Physical Education

We have a hard working and professional ethos in Physical Education – we strive to develop in young people the enthusiasm, competence and understanding to pursue and active lifetsyle by regularly taking part in purposeful physical activity and/or sport. We fully understand the potential of Physical Education to promote the physical, intellectual, spiritual, social, moral and cultural development of our pupils through a coherent, balanced and enjoyable programme of physical activities within the formal and informal school setting.

We have superb practical facilities that include: Sports Hall [6 badminton courts in size]; Astro Turf Pitch, fully equipped Fitness Suite, 25m Swimming Pool, hard court areas [4 netball/tennis courts]; a 400m grass running track and 6 rounders pitches.

The subject areas we offer are as follows:
Key Stage 3 & 4 Core Curriculum
GCSE Physical Education
AS & A2 Physical Education
BTEC Level 3 National Diploma in Sports Development, Fitness & Coaching

Our Key Stage 3 core curriculum focuses on developing physical competences and performance skills; an understanding of healthy, active lifestyles and opportunities to evaluate and create soloutions.  Classes are taught in mixed ability form groups and all pupils in Years 7 – 9 have four PE lessons per fortnight.  Activities taught include netball, hockey, rounders, tennis, athletics, swimming, health & fitness, badminton, football, volleyball and gymnastics.

The curriculum allows for personalised learning and thinking skills and delivery methods are varied and diverse.

ASSESSMENT CRITERIA

  PERFORMANCE COACHING
Skills & Techniques Application & Tactics Improving & Evaluating Leadership
 

9

 

 

 

I can demonstrate the ability to combine highly advanced skills and techniques leading to exceptionally competent performance of individual and group skills or ideas.

 

 

 

I can employ highly effectively, an extensive range of advanced skills in the activity situation and can demonstrate, as applicable, exceptional levels of anticipation, tactical awareness, selection of appropriate skills and creativity.

 

 

I can evaluate critically by applying a range of relevant criteria to judge performance.

I can select the most important aspects of a performance to be improved with ease, and decide how to modify or refine subsequent attempts in order to achieve the intended result of a corrected model

 

I can demonstrate wide ranging and excellent

communication skills including verbal/ non-verbal and appropriate gestures which are clearly understood.

I can facilitate/ lead a set of leaders in teaching a class.

I can adapt to changing situations. I can evaluate the outcome of the session and plan for improvement.

 

8

 

 

 

I can demonstrate a full range of complex skills with outstanding control,

consistency, accuracy, precision, expression,

co-ordination and a clear technical proficiency

 

 

I can sustain a highly competent performance, showing adaptability and the ability to apply advanced strategies and tactics of competitive play/ compositional techniques in increasingly challenging

situations.

 

I can confidently describe, analyse and evaluate in detail my own or others performance demonstrating a clear understanding of the impact that skills, tactics, strategies or composition and fitness have on the quality and effectiveness of performance,

using the relevant technical terms. I understand how to monitor and evaluate progress towards targets. I can create effective action plans and thoughtful ways of monitoring improvement.

 

 

I can communicate clearly and demonstrate a range of ways of communicating.

I can show understanding of use of most technical terms.

I can plan and lead larger groups in a safe and productive environment demonstrating improvement in performance in both groups and individuals.

I can officiate confidently and has sound subject knowledge.

 

7

 

 

 

I can demonstrate an extensive range of complex skills and techniques with confidence, accuracy and consistency.

I am highly competent at modifying and refining skills and techniques to improve my performance and its effectiveness.

 

 

I can draw from a wide range of solutions to various tactical challenges and can consistently make effective decisions about how I will plan and approach my performance in response to new or changing situations.

I can recognise when a complex sequence of movement/game play is appropriate to the intention of the performer and show the ability to analyse elements of the performance to judge technical competence using appropriate terminology.

I can plan effective ways to improve my own or others

performance. I can suggest modifications and adjustments to improve appropriate aspects of the performance.

