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
Key Stage 4
Cambridge Nationals in Sport Level 1 and 2
Overview
The OCR Level 1/Level 2 Cambridge
National in Sport Science is aimed at students aged 14-16 years and will develop knowledge, understanding and practical skills that can be used in the Exercise, Physical Activity, Sport and Health sector.
You may be interested in this if you want an engaging qualification where you will use your learning in practical, real-life situations.
What will students study as part of the qualification?
Students will study the key aspects of Sport Science. It will equip you with sound specialist knowledge. Students will have the opportunity to apply what you learn through a number of practical experiences.
This will involve students studying two mandatory units and one optional unit.
What does this qualification cover?
Learners will study two mandatory
Units -
- Reducing the risk of sports injuries and dealing with common medical conditions.
- Applying the principles of training:
fitness and how it affects skill performance.
And one optional unit from
- The body’s response to physical activity and how technology informs this .
- Nutrition and sports performance.
These units will make up 100% of the learners overall grade with one unit assessed externally through an exam.
• R180: Reducing the risk of sports injuries and dealing with common medical conditions
This is assessed by an exam.
By completing this unit, students will prepare as a participant to take part in physical activity in a way which minimises the risk of injuries occurring. It will also prepare students to know how to react to common injuries that can occur during sport and physical activity, and how to recognise the symptoms of some common medical conditions.
• R181: Applying the principles of training: fitness and how it affects skill performance
This is assessed by a set assignment.
By completing this unit, students will conduct a range of fitness tests, understand what they test and their advantages and disadvantages. students will also learn how to design, plan and evaluate a fitness training programme. students will then interpret the data collected from these fitness tests and learn how best to feed this back.
• R182: The body’s response to physical activity and how technology informs this
This is assessed by a set assignment.
By completing this unit students will gain understanding of how both the cardio-respiratory and Musculo-skeletal systems provide students with the energy and movements needed to keep students exercising and in turn how exercise helps develop both systems. students will also learn about relevant technology and how this assists us in measuring changes in these systems.
• R183: Nutrition and sports performance
This is assessed by a set assignment.
By completing this unit students will gain understanding of healthy, balanced nutrition. Students will consider the necessity of certain nutrients and their role in enabling effective performance in different sporting activities. The knowledge students gain will be used to produce an appropriate, effective nutrition plan for a performer.
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: M. Stapleton, K. Yould, L Chapman, M Jago, E Seddon, S Walker, W Baines, S Wall.