Physical Education

  • Mr G Boys - Curriculum Leader, PE
  • Mr P Marklove - Head of Year 8
  • Mrs L Wilkinson - Teacher of Dance & PE
  • Mr D Woods - Assistant Headteacher
  • Mr S Jenyons - PE Teacher
  • Miss L Naylor - Deputy Headteacher
  • Miss R Logie - PE Teacher
  • Miss T White

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Sport

Intent

At Hartford Church of England High School we aim to develop students’ holistic understanding of movement and wellbeing. We focus on their ability to use these to perform in a wide range of physical activities, either individual or group, associated with the development of an active and healthy lifestyle.

We also aim to develop students’ confidence and broad skills, especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation. These, together with the development of positive values and attitudes in PE, provide a good foundation for students’ lifelong learning.

Design Rationale

The PE curriculum is based on performing, leading and developing opportunities to further enrich students’ understanding of Sport and Dance, taking guidance from the National Curriculum, Sporting Initiatives and Governing Bodies. Our curriculum makes use of a wide variety of activities that allow students to not only play sport, but also to learn the key principles behind each activity and the physical and mental elements necessary for a healthier lifestyle. PE is made up of building blocks; we teach students how a skill is formulated and then how that skill is transferred into the game situation and/or performance aspect of a routine. Physical ability is developed through the Key Stages; we build on foundations learnt in Key Stage 1 and 2 and begin to develop them in the early stages of Key Stage 3 and provide them with the tools to secure these skills moving towards Key Stage 4. Year 7 experience the foundation (emerging) elements needed for PE. In Year 8, they begin to develop further and by Year 9 they will look to secure or master their skills to maximise their progress in sporting education. Many strands are considered: technique, skill application in the sporting environment, tactical awareness, ability to evaluate, officiating, coaching, leadership and analysis, in addition to health and fitness.

At Key Stage 3, all students will experience 4 hours of high quality PE per fortnight, allowing them the opportunity to understand and apply all the elements needed for all sport and the roles involved within. The learning journey in Year 7 begins with an induction unit where students experience all the sports and activities that are on offer during Key Stage 3. The journey then progresses into a carousel of activities, which enables students to develop their understanding of each of the activities within the National Curriculum. These include Football, Hockey, Basketball, Rugby, Netball, Volleyball, Rounders, Tennis, Cricket, Gymnastics, Dance as well as Outdoor and Adventurous Activities. The journey continues in Year 8, developing the more complex skills taught in Year 7. Pupils learn how to build up resilience in more demanding situations, through adapting drills and skills to challenge every student in each group. By the end of Year 9, students are able to perform most or all of the skills, in an open or closed environment, having the opportunity to lead an element of a lesson (coaching) and/or officiate a small-sided game, in a variety of activities. As a department, we believe that students should be given the opportunity to not only perform at a particular level, but also engage in other roles associated with each sport and activity; some students may not flourish fully in the performing aspect of PE, but may excel in a leadership or officiating capacity and this needs to be celebrated. All years are invited to showcase their learning through termly Inter- House competitions, in which students play in competitive situations against the other Houses, to gain points; tutors celebrate this within the pastoral environment. Our lessons are mainly practical, however we also refer to the sport industry using terms such as Manager, Leader and Governing Bodies of Sport.

Health and Fitness is encompassed in all Units of Work and students are encouraged to track their fitness levels and try to show some understanding of how their bodies react to exercise.

In Key Stage 4, we teach the BTEC First Award in Sport; all prior knowledge and skills come together within four units: Introducing Components of Fitness, Practical Sports Performance, Leading Sports Activities and finally Training the Body for Personal Fitness. This course covers a wide variety of both Theory and Practical aspects of PE and Sport and really does prepare the individual for a lifelong appreciation, allowing students access to a whole variety of opportunities when selecting a future pathway in Further Education.

Delivery

Surrounded by equipment, terminology, sporting knowledge and influences, students are immediately engaged in PE, with challenging retrieval tasks and a highly motivated welcome. Once teaching is complete students are set to task, breaking down information, rehearsing, learning either as an individual or within a group. At this point PE and Sport engulf the area of work; there is plenty of noise - relating to learning and challenge. The teacher is guiding, modelling various outcomes, facilitating sporting ideas, encouraging students to improve and refine, showcasing any exemplar work. With support and reward, students are asked to demonstrate their work - encouraging them to become confident performers with a supportive, respectful audience. By nurturing students, even reluctant participants begin to grow in confidence - being reassured that they are in a secure environment, where mistakes can be made as they learn and improve.

The delivery of PE is not confined to the classroom environment, but also offered through extra-curricular clubs and fixtures. Students come to clubs in Year groups and feel confident making their own decisions and meeting others, even performing alongside others with a like-minded attitude. Participating in fixtures is encouraged throughout all age groups, regardless of ability, as we offer fixtures for all.

At Hartford Church of England High School, our departmental aim is to encompass all aspects of Sport, not only practically but also holistically, aiming to engage as many students as possible throughout their time with us.

Impact

The effectiveness of curriculum implementation is measured by student progress; progress means knowing, remembering and producing more and is the direct result of excellent learning.

To track progress, we follow a three layered assessment structure.

High Stake Testing

High quality summative assessments (twice or three times a year) interleave knowledge and skills to support students in developing long-term memory. Stand-alone lessons ensure that students reflect and respond to teacher feedback.

Mid Stake Testing

Typically purposeful practice tasks completed independently in lessons at least twice per half-term. These tasks are used to identify learning gaps prior to high stake testing. Students receive personalised written feedback to which they respond in lessons.

Low Stake Testing

To embed knowledge in long-term memory, every lesson starts with students quizzed on prior knowledge (Do Now Tasks). Student performance is then used effectively by teachers to identify misconceptions and plan accordingly to narrow knowledge gaps.

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