 

I can communicate clearly and demonstrate a range of ways of communicating.

I can show understanding of use of most technical terms. I can plan and lead larger groups in a safe and productive environment demonstrating some improvement in performance in both groups and individuals. I can officiate confidently and have sound subject knowledge.

 

6

 

 

 

I can demonstrate an increased range of refined skills and techniques with competent performance of most individual/group skills which are performed with great control,

precision, expression,

co-ordination and a technical proficiency.

 

 

I can select appropriately from a wide range of complex skills, and can demonstrate

anticipation, tactical awareness and creativity with increasing competence.

I can make and adapt decisions about how I will plan and approach my performance in response to new or changing situations.

I can show the ability to observe complex actions or simple combinations of movement patterns/ skills.

I can make accurate judgements and recognise major strengths and weaknesses.

I can analyse and comment on how skills, techniques and ideas have been used in my own or others work, and on

compositional and other aspects of performance,

and suggest detailed ways to improve.

 

 

I can communicate so I am understood and some

appropriate non-verbal gestures are used. I understand and use some relevant technical terms correctly.

I can plan and lead larger groups in a safe environment demonstrating a degree of improvement in performance in both groups and individuals.

I can officiate confidently.

 

  Skills & Techniques Application & Tactics Improving & Evaluating Leadership
 

5

 

 

I can demonstrate moderate success in performing a smaller range of complex individual/group skills/and techniques, which

are performed with some consistency in control,

accuracy, precision, expression and co-ordination

 

I Can demonstrate some success and is moderately effective in the activity/game, showing an awareness of more complex tactics.

I can select from a limited range of complex skills, which are not always applied consistently and effectively.

I can make decisions about how I will plan and approach my performance and begin to vary these in response to changing situations.

 

I can analyse when complex skills are used effectively in a game/activity/

performance/competitive context and can describe simple tactics, strategies, compositional principles, and the ability to use some technical terms and independently suggest a simplistic strategy for improvement.

 

I can plan and lead larger groups of students (1/2 class) communicating effectively so sessions are safe and have a positive impact on the performance of an individual and / or a group/team.

I can use a number of communication strategies and demonstrates a developing level of confidence.

 

 

 

4

 

 

 

 

I can perform all basic skills needed for an effective performance

 

+] and beginning to access more complex skills

=] with very few [if any] technical errors occurring

-] consistently showing exceptional control and precision

I can successfully evaluate the effectiveness of simple strategy/ composition/ tactics

 

+] confidently ensuring application of planned improvements

=] suggesting ideas to improve

-] identifying simple justifications for opinions

I can analyse the performance of an individual or a team and create a clear plan for improvement

 

+] Independently

=] With the help of a partner/group

-] With structured support from the teacher

 I can organise a small group or team

 

+] Devise and run a small skilled practice and know how to gain attention

=] Devise and run a small skilled practice with limited teacher support

-] Devise and run a small practice with some teacher support

 

 

 

3

 

 

 

 

 

 

I can perform most basic skills consistently in cooperative & competitive/conditioned situations

 

+] with excellent accuracy levels and developing fluency

=] naturally combining skills and techniques with ease

-] with excellent levels of control

 

I can successfully choose and put together skills in familiar and unfamiliar situations sticking to the laws/rules/conditions of the activity.

I can create & use strategies/tactics

 

+] showing independence, consistency and creativity

=] with increasing levels of confidence and little teacher input

-] showing the ability to support my friends in this area

 

 

 

 

I can name the strengths and areas for development in my own and others work suggesting action points for improvement

 

+] On my own

=] With the help of a partner/group

-] With structured support from the teacher

 I can manage a team with confidence

 

+] organise a team into positions and communicate effectively with team mates with no support from the teacher

=] organise a team into positions and communicate effectively with team mates with limited teacher support

-] organise a team into positions and communicate effectively with team mates with some teacher support

 

 

2

 

 

 

 

 

I can perform lots of basic skills in competitive situations

 

+] beginning to develop the ability to combine skills and techniques effectively

=] with developing consistency and control

-] showing fewer mistakes

 

I can apply simple rules, strategies and tactics whilst choosing the right skills.

