Physical Education

Curriculum Intent

To be physically educated is to strive for excellence in physical literacy, movement and healthy wellbeing.

Physical Education develops students’ physical competence and confidence and their ability to use skill learnt in a range of different activities. It promotes physical skilfulness, physical development and a knowledge of the body in action.

Physical Education provides opportunities for students to be creative, competitive and face a variety of different challenges as individuals as well as in groups and teams. It promotes positive attitudes towards active and healthy lifestyles.

Students learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process students discover their aptitudes, abilities and preferences and make informed choices about how to get involved in lifelong physical activity.

ks3

ks4

ks5

The Rochester Grammar School PE department aims to ensure that every student is physically competent, knowledge rich and has a variety of opportunities for healthy participation in PE, School Sport and Physical Activity.

Physical Education is offered as:

  • Core subject – Years 7-11
  • GCSE Physical Education – Year 10-11
  • IB Sports, Health and Exercise Science – Year 12-13

Key Stage 3 Physical Education

Curriculum overview:

Throughout the students PE learning journey at RGS, all students will participate in PE, Sport and Physical Activities, within the following areas:

  • Invasion games
  • Net & wall games
  • Creative
  • Striking & Fielding
  • Personal Best

Students at RGS participate in 17 sports throughout key stage three, giving them a breadth and depth of opportunity to participate in PE, Sport and Physical Activity. This allows them to deepen their learning and haver the necessary building blocks to master transferable skills.

An example of the curriculum studied at Key Stage 3 can be found below:

 Topic 1Topic 2Topic 3Topic 4Topic 5
Year 7

Invasion Games: Netball

Net & Wall Games: Badminton

Creative: Gymnastics

Striking & Fielding: Cricket

Personal Best: Fundamental Movement Skills, Fitness, Athletics
Year 8

Invasion Games: Football

 

Net & Wall Games: TennisCreative: DanceStriking & Fielding: RoundersPersonal Best: OAA, Fitness, Athletics
Year 9

Invasion Games: Handball

Net & Wall Games: VolleyballCreative: CheerleadingStriking & Fielding: Soft BallPersonal Best: Leadership Certification, Fitness, Athletics

By the end of Key Stage 3, students will have met all of the National Curriculum outcomes and be working towards being mastery learners.

We ensure all students are competent in PE, Sport and Physical Activities by focusing our curriculum, teaching and learning on three competency pillars:

Physical Competency

Students will know how to complete the physical skills required for each of the 17 sports they participate in throughout Key Stage 3. They will be able to consolidate these skills in competitive situations.

Knowledge Rich

Students will know what the relevant rules, tactics and strategies are for each of the 17 sports they participate in throughout Key Stage 3. They will be able to apply this knowledge in competitive situations.

Healthy Participation

Students will know what the 10 components of fitness are and apply them to a sporting example. They will know the stages of an effective warm up and cool down and will be able to explain the various effects of exercise. Students will have the opportunity to attend a variety of extracurricular activities and represent the school in competitions and fixtures.

Within each sport, students will explore the three competency pillars and will have the declarative and procedural knowledge which will enable them to be mastery learners within PE.

Assessment:

Physical Education is a practical subject and alongside the school assessment policy, assessment will be made of the students’ based on the three competency pillars, as we move through the curriculum areas. All students will be assessed on their declarative and procedural knowledge. The declarative knowledge will be assessed through end of sport, summative assessments on Carousel Learning which will focus on the knowledge rich and healthy participation pillars. The procedural knowledge will be assed through end of sport, formative assessments, focusing on the physical competency pillar. This will be achieved through practical teacher observations and feedback, peer and self-assessment and scaffolded questioning.

