PE
2024/2025 teaching staff: Mr C McCurdy, Mr J Sims, Miss C Rushton, Mr T Rose, Mrs S James, Miss M Dornan, Mr E Dronfield, Mr L Turner, Mrs F Crossley, Mr R Maclennan and Mr J Easlick.
Follow us on twitter @Oakwood_PE
Oakwood School – Curriculum Overview
| Faculty | PE |
|---|---|
| Head of Faculty | Mr C McCurdy Contact for more details of PE curriculum |
Download the Pathway Doctument below:
Oakwood School – Curriculum Overview
|
|
| Autumn | Spring | Summer | Rationale |
| Year 7 | Topic Area/Key Question | Developing Basic Skills. | Developing Basic Skills. | Developing Basic Skills. | We aim to create the very best experience for all ability levels within Physical Education. We facilitate this in a way that is inclusive and fun. In KS3 we strive to develop students’ competence to excel in a broad range of sports. We ensure students are physically active for sustained periods of time, engaging in both cooperative and competitive activities. We provide a real breadth of learning within our curriculum, whilst retaining a real focus on our key GCSE topics.
|
| Content covered
| Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball Fitness | Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball Fitness | Athletics Cricket Stoolball Rounders Tennis
| ||
| Assessment
| Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | ||
| Literacy focus
| Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | ||
| National Curriculum links / GCSE connections | Introduce students in Year 7 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. | Introduce students in Year 7 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. | Introduce students in Year 7 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question | Improving Students’ Technique. | Improving Students’ Technique. | Improving Students’ Technique. | We aim to create the very best experience for all ability levels within Physical Education. We facilitate this in a way that is inclusive and fun. In KS3 we strive to develop students’ competence to excel in a broad range of sports. We ensure students are physically active for sustained periods of time, engaging in both cooperative and competitive activities. We provide a real breadth of learning within our curriculum, whilst retaining a real focus on our key GCSE topics.
|
| Content covered
| Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball Fitness | Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball Fitness | Athletics Cricket Stoolball Rounders Tennis | ||
| Assessment
| Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | ||
| Literacy focus
| Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | Sport specific language used throughout lessons, with key words highlighted and discussed. During indoor teaching, words are written on whiteboards and reviewed through the lesson. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | ||
| National Curriculum links / GCSE connections | Build on Knowledge from year 7 into year 8 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. | Build on Knowledge from year 7 into year 8 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. | Build on Knowledge from year 7 into year 8 to different sports they could study at GCSE and then build on their knowledge, understanding and skills each year. |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question | Developing Students’ Tactical Awareness. | Developing Students’ Tactical Awareness. | Developing Students’ Tactical Awareness. | We aim to create the very best experience for all ability levels within Physical Education. We facilitate this in a way that is inclusive and fun. In KS3 we strive to develop students’ competence to excel in a broad range of sports. We ensure students are physically active for sustained periods of time, engaging in both cooperative and competitive activities. We provide a real breadth of learning within our curriculum, whilst retaining a real focus on our key GCSE topics.
|
| Content covered
| Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball
| Football Rugby Netball Cheer Hockey Badminton Table-Tennis Trampolining Dance Handball Basketball Dance Spikeball
| Athletics Cricket Stoolball Rounders Tennis
| ||
| Assessment
| Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | Each student will be assessed every 8 lessons across one of the four strands of “Me in PE”. Those strands are: Healthy Me; Physical Me, Thinking Me and Social Me. | ||
| Literacy focus
| During theory lessons key words linked to GCSE topics are discussed. Focus will include areas such as the cardiorespiratory system and musculoskeletal system. | During theory lessons key words linked to GCSE topics are discussed. Focus will include areas such as the cardiorespiratory system and musculoskeletal system. | During theory lessons key words linked to GCSE topics are discussed. Focus will include areas such as the cardiorespiratory system and musculoskeletal system. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | ||
| National Curriculum links / GCSE connections | Theory content taught throughout the year (1 lesson every topic) in order to prepare students for KS4 choices. Many of the drills taught are specifically done so to prepare students for what to expect in the KS4 option choices. | Theory content taught throughout the year (1 lesson every topic) in order to prepare students for KS4 choices. Many of the drills taught are specifically done so to prepare students for what to expect in the KS4 option choices. | Theory content taught throughout the year (1 lesson every topic) in order to prepare students for KS4 choices. Many of the drills taught are specifically done so to prepare students for what to expect in the KS4 option choices. |
|
|
| Autumn | Spring | Summer | Rationale |
| KS4 Core PE | Topic Area/Key Question | Developing Students’ Tactical Awareness. | Developing Students’ Tactical Awareness. | Developing Students’ Tactical Awareness. | We aim to create the very best experience for all ability levels within Physical Education. We facilitate this in a way that is inclusive and fun. In KS4 we strive to develop students’ enjoyment in a broad range of sports. We ensure students are physically active for sustained periods of time, engaging in both cooperative and competitive activities. We provide a real breadth of learning within our curriculum.