 

+] with little support required from the teacher or my friends

=] with developing understanding and awareness of the importance of rules/tactics/strategies

-] requiring support from the teacher [constant reminders]

 

 

 

 

 

I can look at my own performance against the perfect model or other performances, and choose areas for development

 

+] On my own

=] With the help of a partner/group

-] With some support from my teacher

 

 

I can help the teacher in leading a three part warm up

 

+] lead a small group on my own with a little bit of teacher support

=] lead a small group with a partner with limited teacher support

-] Lead a small group with a partner with some support from my teacher

  Skills & Techniques Application & Tactics Improving & Evaluating Leadership
 

 

1

 

 

 

 

 

I can perform a growing number of skills in non-challenging situations

 

+] with a little bit of success in competitive/ conditioned situations

=] on my own I can show basic accuracy and control

-] with a little bit of teacher support and with some accuracy

 

I can show a basic understanding of simple rules

 

+] whilst using the appropriate basic skills / techniques into game situations with little success

=] when asked a question by the teacher and sometimes when I attempt to do appropriate skills / techniques

-] requiring constant help from my teacher or friends

 

 

I can suggest ways in which a performance could be improved

 

+] On my own

=] With the help of a partner/group

-] with help from the teacher

 

 

 

I can copy a 2 part warm up

 

+] with no support from the teacher

=] with a little bit of support from the teacher

-] when told what to do by the teacher

 

S9

 

 

 

 I can perform a small number of basic skills with a little bit of teacher support and use of modified equipment

 

I can attempt to apply a small number of basic skills into competitive activities with a little bit of success   

I can watch performances and say what is good and bad about them on my own

 

 

I can participate in a warm up with a little bit of support from the teacher

 

 

S8

 

I can perform a small number of basic skills with some teacher support and use of modified equipment

 

I can attempt to apply a small number of basic skills into competitive activities with full teacher support and a little bit of success

 

 

I can watch performances and say what is good and bad about them with the help of a partner/group

 

 

I can participate in a warm up which is led by the teacher

 

 

S7

 

I can perform a small number of basic skills with support from my teacher and use of modified equipment

 

 

I can attempt to apply a small number of basic skills into competitive activities occasionally unsuccessfully

 

 

I can watch performances and say what is good and bad about them on my own with some support from the teacher

 

 

I can participate in a warm up which is led by the teacher and with modified equipment

KS4 CORE PHYSICAL EDUCATION

Our Key Stage 4 core PE pupils are allocated 3 lessons of PE per fortnight. They experience a wide range if activities which include: Athletics, Badminton, Basketball, Circuit Training, Cricket, Fitness Suite, Football, Hockey, Netball, Outdoor Education, Rounders, Tennis, Trampolining and Volleyball. Classes are taught in mixed ability groups. Our core groups are set targets of either Pass, Merit or Distinction and they are then assessed in three different areas;

  • Skills and Techniques
  • Application and Tactics
  • Analysing and Improving

The students can also gain a Star (*) for Leadership or/and Officiating.

GCSE PHYSICAL EDUCATION

Those who select to study GCSE PE in Year 10 have five lessons per fortnight and follow the AQA syllabus

GCSE Students get the opportunity to go on to trips and visits –

Spanish Sports Tour 2016 – May Half Term – Platja D’Aro, North of Barcelona. Students who represent the school in the Netball, Football and Hockey teams have this exciting opportunity to fly to Spain and experience elite level coaching, compete against local Spanish teams and indulge in Spanish Culture with a trip to Barcelona. Here the students have the opportunity to visit the Nou Camp, Olympic Stadium and Las Ramblas for a bit of shopping.

Spanish football tour spanish pool

CLUB LIST AUTUMN TERM 2016

fixture-list-nov-dec