play in the development of their sport, The use of technology in sport.

  • R186: Sports and the media

This is assessed by a set assignment.

In this unit you will understand the different sides of a range of media sources and apply real life examples to show the nature of the relationship between media and sport. You will also learn how rapid development in technology is enabling sport to be viewed, replayed and discussed whenever and wherever the spectator wants. You will then develop your ability to evaluate and interpret the different ways in which sport is represented by the media. Topics include: The different sources of media that cover sport, Positive effects of the media in sport, Negative effects of the media in sport.

  • R185: Performance and leadership in sports activities

This is assessed by a set assignment.

In this unit you will have an opportunity to develop your skills both as a performer in two different sporting activities, and as a leader, developing a range of transferable skills. You will work both independently and as part of a team, including communicating with team mates as well as being in front of an audience when you perform. Topics include: Key components of performance, Applying practice methods to support improvement in a sporting activity, Organising and planning a sports activity session, Leading a sports activity session, Reviewing your own performance in planning and leading a sports activity session.

How is this course assessed?

Unit 1 is an external written examination lasting 1 hour, all other units are internally assessed.

What can this course lead to?

This course can lead onto the Cambridge Technical in Sport and Physical Activity. This is run over two years in Post 16.

Further information is available from Mr Stapleton

OCR Level 1/Level 2 Cambridge National in Sport Studies specification

Key Stage 5

Level 2 Cambridge Technicals in Sport and Physical Activity

Who is the Qualification for?

The Level 2 Cambridge Technicals in Sport and Physical Activities for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the sport sector.

The course has 90 Guided Learning Hours over one year and will include 2 units of study.

Learners will follow the Award pathway. This qualification provides an introduction to Sport and Physical Activity.

Students are not required to take external assessments and the expectation is that they will use the Award as a stepping stone into employment or further study.

 

What does this qualification cover?

Learners will study two mandatory content areas: 

· Unit 3 Inclusivity, Equality and Diversity in Delivering Sport and Physical Activity.

· Unit 4 Leading Sport and Physical Activity Sessions 

These units will make up 100% of the learner’s overall grade with coursework being completed and assessed for each unit.

 

Course

Year

Unit Number

Unit Title

GLH

Man / Opt

Assessment

Level 2 Cambridge Technicals in Sport and Physical Activity

1

3

Inclusivity, Equality and Diversity in Delivering Sport and Physical Activity.

30

Mandatory

Internal Assessment

Level 2 Cambridge Technicals in Sport and Physical Activity

1

4

Leading Sport and Physical Activity Sessions

60

Mandatory

Internal Assessment

 

Unit 3 - Inclusivity, Equality and Diversity in Delivering Sport and Physical Activity

Sport and physical activity is often seen as a great leveller; achievements and abilities in other areas of life are not necessarily of any consequence in the gym, on the sports field or in the dance studio. However, in reality there can sometimes be barriers that inhibit or stop participation, and this is particularly true for would be participants who fall outside of very narrow margins. Students will develop skills to plan for and promote inclusive, equal, and diverse sport and physical activities, skills that are required throughout other units in this qualification and will support them as they seek employment within the sector. Their skills will be underpinned by an understanding of what inclusivity, equality and diversity means in the context of sport, how discrimination can take place and what can be done to avoid discrimination in sport.

Unit 4 - Leading Sport and Physical Activity Sessions 

Delivering a successful sport or physical activity session is a skill that requires practice. An activity leader can have a huge impact on participant motivation, enjoyment and, therefore, progress and lifelong participation. Through this unit your students will   develop a good understanding of the role of an activity leader and put that into practice. The role of an activity leader varies greatly depending on the activity, group and situation. To ensure that the participants’ needs and goals are met, the activity leader will need to plan, deliver and review each session. This unit gives students the skills to plan, lead and review the success of an activity session, you will also develop skills such as teamwork, organisation, communication and adaptability, which will underpin skills needed for a successful career within the sports industry.

 

Level 3 Cambridge Technicals in Sport and Physical Activity

 

Who is the Qualification for?