|
| Content covered
| Football Rugby Netball Dodgeball Badminton Table-Tennis Trampolining Just Dance Handball Basketball
| Football Rugby Netball Dodgeball Badminton Table-Tennis Trampolining Just Dance Handball Basketball | Athletics Cricket Stoolball Rounders Tennis Softball
| ||
| Assessment
| Each student will be assessed on their attitude to learning and their behaviour | Each student will be assessed on their attitude to learning and their behaviour | Each student will be assessed on their attitude to learning and their behaviour | ||
| Literacy focus
| Key words/tactical concepts will be applied throughout lessons | Key words/tactical concepts will be applied throughout lessons. | Key words/tactical concepts will be applied throughout lessons | ||
| Opportunities (links to careers/EDI/PSHCE)
| Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | Teamwork developed Focus on Fair-play. Communication skills enhanced. The PE “Career Wall” is shown to all students at the start of the year and students have the opportunity to ask questions about careers in Sport and Exercise. | ||
| National Curriculum links / GCSE connections | Focus is ensuring students enjoy lessons and develop a life-long love for participation in sporting activity | Focus is ensuring students enjoy lessons and develop a life-long love for participation in sporting activity | Focus is ensuring students enjoy lessons and develop a life-long love for participation in sporting activity |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 10 GCSE PE | Topic Area/Key Question | · Health, Fitness and Well-being (Paper 2: Health and Performance) Ø Physical Training Ø (Paper 1: Fitness and Body Systems) | Physical Training (Paper 1: Fitness and Body Systems)
| Socio-cultural Influences (Paper 2: Health and Performance) | To provide students who are practically able and have good scientific knowledge an opportunity to achieve a GCSE in Physical Education.
|
| Content covered
| · Physical, emotional and social health · Lifestyles and the impact of lifestyle choices · Sedentary lifestyle · Balanced diet and role of nutrients · Dietary manipulation for sport (carb-loading and hydration) · Optimum weight due to physical characteristics and variations according to role in physical activity Ø Using a Personal Exercise Programme (PEP) to develop personal health/introduction to PEP. Fitness, health, exercise and performance. Ø PARQs Ø Warm up and cool downs Ø Components of fitness and the relative importance of these components in physical activity and sport Ø Fitness tests – theory and practice Ø Principles of training | · Applying the principles to a PEP · Goal setting · SMART targets and the value of each principle in improving and/or optimising performance · Methods of training for specific components of fitness, physical activity and sport · Applying the methods of training to a PEP
Carrying out and writing up the PEP – 10% piece of coursework of 1500 words – externally moderated | · Factors impacting on participation in physical activity and the impact on participation rates, considering personal factors · Looking at data · Commercialisation and the media · Advantages and disadvantages of commercialisation · Sporting behaviours
· 2 (possibly 3) Sports covered over the Year:
Netball, Badminton and/or Trampolining – timetable and staffing dependent. | ||
| Assessment
| Unit Test to be taken at the end of each unit. Starter/plenary checks used every theory lesson. Practical Sport 1 to be assessed this term | PEP support booklet to be marked with final piece being marked over the summer. Starter/plenary checks used every theory lesson. 1 practical lesson a week will be for the PEP sessions required by the exam board | Year 10 Mock Exam in June. Starter/plenary checks used every theory lesson. Practical Sport 2 to be assessed. | ||
| Literacy focus
| “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | ||
| National Curriculum links / GCSE connections | Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0) | Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0)
| Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0)
|
|
|
| Autumn | Spring | Summer | Rationale |
| Year 10 Cambridge International | Topic Area/Key Question | Unit 2: Health, Fitness and Training | Unit 2: Health, Fitness and Training Unit 4: Social, Cultural and Ethical Influences | Unit 4: Social, Cultural and Ethical Influences |
To provide students who are practically able, but find the theoretical aspect of PE challenging, an opportunity to achieve a GCSE.
|
| Content covered
| Physical health and well-being. Mental health and well-being. Social health and well-being. The relationship between health and fitness. Diet and energy sources. Components of fitness. Test protocols. Reasons for fitness testing.
| VO2 max (maximum oxygen uptake). Principles of training and overload. Methods of training. High-altitude training as a specialist training method. Reasons for warming up and cooling down.
