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PE and Sport

Physical Education and Sport

PE at St. Anthony’s offers a broad and balanced curriculum to stimulate and maintain interest and enjoyment in PE activities and promotes health and fitness as a lifestyle choice now and in the future. Pupils will take part in a range of sports and activities and sports. The sports and physical activities that are taught in Key Stage 3 are as follows:

Year 7 Physical Education lessons

Netball – In lessons pupils will:

  • Know how to receive, direct and intercept with accuracy and control and how to those skills into a game situation.
  • Change speed and direction at time when getting free from an opponent and time their movement to make an interception in the game.
  • Use a range of tactics and strategies to overcome opponents.
  • Be able to score shots from close and midrange.
  • Understand the rules of the coach and umpire.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links and sports clubs.

Gymnastics – In lessons pupils will:

  • Refine and adapt balancing skills on different levels using effective levels of body management and tension.
  • Know how to link actions together smoothly using forms of travel, speed, dynamics, timing and effective starting/finishing positions.
  • Develop precision, fluency and control during sequence development in order to improve continuity and flow.
  • Illustrate creativity in their composition and identify a good use of timing when working with a stimulus or with a partner/group.
  • Transfer gymnastic skills and sequences to large apparatus with competence.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demands of the activity.
  • Analyse performances using self-review and peer assessment techniques in order to identify strengths and weaknesses.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Dance – In lessons pupils will:

  • Perform movement skills which require increased complexity, accuracy, control, co-ordination and technique in performance.
  • Be able to design and produce their own compositional ideas when working independently and in groups to develop their creative and aesthetic awareness.
  • Know how to use design principles such as use of space, height, speed, dynamics, shape, relationships and direction.
  • Experience creating dances in a range of styles, which include cultural and historical contexts.
  • Know how to critically analyse their own and others’ dance performances as a means of improving performance
  • Understand how to make adjustments to performances when performing individually and in groups.
  • Understand how this activity contributes to part of a healthy active lifestyle.
  • Develop the roles of the leader/choreographer.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Football – In lessons pupils will:

  • Know how to control the ball, and pass accurately over a short distance, transferring those skills into a game situation.
  • Change speed and direction at times when trying to utilise the space available, and when trying to respond to changing situations in games.
  • Be able to shoot from close and midrange.
  • Be able to adopt basic defensive responsibilities, such as block tackles, interceptions, marking and applying pressure to the opponent with the ball.
  • Understand the rules and/or conditions needed to play the games.
  • Understand how this activity contributes to part of a healthy active lifestyle
  • Develop the roles of the coach and referee.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

 Athletics – In lessons pupils will:

  • Demonstrate a variety of throwing techniques including the javelin, discus and shot put.
  • Refine one footed take off technique in both long jump and high jump.
  • Develop the mental determination to succeed in running activities and use pacing techniques to benefit performance.
  • Identify weaknesses and suggest methods of improvement for all athletics activities.
  • Understand the rules and safety regulations of all athletics activities.
  • Recognise hazards in athletics activities and explain how risks may be controlled in throwing activities.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Tennis – In lessons pupils will:

  • Refine and adapt ball familiarisation and racket skills
  • Develop the forehand, backhand, volley and service technique.
  • Select and use tactics in single and double games.
  • Apply a variety of tactics, to overcome their opponents in direct competition through singles and doubles games.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links and sports clubs.
  • Be able to analyse performance and umpire games using the correct terminology and scoring system.

Rounders – In lessons pupils will:

  • Know how to field, bat and bowl with consistency and accuracy and how to transfer those skills into a game situation
  • Use a range of tactics and strategies to overcome opponents when batting and fielding
  • Have a good awareness of the positioning of the ball when running around the rounders pitch/between the wickets and assess fielders to judge how far to run.
  • Be able to field fluently (pick up and throw)
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances compared to previous ones and demonstrate improvement.
  • Take part in competitive sports and activities outside school through community links or sports clubs.

Badminton – In lessons pupils will:

  • Perform a variety of strokes and shots
  • Know how to score in a game of singles and doubles
  • Apply a variety of tactics, to overcome (replaces outwit) their opponents
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Basketball – In lessons pupils will:

 
  • Know how to attack and defend with accuracy and control and transfer these skills in a competitive game.
  • Understand how to create space in order to receive a pass using advanced skills.
  • Understand the rules of basketball and use opportunities to umpire and coach to develop communication and decision making skills.

