Our Curriculum Intent
Our curriculum is designed to offer exciting and stimulating opportunities, differentiated to meet the needs of all our learners. At the heart of this is the teaching of core skills, knowledge, concepts and values which are a spiralled and recurring across all Years. Equally important is the development of inter-personal skills that will contribute to the development of happy, well-rounded students who can thrive. We aim to build on prior learning with the aim of developing responsible, independent and confident students (RIC) who can adapt and apply their skills within a range of situations and disciplines. This gives students the best opportunity to develop a genuine love of the subject as well as being able to showcase their talent and develop their skills. As well as a stimulating class-based learning environment, we offer our students a rich and diverse extra-curricular programme including inclusive lunch and after school clubs aimed at all, regardless of ability as well as opportunities for performance at the highest level with our teams competing in Local, Regional and National finals.
Gold Standard Teaching and Learning in Physical Education
Goal Orientated (Planning for Progress)
- Starter Task in every lesson.
- Students understand the Big Picture, what they are learning and why.
- Links to RIC (Resilience, Independence and Confidence).
- Highly effective and varied questioning.
Open dialogue (Feedback for improvement)
- Regular assessment and feedback.
- Literacy marking in line with literacy stickers.
- Student response to feedback (DIRT) using green pen.
- Self and peer-assessment used to develop independence.
- Progress tracked on student’s assessment maps
- Positive Learning Environment created by mutually respectful relationships.
- Adults consistently model the values of the school and support curriculum intent.
- Reward effort and resilience by providing opportunities for students to speculate, investigate, and make mistakes.
- Pride is shown in their learning through the presentation of work.
Differentiation for Challenge and support
- Data and student information is used to plan for individual needs.
- Stretch and challenge is provided for High Ability students.
- Oracy in the classroom is a priority; students respond to questions or contributions in full sentences (talk for writing).
- Additional intervention provided for those who need it.
Key Stage 4 Examination Overview
Edexcel (Pearson) GCSE (9-1) Physical Education
Component 1 Fitness and Body Systems (36% of qualification) 1 hour 45 min written exam
Component 2 Health and Performance (24% of qualification) 1 hour 15 min written exam
Component 3 Practical Performance (30% of qualification) internally assessed performance in 3 sports
Component 4 Personal Exercise Programme (10% of qualification) controlled assessment (1500 words)
What resources could I buy or borrow that will help my child?
Revision workbooks and Guides can be purchased through school
What are the key websites or Apps that my child could use?
Pearson GCSE PE (9-1), GCSE Bitesize (Edexcel) Physical Education, Seneca Learning (Edexcel – GCSE PE)
What can I do to encourage my child to take further interest in Physical Education?
Make use of the wide range of extra-curricular clubs on offer at School, participate in Core PE lessons with enthusiasm and determination, engage in as much sport as possible outside of school (watch online, spectate in person, get out and exercise, participate through local community clubs, compete for a local team
What after school or other extracurricular activities are available in Physical Education and when are they?
There are extra-curricular clubs on every day before school, at lunch and after school for all students. See website or ask at school for this term’s latest club matrix.
- Emma Dale – Head of Performing and Creative Education
- Ellie Bohannon
- Gareth Morris
- Michaela Heppell
- Rob Rhodes
- Tom Urwin
To find out more about the curriculum we are studying please contact staff via email