Physical Education & Sport Studies
Physical education inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Pupils learn increasingly intelligent movement and important knowledge that can reduce barriers to participation and inform their own healthy, active lifestyle choices. PE provides a gateway into the world of sport and physical activity. Beyond physical participation, the traditions and cultural reference points associated with sport and physical activity are part of our shared heritage. Without being taught the language of sport and physical activity, pupils can miss out on an enriching aspect of our communal life. Participation in physical activities makes ‘our lives go better, not just longer’ (Kretchmar).
High-quality PE therefore is a physical and cultural entitlement for pupils to:
- develop the skills, knowledge, and competencies to live healthy and physically active lives at school and for the rest of their life
- be physically active for sustained periods of time
- engage and energise pupils by building movement, competence and confidence (reduce obesity and increasing positive mental health).
- improve students’ performance, sharpen their knowledge of strategy and tactics, and help them to transfer knowledge from one context to another
- develop participation with challenge and competition by choice
- develop leadership and teamwork skills working cooperatively
- explores and develop decision-making and risk management thinking critically about movement and movement contexts
- communicate and signal effectively in basic and complex situations as an official
The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school. There are three guiding elements which are brought to life in the PE curriculum:
- Educational excellence:
- PE teachers ensure competence and confidence.
- This is underpinned by the 3 pillars of progression: rules, strategies and tactics; and healthy participation
- Character development:
- PE competence links with motivation.
- PE helps pupils to develop socially and emotionally. It encourages a healthy, active lifestyle that will enable pupils to go on to lead happy and fulfilled lives
- Service to communities:
- PE provides a gateway into the world of sport and physical activity. Beyond physical participation, the traditions and cultural reference points associated with sport and physical activity are part of our shared heritage.
- These are promoted and celebrated.
- Engaging in competitive sports is met with enthusiasm and glory
Pupils learn to:
- develop competence to excel in a broad range of physical activities
- be physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives
The PE curriculum is structured and sequenced coherently to draw out:
- key declarative knowledge. This is the ‘what knowledge do I need’. This generative ‘sticky’ knowledge is sequenced to ensure it can be meaningfully and regularly revisited
- clear procedural knowledge, the ‘how’, is identified which provides context for the declarative knowledge. Procedural knowledge includes acquiring and developing skills, selecting and applying skills, strategies and tactics that help to evaluate performance.
- The area of sport is identified to ensure a well-balanced development in different arenas.
- Disciplinary knowledge is identified and carefully sequenced so pupils think and work like sports professionals
The following principles underpin the Music curriculum:
- Teachers know that PE includes clearly defined knowledge that can usefully be categorised into declarative and procedural knowledge. These forms of knowledge in PE are often inextricably linked.
- Teachers know that PE is not synonymous with physical activity or sport. They share similarities but also have important differences.
- Leaders and teachers have thought carefully about what it is to know more and do more in PE. This understanding is informed by the national curriculum’s aims and component knowledge has been identified to develop pupils’ competence.
- A strong foundation of fine motor skills (FMS) is developed, starting in the early years. It sequentially develops through transitional activities into more specialised sport and physical activity contexts. FMS are a precondition to accessing the later, more specialised movement patterns required for competence in sport and physical activity. Pupils are taught how to execute movement with mastery through direct instruction.
- Teachers make sure that pupils’ movement is not only efficient and effective but intelligent and context-related. They make sure pupils have knowledge of rules, strategies and tactics in order to direct and guide successful movement.
- Knowledge of healthy participation includes important knowledge of key concepts pertaining to health, participation and physical activity. These are taught systematically, honour the specific learning context and increase in complexity throughout the curriculum.
Year 7
Pupils will perfect their locomotor skills (for example running and jumping), stability skills (for example twisting and balancing) and manipulation skills (such as throwing and catching). Pupils are explicitly taught rules, strategies and tactics through direct instruction and feedback. They will learn about the concepts ‘aerobic’ and ‘anaerobic.’
| Football | Basketball | Badminton | Health and Fitness |
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| Athletics | Table Tennis | cricket |
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Year 8
Pupils will have the opportunity to apply their locomotor skills through different physical activities. They are starting to apply the rules, strategies and tactics intelligently. Pupils learn important facts about the human body and physical activities and how to perform appropriate activities for health benefits.
| Basketball | Football | Badminton | Health and Fitness |
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| Table Tennis | Cricket | Athletics |
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Year 9
Pupils produce confident and controlled motor movement and show motor competence across a range of physical activities. Pupils’ knowledge of rules, strategies and tactics directs their movement. Pupils demonstrate competence and confidence. They value the importance of healthy, active lives.
| Basketball | Health and Fitness | Badminton | Football |
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| Athletics | Table Tennis | Cricket |
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Pupils show mastery of the knowledge taught at Key Stage 3 through physical activity and sport. Pupils have increasingly detailed knowledge of the broader physiological, psychological and socio-cultural aspects of the physical activity and sport. They also understand the importance of leading healthy, active lives beyond PE lessons.
| Football | Basketball | Health & Fitness |
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| Table Tennis | Athletics | Badminton |
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At Key Stage 4, students have the option of studying OCR Cambridge National Sport Studies.
OCR Cambridge National Sport Studies
This sport qualification offers students the chance to develop a wide range of highly desirable, transferable skills through practical means. Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance. They will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Students will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry
| Contemporary issues in sport | Developing sports skills |
Students will explore a range of topical and contemporary issues in sport, relating to:
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Students will:
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| Sports leadership | Sport and the media |
Students will:
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Students will:
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| Developing knowledge and skills in outdoor activities |
Students will:
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As a PE department we look to offer a wide range of sporting opportunities as part of our enrichment. This is all with the aim of further developing students’ passion for sport and looking to excel at these when competing. We compete against other schools from Bolton and Star Academies. We offer enrichments in a wide range of sports to give further opportunities for students to apply their learning and further master the skills they learn within KS3 and 4.
- sports coaching
- sports development
- teaching
- lecturing
- nutritionist
- elite performance
- performance analysist
- personal trainer
- physiotherapy