·        Know how to receive the ball, attack and defend with accuracy and control and transfer these skills in a competitive, game situation.

  • Understand how to get free from an opponent, dribbling the ball or creating space in order to receive a pass.
  • Understand the rules/conditions of basketball and use opportunities to umpire/coach pupils or small groups.

·        Be able to make effective evaluations of strengths and weaknesses of performance, suggesting areas for improvement.

  • Be able to evaluate the strengths and weaknesses of own and others’ performance, suggesting areas for improvement.

·        Highlight the possible health benefits gained from taking part in netball based. activities and discuss the need to stay healthy and active.

Cricket – In lessons pupils will:

  • Know how to field, bat and bowl with consistency and accuracy and how to transfer those skills into a game situation
  • Use a range of tactics and strategies to overcome opponents when batting and fielding in Cricket.
  • Have a good awareness of positioning of ball when running around the track and assess fielders to judge when to run/stop.
  • Be able to field fluently (from close and long distance)
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games (e.g. diamond cricket, rounders cricket, three ball cricket).
  • Analyse performances compared to previous ones and demonstrate improvement.

Trampolining – In lesson pupils will:

  • Be able to perform a variety of skills with control and co-ordination.
  • Know how to link actions together, showing continuity.
  • Perform a series of movements in a sequence showing control and fluency.
  • Demonstrate the safe application of skills in performance.
  • Know how to improve personal and others’ performance through critical evaluation and analysis of the quality and effectiveness of performance.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach.
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Health Related Fitness – In lessons pupils will:

  • Perform warm ups and cool downs that are appropriate to the activity being undertaken.
  • Understand the safety requirements/or conditions needed to perform various fitness activities and fitness tests.
  • Understand how this activity contributes to part of a healthy active lifestyle
  • Perform basic routines, skills and techniques for a range of fitness activities.
  • Perform a range of fitness tests and compare their performance to national averages/norms.
  • Develop the roles of the leader/instructor.
  • Analyse performances and compare to previous performances.

Year 8 Physical Education Lessons

Netball – In lessons pupils will:

  • Know how to receive, direct and intercept with accuracy and control and how to those skills into a game situation.
  • Change speed and direction at time when getting free from an opponent and time their movement to make an interception in the game.
  • Use a range of tactics and strategies to overcome opponents.
  • Be able to score shots from close and midrange.
  • Understand the rules of the coach and umpire.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links and sports clubs.

Gymnastics – In lessons pupils will:

  • Refine and develop technique, adapting methods of flight using a variation of take-off and landing techniques.
  • Achieve flight through assisted methods of take-off.
  • Develop and compose sequences incorporating methods of flight as an individual or in pairs/groups.
  • Use a variety of apparatus to explore different approach methods, take-off, body shape and landing techniques.
  • Use a variety of body shapes and vaulting techniques when performing assisted flight techniques and floor work.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demand placed on them when performing different methods of flight, especially when using apparatus.
  • Analyse performances using self-review and peer assessment techniques in order to identify strengths and weaknesses.
  • Compare previous performances, demonstrating how to improve, achieving a personal best.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Dance – In lessons pupils will:

  • Perform movement skills which require increased complexity, accuracy, control, co-ordination and technique in performance.
  • Design and produce their own compositional ideas when working independently and in groups to develop their creative and aesthetic awareness.
  • Utilise and refine design principles such as use of space, height, speed, dynamics, shape, relationships and direction.
  • Know how to critically analyse their own and others’ dance performances as a means of improving performance.
  • Develop the roles of the leader/choreographer.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Understand how to make adjustments to performances when performing in groups.
  • Understand how this activity contributes to part of a healthy active lifestyle.