Leisure and recreation. Growth in leisure activities. The sports development pyramid. Sponsorship. Media. Global events. Professional and amateur performers. | Technology. Factors affecting access and participation in physical activities. Performance enhancing drugs (PEDs). Disadvantages of PEDs. Blood doping. Sportsmanship and gamesmanship. Risk. Risk assessment. Injuries
5 Sports Covered over the Year: Football, Netball, Badminton, Table Tennis and Rounders. | ||
| Assessment
| Unit Test to be taken in November. Starter spot tests used throughout. Practical Sports to be assessed. | Unit Test to be taken in March. Starter spot tests used throughout. Practical Sports to be assessed. | Year 1o Mock Exam in June. Starter spot tests used throughout. Practical Sports to be assessed. | ||
| Literacy focus
| “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | ||
| National Curriculum links / GCSE connections | Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
| Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
| Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
|
|
|
| Autumn | Spring | Summer | Rationale |
| Year 11 GCSE PE | Topic Area/Key Question | Applied Anatomy and Physiology (Paper 1: Fitness and Body Systems) | Applied Anatomy and Physiology (Paper 1: Fitness and Body Systems) Sport Psychology (Paper 2: Health and Performance) | Movement Analysis (Paper 1: Fitness and Body Systems) | To provide students who are practically able and have good scientific knowledge an opportunity to achieve a GCSE in Physical Education.
|
| Content covered
| Skeletal system – · Functions applied to performance in physical activities and sports · Classification of bones and how function of bone type is relevant to performance in physical activities and sports · Structure of the skeletal system & the role of ligaments/tendons · Classification of joints and their impact on the range of possible movements · Movement possibilities at joints dependent on joint classification · Examples of physical activity and sporting skills and techniques that utilise these movements in different sporting contexts. Muscular system – · Classification and their roles when participating in physical activity and sport · Characteristics and location · Muscular system (voluntary) – location and role · Antagonistic muscle pairs · Fast and slow twitch muscle fibres and how fibre type impacts on their use in physical activities Long term training effects - musculo-skeletal system Cardiovascular system – · Function applied to performance in physical activity · Structure of the cardiovascular system applied to performance in physical activities · Arteries, capillaries & veins and vascular shunting · Function and importance of components of blood for physical activity and sport Respiratory system – · Composition of air · Lung volumes and change in tidal volume due to physical activity and sport · Location of main components and the role in movement of oxygen and carbon dioxide into and out of the body · Respiratory system – structure & function of alveoli | Applied Anatomy and Physiology (Paper 1: Fitness and Body Systems) · Long term training effects on the cardio-respiratory system · Energy sources · Aerobic and anaerobic exercise · Short term effects of exercise and the relevance of this to the player/performer · Identification of injury, treatment and common sports injuries · Injury prevention in sport and physical activity · Performance enhancing drugs – types, advantages and disadvantages
Sport Psychology (Paper 2: Health and Performance)
· Classification of skills using continua – open and closed, basic (simple) and complex, low organisation and high organisation (all using continua) · Forms of practice – theory and practical application – massed, distributed, fixed, variable · Types of guidance – theory and practical application – visual, verbal, manual and mechanical · Types of feedback – intrinsic, extrinsic, concurrent, terminal · Mental preparation for performance · Sports psychology, practicing use of data
| Movement Analysis (Paper 1: Fitness and Body Systems) · Lever systems and their use in physical activity and sport · Mechanical advantage in sport and physical activity · Planes and axes – generalised movement patterns
Revision Prep for Exam. Theory lessons are used to revise in various ways in order to prepare students for their final exam.
· 3 Sports covered over the Year before Feb half term:
Football, Badminton and/or Table Tennis – timetable and staffing dependent. | ||
| Assessment
| Unit Test to be taken at the end of each unit. Year 11 Mock Paper – November. Starter/plenary checks used every theory lesson. Practical Sport 3, 4, 5 assessed this term and next
| Unit Test to be taken at the end of each unit. Year 11 Mock Paper – February Starter/plenary checks used every theory lesson. Practical Sport 3, 4 and 5 continuing | Starter/plenary checks used every theory lesson. Revision tests | ||
| Literacy focus
| “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | “Key Word’ page in exercise book to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World.