Further Reading/Resources

  • GCSE PE Bitesize – Rules, skills and general information regarding the sports that we cover.
  • Women in Sport – 50 Fearless Athletes Who Played to Win – Rachel Ignotofsky
  • Fever Pitch – Nick Hornby
  • Seabiscuit – Laura Hillenbrand
  • The Boys of Summer – Roger Kahn
  • Touching the Void – Joe Simpson

Key Stage 4 Core PE

Curriculum Overview 

The key stage four curriculum, allows students to continue to develop and master the skills learnt throughout key stage three. There is a clear transitional journey throughout the PE curriculum. All students will continue to participate in PE, Sport and Physical Activities, within the following areas:

  • Invasion games
  • Net & wall games
  • Creative
  • Striking & Fielding
  • Personal Best

This then allows students at RGS to participate in a further 4 sports, meaning participating in 21 sports throughout key stage three and key stage four, giving them a breadth and depth of opportunity to participate in PE, Sport and Physical Activity. This allows them to deepen their learning and have the necessary building blocks to master transferable skills in a variety of situations.

An example of the curriculum studied at Key Stage Four can be found below:

 Topic 1Topic 2Topic 3Topic 4Topic 5
Year 10

Invasion Games: Basketball

Net & Wall Games: Table TennisCreative: TrampoliningStriking & Fielding: Danish Long BallPersonal Best: OAA, Fitness, Athletics
Year 11

Invasion Games: Mastering game play in netball, football, handball & basketball

Net & Wall Games: Mastering game play in badminton, tennis, volleyball & table tennisCreative: Mastering routines in gymnastics, dance, cheerleading & trampoliningStriking & Fielding: Mastering game play in cricket, rounders, soft ball & danish long ballPersonal Best: Participation in fitness & Athletics

By the end of Key Stage 4, students will have met all of the National Curriculum outcomes and be mastery learners and have a love for life long participation in PE, Sport and Physical Activity.

Just like at Key Stage 3, in Key Stage 4 we continue to ensure all students are competent in PE, Sport and Physical Activities by focusing our curriculum, teaching and learning on three competency pillars:

Physical Competency

Students will know how to complete the physical skills required for each of the 21 sports they participate in. They will be able to consolidate these skills in competitive situations.

Knowledge Rich

Students will know what the relevant rules, tactics and strategies are for each of the 21 sports they participate in. They will be able to apply this knowledge in competitive situations.

Healthy Participation

Students will know what the effects of obesity and sedentary lifestyles are and these are taught throughout all sports and activities of the KS4 curriculum. Students are able to discuss the relationship between health, fitness and wellbeing. Students will have the opportunity to attend a variety of extracurricular activities and represent the school in competitions and fixtures.

Within each sport, students will explore the three competency pillars and will have the declarative and procedural knowledge which will enable them to be mastery learners within PE.

Assessment

Physical Education is a practical subject and alongside the school assessment policy, assessment will be made of the students’ based on the three competency pillars, as we move through the curriculum areas. All students will be assessed on their declarative and procedural knowledge. The declarative knowledge will be assessed through end of sport, summative assessments on Carousel Learning which will focus on the knowledge rich and healthy participation pillars. The procedural knowledge will be assessed through end of sport, formative assessments, focusing on the physical competency pillar. This will be achieved through practical teacher observations and feedback, peer and self-assessment and scaffolded questioning.

Further Reading/Resources

  • The Sports Gene – David Epstein
  • The Edge – Roger Pielke
  • Eat, Sweat, Play – Anna Kessel
  • The Lionesses Roar Trilogy
  • They Don’t Teach This – Eniola Aluko
  • My Story – Kelly Smith

Key Stage 4 GCSE Physical Education.

Curriculum Overview:

 Term 1Term 2Term 3Term 4Term 5Term 6
Year 10NetballTrampolining & ClimbingAthletics & Swimming
Health, Fitness and Well-being/Physical TrainingSocio-cultural Issues/Using DataNEA – Coursework
Year 11BadmintonMovement AnalysisRecision
Anatomy and PhysiologySports PsychologyREVISION

*NB: Please note that Climbing is offered as an additional practical area that is a chargeable activity.  Swimming is offered as an afterschool activity during terms 5 & 6 in Year 10

Year 10 and 11

The GCSE Physical Education (AQA) option offers students the opportunity to follow both the practical element (40%) and the theory of PE (60%). This course gives students an insight into health and fitness, the factors affecting sporting performance and the social and cultural factors affecting participation through sport and PE. Theoretical topics that students will study include:

  • Anatomy and Physiology
  • Movement Analysis
  • Physical Training
  • Sport Psychology
  • Socio-cultural Issues
  • Health, Fitness and Well-being
  • Using Data

Due to the practical nature of the course, pupils who wish to study this subject must have very good Physical Education grades from KS3. Additionally, they must also currently compete at a high, school level or compete outside of school in fixtures and/or competitions in a sport offered as part of the AQA course.