Football – In lessons pupils will:

  • Know how to control the ball, and pass accurately over a short distance, transferring those skills into a game situation.
  • Change speed and direction at times when trying to utilise the space available, and when trying to respond to changing situations in games.
  • Be able to shoot from close and midrange.
  • Be able to adopt basic defensive responsibilities, such as block tackles, interceptions, marking and applying pressure to the opponent with the ball.
  • Understand the rules and/or conditions needed to play the games.
  • Be able to discuss relevant tactics such as using width and passing the ball.
  • Adopt the role of coach in small sided practices/drills.
  • Understand how this activity contributes to part of a healthy active lifestyle
  • Develop the roles of referee, making decisions confidently.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Athletics – In lessons pupils will:

  • Demonstrate a variety of throwing techniques including the javelin, discus and shot put.
  • Refine one footed take off technique in both long jump and high jump.
  • Develop the mental determination to succeed in running activities and use pacing techniques to benefit performance.
  • Identify weaknesses and suggest methods of improvement for all athletics activities.
  • Understand the rules and safety regulations of all athletics activities.
  • Recognise hazards in athletics activities and explain how risks may be controlled in throwing activities.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Tennis – In lessons pupils will:

  • Develop the forehand, backhand, volley and service technique using precision and control.
  • Select and use tactics effectively in competitive single and double games.
  • Apply a variety of tactics, to overcome opponents in direct competition in single and doubles games.
  • Analyse performances and compare to previous performances
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Analyse performances and make decisions about what to do to improve their performance and achieve success.

Rounders – In lessons pupils will:

  • Know how to field, bat and bowl with consistency and accuracy and how to transfer those skills into a game situation
  • Use a range of tactics and strategies to overcome opponents when batting and fielding
  • Have a good awareness of the positioning of the ball when running around the rounders pitch/between the wickets and assess fielders to judge how far to run.
  • Be able to field fluently (pick up and throw)
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances compared to previous ones and demonstrate improvement.
  • Take part in competitive sports and activities outside school through community links or sports clubs.

Cricket – In lessons pupil will:

  • Know how to field, bat and bowl with consistency and accuracy and how to transfer those skills into a game situation
  • Use a range of tactics and strategies to overcome opponents when batting and fielding in Cricket.
  • Have a good awareness of positioning of ball when running around the track and assess fielders to judge when to run/stop.
  • Be able to field fluently, picking up and throwing efficiently to overcome the opposition.
  • Bat using correct stance, varying direction.
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of their own and others performances.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach.
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performance compared to previous ones and demonstrate improvement.

Basketball – In lessons pupil will: 

Year 9 Physical Education Lessons

Netball – In lessons pupils will:

  • Know how to attack and defend with accuracy and control and transfer these skills in a competitive game.
  • Understand how to creating space in order to receive a pass using advanced skills.
  • Understand the rules of netball and use opportunities to umpire and coach to develop communication and decision making skills.
  •  Be able to evaluate the strengths and weaknesses own and others’ performance, suggesting areas for improvement.
  • Highlight the possible health benefits gained from taking part in netball based activities and discuss the need to stay healthy and active.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Acrobatic Gymnastics: In lessons pupils will:

  • Refine and adapt balancing skills individually, in pairs and groups at different levels using effective levels of body management and tension.
  • Know how to link actions together in pairs/groups smoothly using forms of travel, speed, dynamics, timing and effective starting/finishing positions.
  • Develop precision, fluency and control during sequence development in order to improve continuity and flow.
  • Illustrate creativity in their composition and identify a good use of timing when working with a stimulus or with a partner/group.
  • Transfer gymnastic skills and sequences to large apparatus with competence.
  • Analyse performances and compare to previous performances using self-review and peer assessment techniques in order to identify strengths and weaknesses.
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demands of the activity.

Dance – In lessons pupils will:

  • Develop the control of fine manipulation and whole body skills through the development of movement patterns and gestures.
  • Select and use compositional ideas that use complex and advanced actions.
  • Appreciate how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams.
  • Explore and experiment with compositional ideas to produce effective and efficient sequences of movement.
  • Analyse performances compared to previous ones and demonstrate improvement to achieve a personal best performance.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Athletics – In lessons pupils will:

  • Demonstrate a variety of throwing techniques including the javelin, discus and shot put and perform progressions of these e.g. hitch-kick and spin in Shot Put.
  • Refine one footed take off technique in both long jump and high jump and know how to measure run ups for peers.
  • Demonstrate different forms of flight in long jump.
  • Develop the mental determination and motivation to succeed in running activities and use pacing techniques to benefit performance.
  • Demonstrate correct sprinting technique and know how to use sprint starts to improve performance
  • Observe and identify weaknesses and suggest methods of improvement for all athletics activities by completing peer and self-assessment and communicate your ideas and feelings with respect and confidence.
  • Understand the rules and safety regulations of all athletic activities and set up practises for these.
  • Use social skills in a team environment to discover running throwing and running techniques.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links and sports clubs.
  • Recognise hazards in athletics activities and explain how risks may be controlled in throwing activities.