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | ||
| National Curriculum links / GCSE connections | Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0) | Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0) | Following the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Physical Education (1PE0) |
|
|
| Autumn | Spring | Summer | Rationale |
| Year 11 Cambridge International | Topic Area/Key Question | Unit 1: Anatomy and Physiology | Unit 1: Anatomy and Physiology Unit 3: Skill Acquisition and Psychology | All Units. |
To provide students who are practically able, but find the theoretical aspect of PE challenging, an opportunity to achieve a GCSE.
|
| Content covered
| Skeletal and Muscular System Functions of the skeleton. Bone names. Joint types. Joint structure and function. Movement at joints. Muscles. Antagonistic muscle action. Muscle fibre types. Respiratory System Pathway of air. Gaseous exchange at the alveoli. Mechanics of breathing. Breathing volumes and minute ventilation. Circulatory System Components of blood. Haemoglobin. Blood vessels. Heart structure and function. Cardiac output.
| Aerobic and anaerobic respiration. Short-term effects of exercise. Long-term effects of exercise. Simple Biomechanics Principles of force. Applications of force. Levers.
Skill and ability. Skilled performance. Skill classification continua. Simple information processing model. The stages of learning. Feedback. Guidance. Goal-setting. Motivation. Arousal. Anxiety. Relaxation techniques. Personality types. Revision Prep for Exam | Revision Prep for Exam. Theory lessons are used to revise in various ways in order to prepare students for their final exam. | ||
| Assessment
| Year 11 Mock Paper – November. Starter spot tests used throughout. Practical Sports to be assessed and filmed. | Year 11 Mock Paper – February Starter spot tests used throughout. Practical Sports to be assessed and filmed. | Starter spot tests used throughout. Practical Sports to be assessed and filmed. | ||
| Literacy focus
| “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | “Key Word’ banks to be kept and updated throughout. Homework and plenary tasks to incorporate the use of key words in creating sentences. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World.
| Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | Opportunities to develop teamwork skills. Coping with adversity in sport. Fairness and respect. Case studies throughout the course focus on sports performers from all around the World. | ||
| National Curriculum links / GCSE connections | Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
| Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
| Following the Cambridge IGCSE (9-1) Physical Education 0995 Syllabus
|
KS4 Coordinator Mr S James KS4
Specification
BACKGROUND INFORMATION
This course would suit those with an interest in sport-performing, analysing, watching and learning the theory behind it. This course is not just about playing games but a study of how the body performs both physically and mentally, tactics and rules of a range of activities, roles within sport and the sociological and physiological impact on a sports person. Physical education offers the opportunity to investigate all of the above in detail, and as a result your performance will improve in addition to your knowledge and understanding of the many areas we cover. ​
Students will undertake a variety of sports/activities, finally offering three for formal assessment – 10% per sport. Students will plan, perform and evaluate their own physical training programme, which will equate to 10% of their final mark. In addition to the practical element, students will study a science based theory component (2 written papers) to understand anatomical, physiological and psychological factors impacting on a sports person, how to improve fitness, how to prevent injury and slightly more controversial issues within sports such as drug taking, sponsorship and the media.
This course is demanding both physically and mentally. The course will challenge and stretch all candidates and it is also a course that is enjoyable and enlightening.
KEY SKILLS
Organisation is vital to the success of this course. The students will have six lessons a fortnight, of which 4 are theory and 2 are practical. These lessons are in addition to their core PE lessons.
Other skills that will be developed include: motivation, dedication, persistence, evaluation, coaching and performance analysis. Knowledge will develop in the areas of anatomy, physiology, psychology, sociology, rules of different sports, health and fitness, injuries in sport, diet and hygiene
COURSE BREAK DOWN/ COURSEWORK
Candidates offer for assessment 3 activities from the 2 different activity areas – Team and Individual. A minimum of 1 activity must be selected from each area.
Practical Skills = 40% of GCSE
Personal Exercise Programme (coursework) 10% (please note that the assessment of this is written and is externally moderated)
Final Practical Assessment (3 sports) 30%
Theory Component = 60% of GCSE
Paper 1 – Fitness and Body Systems (36%) 1 hour 45 mins
Applied anatomy and physiology, movement analysis, physical training and use of data.
Paper 2 – Health and Performance (24%) 1 hour 15 mins
Health, fitness and well-being, sport psychology, socio-cultural influences and use of data.
Exam Board Edexcel