The Level 3 Cambridge Technicals In Sport and Physical Activity is for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the sport sector.

The qualification is equivalent in size to one A Level and is a full-time study programme over two years.

The course has 360 Guided Learning Hours over the two years and will include 5 units of study.

In the first-year learners will follow the Certificate that will involve the study of units 1 and 2.

In the second-year learners will progress onto the Extended Certificate and study units 3,18 and 19.

 

What does this qualification cover?

Learners will study five mandatory content areas:

  • Unit 1, Body Systems and the Effects of Physical Activity.
  • Unit 2, Sports Coaching and Activity Leadership.
  • Unit 3 - Sports Organisation and Development .
  • Unit 18 - Practical Skills in Sport and Physical Activities
  • Unit 19 - Sport and Exercise Psychology. 

 

Course

Year

Unit Number

Unit Title

GLH

Man / Opt

Assessment

 Certificate

1

1

Body Systems and the Effects of Physical Activity

90

Mandatory

External Assessment through a 1.5hour

70-mark exam

 Certificate

1

2

 Sports Coaching and Activity Leadership

90

Mandatory

Internal Assessment

 

 Extended Certificate

2

3

Sports

Organisation and           Development

60

Mandatory

External Assessment through a 1 hour

60-mark exam

  Extended Certificate

2

18

Practical Skills in Sport and

Physical

Activities 

60

Optional

Internal Assessment

  Extended Certificate

2

19

Sport and

Exercise

Psychology

 60

 Optional

Internal Assessment 

 

 Unit 1—Body Systems and the Effects of Physical Activity

Whether you are aiming to become a coach, nutritionist, personal trainer or leisure centre manager, knowledge of the human body, its systems and how they function will help you to ensure that you gain the benefits of an active, healthy lifestyle. By understanding the effects that physical activity, training, and lifestyle can have on the body systems, students can ensure that sports and activities are properly focused and do not risk health or wellbeing. In this unit students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity, and the effects that physical activity, training, and lifestyle can have on them.

Unit 2—Sports Coaching and Activity Leadership

This unit will give students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of sports participants. They will explore the roles and responsibilities of coaches and leaders and how these differ from each other and be involved in delivering and teaching sport and physical activity. The main part of the unit is related to the students developing the skills and understanding necessary to effectively plan and deliver a series of sports or activity sessions, reflecting on their own practice and using this feedback to improve their performance as a sports coach or activity leader.

Unit 3 - Sports Organisation and Development

In this unit your students will gain an understanding of the organisations involved in sport in the UK, their roles and responsibilities and how they work together. They will also gain an understanding of sports development including the organisations involved, who sports development is targeted at, why sports development is carried out and how the success of sports development initiatives can be measured.

 

Unit 18 - Practical Skills in Sport and Physical Activities

This unit gives you the opportunity to participate in a number of different sports and outdoor      activities which allows you to experience, first-hand, situations that participants they may later be coaching or leading will come across. In this unit students will learn how to apply skills, tactics, techniques and knowledge in individual sports, team sports and outdoor activities which will allow them to participate effectively, safely, and enjoyably.

Unit 19 - Sport and Exercise Psychology

In this unit you will learn different motivations that people have for participating in sport and physical activity and how performance can be managed through an understanding of attribution theory, stress and group dynamics. Students will also learn the impacts that participation in sport and physical activity can have on a person’s mental health and wellbeing, whether an elite performer or a member of the general public.

 

Enrichment Opportunities

Students are encouraged to attend sports clubs both in school and in the wider community. We have a clubs board in the changing facility that promotes the extensional clubs in the wider community. There are numerous clubs that will be run after school, these clubs include: Football, Basketball, Trampolining, Rounder’s, Netball, Cricket, and Badminton. Please see the clubs notices for more information. We are also part of the Peterborough Sports Federation which means we are entered into competitions for Football, Basketball, Netball, Athletics and Rounder’s.

 

Staffing

Subject Leader: T. Stapleton

Teaching Staff: C. Davitt, M. Stapleton, K. Rowledge, M Jago, S Earth, Shakeel Walker.