Tennis – In lessons pupils will:

  • Develop control of whole body skills and fine manipulation skills when completing the forehand, backhand, volley and service technique, extending precision and control.
  • Understand that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle.
  • Apply a variety of tactics, to overcome their opponents.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Appreciate how to make adjustments and adaptations when performing individually and in teams.
  • Explore and experiment with techniques and tactics to produce efficient and effective outcomes.

Rounders – In lessons pupils will:

  • Know how to field, bat and bowl with consistency, accuracy and precision and how to transfer those skills into a game situation
  • Use a range of complex tactics and strategies to overcome opponents when batting in Rounders, such as varying direction of the hit.
  • Have a good awareness of positioning of ball when running around the track and assess fielders to judge how far to run.
  • Be able to field fluently, picking up and throwing efficiently and correctly to overcome the opposition.
  • Bat using correct stance varying direction and power.
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach.
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances compared to previous ones and demonstrate improvement.

Cricket – In lessons pupils will:

  • Know how to field, bat and bowl with consistency, accuracy and precision and how to transfer those skills into a game situation.
  • Use a range of complex tactics and strategies to overcome opponents when batting in Cricket, such as varying direction of the hit.
  • Implementation of increasingly complex batting techniques, such as drive, pull, hook, cut, sweep.
  • Have a good awareness of positioning of ball when scoring runs and assess fielders to judge how far to run.
  • Be able to field fluently, picking up and throwing efficiently and correctly to overcome the opposition from both close and at distance.
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach.
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances compared to previous ones and demonstrate improvement.

Badminton – In lessons pupils will:

  • Perform a variety of strokes and shots in game play
  • Demonstrate legal, underarm serving actions
  • Know how to score in a game of singles and doubles, umpiring own games as well as others’ games.
  • Apply a variety of tactics, to overcome their opponents
  • Demonstrate correct shot selection in order to overcome opponents.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.
  • Understand the rules and/or conditions needed to play the games.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs. 

Health Related Fitness – In lessons pupils will:

  • Perform warm ups and cool downs that are appropriate to the activity being undertaken.
  • Understand how this activity contributes to part of a healthy active lifestyle
  • Perform advanced routines, skills and techniques for a range of fitness activities.
  • Perform a range of fitness tests and compare their performance to national averages/norms.
  • Develop the roles of the leader/instructor.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities.
  • Analyse performances and compare to previous performances.
  • Take part in fitness activities outside of school, through community links and sports clubs.
  • Recognise hazards and make decisions about how to control any risks to themselves and others during fitness activities and tests.

Trampolining – In lessons pupils will:

  • Perform warm ups and cool downs that are appropriate to the activity being undertaken.
  • Understand how this activity contributes to part of a healthy active lifestyle
  • Perform advanced routines, skills and techniques for a range of fitness activities.
  • Perform a range of fitness tests and compare their performance to national averages/norms.
  • Develop the roles of the leader/instructor.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities.
  • Analyse performances and compare to previous performances.
  • Take part in fitness activities outside of school, through community links and sports clubs
  • Recognise hazards and make decisions about how to control any risks to themselves and others during fitness activities and tests.

Outdoor and Adventurous Activities – In lessons pupils will:

  • Know how to use a map and compass to find answers
  • Find answers with the use of clues and a map.
  • Understand how to position themselves and the map to gain correct answers
  • Follow and work with others as part of a team.
  • Design and make a replica map to give to others to complete an orienteering course.
  • Make a set of clues to help others find object which have been hidden in a specific area.
  • Experience sensory deprivation in game form
  • Work as a team to complete physical tasks quickly and effectively.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Basketball – In lessons pupils will:

  • Know how to attack and defend with accuracy and control and transfer these skills in a competitive game.
  • Understand how to create space in order to receive a pass using advanced skills.
  • Understand the rules of basketball and use opportunities to referee and coach to develop communication and decision making skills.
  • Be able to evaluate the strengths and weaknesses own and others’ performance, suggesting areas for improvement.
  • Highlight the possible health benefits gained from taking part in basketball based activities and discuss the need to stay healthy and active.