In lesson time we offer a range of sports for assessment at GCSE level – sports such as netball, trampolining, gymnastics, handball and athletics.  We also provide the opportunity for students to participate in rock climbing and swimming as part of the course.  If the student competes regularly outside of school in a sport that is on the AQA specification that we cannot facilitate in school such as equestrian – then we will arrange an ‘Assessment Only’ package with that student.

Assessment at GCSE:

The GCSE is split into 60% examination and 40% practical/coursework.

The examination is as follows (60%).

ExaminationPaper 1: The human body and movement in physical activity and sport.Paper 2: Socio-cultural influences and well-being in physical activity and sport.
What’s assessed· Applied anatomy and physiology

 

· Movement analysis

· Physical training

· Use of data

·  Sports psychology

 

·  Socio-cultural influences

·  Health, fitness and well-being

·  Use of data

How it is assessed· Written exam: 1 hour 15 minutes

 

· 30% of GCSE

·  Written exam: 1 hour 15 minutes

 

·  30% of GCSE

Question format· Mixture of multiple choice/objective test questions, short answer questions and extended answer questions.· Mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Non-exam assessment: Practical performance in physical activity and sport (40%).

What’s assessed:

 

· Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity).

· Analysis and evaluation of performance to bring about improvement in one activity.

How it is assessed:

· Assessed by teachers

· Moderated by AQA

· 40% of GCSE

Questions:

 

· For each of their three activities, students will be assessed in skills in progressive drills and in the full context.

· Students will be assessed on their analysis and evaluation of performance to bring about improvement in one activity. 

Further Reading/Resources

Key Stage 5 Physical Education

Curriculum Overview

The International Baccalaureate course in Sports, Exercise and Health Science (IB SEHS) is offered at standard and higher level (SL & HL) at Rochester Grammar School.

 Term 1Term 2Term 3Term 4Term 5Term 6
Year 12Skills in SportOption Block BAnatomy
Exercise PhysiologyMeasurement and Evaluation of Human PerformanceOption Block A
Year 13IA CourseworkREVISIONREVISION  
 Energy SystemsMovement AnalysisREVISION  

 Year 12 and 13

The IB SEHS involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context. The table below outlines the topics studied, and assessments at both standard and higher level:

Standard LevelHigher Level
The students will be taught the following aspects:

 

1. Anatomy – The skeletal system and the muscular system.

2. Exercise Physiology – Structure and function of the ventilator system and the structure and function of the cardiovascular system.

3. Energy Systems – Nutrition, Carbohydrate and fat metabolism and nutrition and energy systems.

4. Movement Analysis – Neuromuscular function, joint and movement types and the fundamentals of biomechanics.

5. Skills in Sport – The characteristics and classification of skill, information processing and the principles of skill learning.

6. Measurement and evaluation of human performance – Statistical analysis, study design, components of fitness and the principles of training programme design.

There are four options.  Students are required to study any two options:

A. Optimising physiological performance.

B. Psychology of sports.

C. Physical activity and health.

D. Nutrition for sports, exercise and health.

*Currently The Rochester Grammar School offer Option A and B

 

 

 

 

 

 

 

The students will be taught the following aspects:

 

1. Anatomy – The skeletal system and the muscular system.

2. Exercise Physiology – Structure and function of the ventilator system and the structure and function of the cardiovascular system.

3. Energy Systems – Nutrition, Carbohydrate and fat metabolism and nutrition and energy systems.

4. Movement Analysis – Neuromuscular function, joint and movement types and the fundamentals of biomechanics.

5. Skills in Sport – The characteristics and classification of skill, information processing and the principles of skill learning.