Assessment at Key Stage 3

Marking, recording and assessment are vital in identifying what has been learned by each pupil and they form a central thread through the PE course at Key Stage 3. They assist in matching set tasks to the abilities of individual pupils and help in the diagnosis of any problems and learning difficulties that occur. They have a central role in reporting pupils’ achievements to both them and their parents. 

All parents receive a report on their daughter and an invitation to a parent’s evening once a year (short reports for KS3, three times per year).

Marking, recording and assessment at Key Stage 3

At Key Stage 3, pupils’ work is assessed by using achievement and target grades. The aim, where possible, is to make the targets achievable. These emphasise the positive elements of a pupil’s work, yet where necessary indicating where and in what ways improvements could be made.  Peer and self-assessment are considered essential elements of assessment for learning.

From the point they enter St. Anthony’s, pupils will be continually assessed by a series of Key Assessments. In each year there are 3 key assessments at KS3.  Unlike the day to day assessment, these assessments aim to provide a picture of current attainment.  The aim is to assess in a variety of ways to allow as large a number of pupils as possible to achieve positively.

Each Key Assessment will form a part of the formative assessment process of each pupil and will contribute towards the overall summative assessment at the end of KS3. 

Key Stage 4 Lessons

Leadership

In lessons pupils will:

  • Use a variety of leadership skills and ideas effectively in different types of activities/competitions/festivals
  • Plan, organise and lead activities whilst adapting to a wide range of familiar and unfamiliar contexts.
  • Appreciate how to make adjustments and adaptations in a range of environments when leading activities individually, in groups and teams.
  • To build on trust and develop skills to solve problems individually and as a group before, during and after competitions and festivals.
  • Know and understand what needs to be achieved during the leadership of activities, critically evaluating how well it has been achieved and finding ways to improve.
  • Use imaginative ways to express and communicate ideas, solving problems encountered during the leadership of tasks and overcoming challenges
  • Evaluate their performances compared to previous ones and demonstrate improvemen to achieve their personal best 

Basketball

In lessons pupils will:

  • Use and develop a variety of tactics and strategies to overcome opponents in basketball.
  • Develop their technique and improve their performance in other competitive situations.
  • Use evaluation techniques in order to assess performance of self and others and know how to suggest ways to improve.
  • Explore and implement complex attacking and defending tactics to produce efficient and effective outcomes and overcome challenges.
  • Recognise that participation in regular physical exercise contributes to the functioning of a healthy lifestyle and the benefits of regular exercise and good hygiene.

Rounders

In lessons pupils will:

  • Play a competitive games of rounders
  • Use advanced batting bowling and fielding techniques and skills with consistency and control and improve the range, difficulty and quality of their skills and techniques
  • Respond effectively to changing situations within games and know how to make adjustments when performing.
  • Umpire and score games effectively
  • Use and develop a variety of tactics and strategies to overcome opponents in rounders. They will also develop their technique and improve their performance in other competitive situations.
  • Evaluate their performances compared to previous ones and demonstrate improvement to achieve their personal best
  • Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.
  • Recognise that regular participation in physical activity is an essential part of a healthy lifestyle. 

Tennis

In lessons pupils will:

  • Adapt whole body-skills and fine manipulation skills in relation to ball familiarisation with a tennis racket
  • Select and use the different types of tennis shots used in a game and introducing tactics.
  • Appreciate how to make adjustments and adaptations in both singles and doubles games.
  • Explore and experiment tennis techniques and tactics used in a game situation producing efficient and effective outcomes.
  • Use and develop a variety of tactics and strategies to overcome opponents in tennis. They will also develop their technique and improve their performance in other competitive situations.
  • Evaluate their performances compared to previous ones and demonstrate improvement to achieve their personal best.
  • Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

Athletics

In lessons pupils will:

  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Understand and demonstrate a variety of throwing techniques including the shot, javelin and discus.
  • Display different run up techniques in throwing events and be able to analyse the most appropriate for each event.
  • Know how to analyse and critically assess others and their own performance and make improvements where necessary with use of success criteria
  • Show advanced techniques in all jumping activities and be able to measure performance of their peers.
  • Demonstrate a variety of pacing techniques for personal distance runs that improves the time and quality of the event.
  • Complete an effective sprint start position and show drive and the will to succeed in sprint events.
  • Participate in relay events and understand the changeover rule.

Badminton

In lessons pupils will:

  • Use and develop a variety of tactics and strategies to overcome opponents in Badminton
  • Develop their technique and improve their performance in other competitive situations.
  • Evaluate their performances compared to previous ones and demonstrate improvement.
  • Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.
  • Replicate forehand and backhand shots with control and accuracy
  • Play competitive games to outwit opponents, using strategies and tactics during a game
  • Follow the rules of the game for both singles and doubles
  • Respond to changing situations within the game when preparing to hit attacking and defensive shots

Trampolining

In lessons pupils will:

  • Analyse performances and compare to previous performances.
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Link actions together on the trampoline, showing continuity.
  • Perform a variety of skills appropriately, performing with clarity.
  • Perform a 10 bounce sequence showing control and fluency.
  • Understand how to make judgments on performance.
  • Demonstrate the safe application of skills in performance.
  • Know how to improve personal and others’ performance through critical evaluation and analysis of the quality and effectiveness of performance and use goal setting to improve performance
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle.

Cricket – In lessons pupils will:

  • Know how to field; bat and bowl with consistency, accuracy, speed, altering trajectories, positioning and communication.
  • Develop bowling techniques, altering the line of the flight of the ball; varying height and speed and release of swing, alter trajectory and assess each batter and select type of delivery.
  • Be able to field fluently (pick up and throw)
  • Understand and select advanced tactics and strategies when batting and fielding
  • Know how to improve personal and team performance through critical evaluation and analysis of the quality and effectiveness of performance and make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
  • Set self and peer targets for self- improvement.
  • Develop leadership roles and make informed choices of the roles undertaken within the activity e.g. Official/scorer/coach
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs and understand how this activity can contribute to a healthy lifestyle
  • Take part in competitive sports outside of school, through community links & sports clubs.
  • Analyse performances and compare to previous performances.

HRF – In lessons pupils will:

  • Perform warm ups and cool downs that are appropriate to the activity being undertaken.
  • Understand how the activities contribute to part of a healthy active lifestyle.
  • To calculate Heart rate, understanding how it links to fitness levels and implications it has on health and fitness.
  • Perform advanced routines, skills and techniques for a range of fitness activities including Zumba, Aerobics and Step Aerobics, Circuit Training and Strength and conditioning.
  • Perform a range of fitness tests and compare their performance to national averages/norms.
  • Develop the roles of the leader/instructor.
  • Recognise hazards and make decisions about how to control any risks to themselves and others during fitness activities and tests.
  • Develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities.
  • Analyse performances and compare to previous performances.
  • Take part in competitive sport outside of school, through community links and sports clubs.

Netball – In lessons pupils will:

  • Analyse performances and compare to previous performances.
  • Know how to attack and defend with accuracy and control and transfer these skills in a competitive game.
  • Understand how to create space in order to receive a pass using advanced skills.
  • Understand the rules of netball and use opportunities to umpire and coach to develop communication and decision making skills.
  • Be able to evaluate the strengths and weaknesses of own and others’ performance, suggesting areas for improvement.
  • Highlight the possible health benefits gained from taking part in netball based activities and discuss the need to stay healthy and active.
  • Take part in competitive sports outside of school, through community links and sports clubs.

OAA – In lessons pupils will:

  • Set and meet personal targets in orienteering
  • Refine and adapt the techniques used to read map and compasses
  • Understand the importance of correct and specific clues to help peers to find answers
  • Understand what makes performance effective and apply this in their and others’ work.
  • Learn to think logically to complete mental tasks as part of a team and an individual.

Gymnastics – In lessons pupils will:

  • Develop control of whole-body skills and fine manipulation skills when creating and performing complex acrobatic gymnastic sequences on the floor and apparatus individually and in pairs/groups.
  • Understand and use methods of critical evaluation when performing aesthetic techniques and skilled combinations and appreciating how to adapt and adjust to achieve.
  • Use compositional principles and imaginative ways to express and communicate ideas when developing relationships with the apparatus and partners.
  • Understand that physical activity contributes to the healthy functioning of the body and mind is an essential component of a healthy lifestyle.
  • Use and develop a variety of compositional ideas to accurately replicate skills when composing a routine in gymnastics. They will also develop their technique and improve their performance when performing alone and in front of peers.
  • Evaluate their performances compared to previous ones and demonstrate improvement to achieve their personal best
  • Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