6. Measurement and evaluation of human performance – Statistical analysis, study design, components of fitness and the principles of training programme design.

7. Further anatomy.

8. The endocrine system.

9. Fatigue.

10. Friction and drag.

11. Skill acquisition and analysis.

12. Genetics and athlete performance.

13. Exercise and immunity.

There are four options.  Students are required to study any two options:

A. Optimising physiological performance.

B. Psychology of sports.

C. Physical activity and health.

D. Nutrition for sports, exercise and health.

*Currently The Rochester Grammar School offer Option A and B

Assessment at IB

The Sports, Exercise and Health Science course is assessed in two ways.  There is the IA component which is 20% of the final mark and there are 3 examinations:

Standard Level

Paper 1: 75 minutes 20%: 30 multiple-choice questions.

Paper 2: 1.25 hours 35%: One data-based question and several short answers. One of three extended response questions.

Paper 3: 1 hour 25%: Several short-answer questions in each of the two options studied.

Higher Level

Paper 1: 1 hour 20%: 40 multiple-choice questions.

Paper 2: 2.15 hours 35%: Section A: one data-based question and several short-answer questions on the core and AHL topics.

                                        Section B: two extended-response questions on the core and AHL (from a choice of four)

Paper 3:  1.15 hours 25%: Several short-answer and extended-response questions in each of the two options studied.

Further Reading/Resources

  • Can We Have Our Balls Back Please? How the British Invented Sport – Julia Norridge
  • A Great Face for Radio: The Adventures of a Sports Commentator – John Anderson
  • Beware of the Dogs: Rugby Hard Man Reveals All – Brian Moore
  • The Complete Guide to Sports Nutrition – Anita Bean
  • The Anatomy of Sports Injuries – Brad Walker
  • Among the Thugs – Mike Brearley
  • Inside Sports Psychology – Costas Karageorghis & Peter Terry

Extracurricular:

Rochester Grammar School has a wealth of talented students who excel across a range of extra-curricular sports and activities with the school offering a dedicated extra-curricular programme to support and progress these students.

The school currently offers clubs which compete in local competitions such as; cross country, netball, football, futsal, handball, indoor and outdoor athletics. The football and futsal teams have been successful in recent years, competing in both the Kent School Football & Futsal Cup, as well as the English Schools FA Cup. The athletics team have been district winners for ten years.  

In addition to the clubs that can lead to competition, the school also offers clubs for students to participate in for fun and further develop the skills they have learnt in their PE Lessons. These include rugby, handball, dance, tennis, cricket and rounders.

The school has several community club links where external coaches come into school and offer expertise coaching, these include Holcombe Hockey Club, Olympia Boxing and Medway RFC. Many students involved in our extra-curricular provision have also gone on to represent Medway District at football, Kent Netball and Kent Athletics.

Students also have the opportunity to attend elite sporting fixtures, some examples of these include being part of a record-breaking crowd at Wembley Stadium watching England Lionesses against Germany and witnessing London Pulse at the Copperbox Arena in the Vitality Netball League.

British Values:

British Values in Physical Education

Democracy: Extra-Curricular is open to all pupils of all abilities. It is free of charge.

Individual Liberty: Students are encouraged to express their abilities across a full range of sports and access competitions regardless of practical ability.

Rule of Law: PE fixtures, Sports Day, Inter-house, AQA and IB SHES specifications: The use of performance enhancing drugs in sport and the effects of the body, AQA GCSE: Deviance in Sport, which covers aggression and hooliganism., Practical rules for safe practice.

Mutual Respect: Fair play within lessons, Fair play when playing and competing against other schools in league and cup competitions, Peer observations in lessons whereby pupils give constructive criticism to one another in order to understand and improve performance.

Tolerance of those of different faiths and beliefs: In lessons, pupils of faith are allowed to wear their religious bands and headscarves in line with their beliefs.  In all lessons across all Key Stages, students are encouraged to express their views through performance and discussion both in practical and theory lessons.