Dance – In lessons pupils will:

  • Develop the control of fine manipulation and whole body skills through the development of movement patterns and gestures.
  • Select and use compositional ideas that use complex and advanced actions.
  • Appreciate how to make adjustments and adaptations when performing in different contexts and when working individually, in groups and teams.
  • Explore and experiment with compositional ideas to produce effective and efficient sequences of movement.
  • Analyse performances compared to previous ones and demonstrate improvement to achieve a personal best performance.
  • Take part in competitive sports outside of school, through community links & sports clubs.

Handball – In lessons pupils will:

  • Analyse performances and compare to previous performances.
  • Know how to attack and defend with accuracy and control and transfer these skills in a competitive game.
  • Understand how to create space in order to receive a pass using advanced skills.
  • Understand the rules of handball and use opportunities to referee and coach to develop communication and decision making skills.
  • Be able to evaluate the strengths and weaknesses of own and others’ performance, suggesting areas for improvement.
  • Highlight the possible health benefits gained from taking part in handball based activities and discuss the need to stay healthy and active.

Assessment at Key Stage 4

Marking, recording and assessment are vital in identifying what has been learned by each pupil and they form a central thread through her course at Key Stage 4. They assist in matching set tasks to the abilities of individual pupils. They have a central role in reporting pupils’ achievements to both them and their parents.

All parents receive a report on their daughter and an invitation to a parent’s evening once a year.

Marking, recording and assessment at Key Stage 4

At Key Stage 4, pupils’ work is assessed by the teacher using achievement and target grades. These emphasise the positive elements of a pupil’s work, yet where necessary indicating where and in what ways improvements could be made. Peer and self-assessment are considered essential elements of assessment for learning. There are 5 Key assessments for KS4 pupils per year.

Educational Visits

The following educational visits are organised and available to all pupils:

 

Outdoor Adventure visit to Derwent Hill     

Wimbledon Tennis visit

Watersports visit to France or Spain

Outdoor activities visit Dukeshouse Wood

P.E. UNIFORM – Practical lessons (Available from Total Sport)

PE and Games

  • Navy ‘T’ or polo shirt including St. Anthony’s crest
  • Navy blue shorts including St. Anthony’s crest
  • Navy blue tracksuit bottoms including St. Anthony’s crest
  • Navy Blue Hooded Top including St. Anthony’s Crest
  • Training shoes with laces
  • Navy blue football socks (optional)
  • Navy blue athletics leggings (optional)
  • Kit bag (optional) 

Cold weather and safety

  • Gloves where applicable
  • Hats
  • Shin pads
  • Navy blue tracksuit top/light weight jacket to go over hooded top in extremely cold conditions

All pupils must be prepared for all activities so that full enjoyment and participation can take place. If pupils are not prepared they will be allocated spare school kit to wear.

Where a pupil needs to be excused for medical reasons a note must be obtained from parent/carer. Long term reasons must have a letter from Doctor/specialist – any absence for more than two weeks.  For any long term absence, a copy of the letter is to be kept and displayed on confidential file on staff notice board in PE office.

Pupils must bring PE kit to all lessons, regardless of whether they feel able to participate as a performer, as they will whenever possible be participating in an organisational capacity i.e. leading, officiating, coaching or taking on the role of the choreographer. When pupils are unable to fulfil this due to reasons such as being on crutches, in plaster or another more serious medical condition/injury which will prevent them from being able to get changed (e.g. back/neck injury, anorexia) then they must be given work that is relevant to their learning in the activity. The PE department has numerous resources for all SOL and activity areas. 

All notes must be kept in the attendance planner of teaching staff.

Equipment for classroom based lessons 

All pupils must have;

  • Pens, pencils, rulers, coloured pencils/pens.
  • File & text book

GCSE PE

AQA GCSE Physical Education is assessed through a practical, non-examination assessment, worth 40%, which is assessed internally during lessons and externally at extra-curricular activities, and a theory, exam component, worth 60% which is assessed through two external examinations.

All pupils will gain 1 GCSE grade.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives:

  • AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
  • AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Practical Component – 40%

There are two aspects to the non-examination assessment:

  1. Performance assessment (practical performance)

Pupils are required to be assessed in three different activities in the role of player/performer only. One of these assessments must be in a team activity; one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Pupils are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Pupils can be assessed in the following activities:

  1. Performance analysis assessment (analysis and evaluation).

Pupils are required to analyse and evaluate a performance in one activity from the specification.

Pupils are required to analyse and evaluate a performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

Theory Component – Two written Papers – 60% (30 % per paper)

Pupils will study the following topics:

  • Paper 1: The human body and movement in physical activity and sport
  • Applied anatomy and physiology
  • Movement analysis
  • Physical training
  • Use of data

This paper will be a mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

  • Paper 2: Socio-cultural influences and well-being in physical activity and sport
  • Sports psychology
  • Socio-cultural influences
  • Health, fitness and well-being
  • Use of data

This paper will be a mixture of multiple choice/objective test questions, short answer questions and extended answer questions. 

All pupils will receive an AQA GCSE PE student book to aid their study.

AS and A-Level PE

 

AQA AS Level Physical Education is assessed through a practical component worth 30%, which is assessed internally during lessons and externally at extra-curricular activities.  Pupils are expected to perform to a high level in one sport or adopt the role of the performer and coach/official in one activity.  The theory component worth 70% which is assessed through two external examinations.

This specification is designed to be taken over one or two years. Two years if the candidate then goes on to take the A-level qualification.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series. AS exams and certification for this specification are available for the first time in May/June 2017 and then every May/June for the life of the specification. Our AS exams in Physical Education include questions that allow students to demonstrate their ability to:

  • Draw together their skills, knowledge and understanding from across the full course of study
  • Demonstrate their understanding of the relationships between theory and practice
  • Provide extended responses.

For example, Sections A, B and C of the written paper contains an extended response question. An ‘extended response’ is evidence of sufficient length generated to allow students to demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Practical Assessment: The non-exam assessment (NEA) aspect of the qualification requires students to develop their ability and aptitude in physical activity, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

  • Perform a range of skills and techniques in physical activity and sport.
  • Make decisions, implement strategies, tactics and/or compositional ideas, and apply knowledge and understanding of rules and regulations while performing physical activity and sport
  • Apply knowledge and understanding of theories, concepts, principles and methods to physical activity and performance
  • Evaluate performance in physical activity and sport, applying relevant knowledge and understanding. 

There are two aspects to the Non Examination Assessment:

  1. Performance assessment (practical performance)
  2. performance analysis assessment (analysis and evaluation).

At AS, Pupils will sit one exam paper at the end of the year, and will explore the following topics:

  • Applied Physiology
  • Skill Acquisition and Sport psychology
  • Sport and society and technology in sport

 

At A-level, pupils will sit two papers at the end of the year, alongside a non-exam assessment. Each exam is worth 35% of the A-level (70% in total) and the NEA is worth 30%. Each exam will require pupils to answer multiple choice, short answer and extended writing questions. Both the AS and A-level qualifications are co-teachable, and some of the content is similar across both specifications. If pupils do not perform favourably at AS, they can choose not to sit the A-level. If they do well at AS, they will then go on to sit the A-level, with their best result out of the two giving them their UCAS points. The topics covered at A-level are:

Paper 1 – Section A: Applied anatomy and physiology

Section B: Skill acquisition

Section C: Sport and society

Paper 2: Section A: Exercise physiology and biomechanics

Section B: Sport psychology

Section C: Sport and society and technology in sport

Non-exam assessment:

Students assessed as a performer or coach in the full sided version of one activity. Plus: written/verbal analysis of performance. Students are required to be assessed in one activity in the role of player/performer or coach. Students can be assessed only in activities identified in our specification, which are those stipulated in the Department for Education’s (DfE) GCE AS and A-level activity list for physical education. Students cannot be assessed in any other activity. Students are required to be assessed in the full context of their chosen activity and role. They will be assessed in three areas of assessment.

Students will be assessed for all of the activities in the following skills: 

  • Area of assessment 1: Technical quality – aspect 1 (15 marks).
  • Area of assessment 2: Technical quality – aspect 2 (15 marks).
  • Area of assessment 3: Application of strategic/tactical awareness (15 marks).

Students will be assessed against the relevant levels of response grids, as either player/performer or coach, for each area of assessment.