Why learn Physical Education?
Every lesson within PE has the obvious specific sports related skills which are developed. However, less explicitly, key employability skills are established and improved upon – teamwork, creativity, resilience, motivation, leadership, communication and organisational skills to name just some of the personal skills developed within each and every unit delivered.
Physical Education Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| Invasion Games |
| Rugby |
| Netball |
| Skills / application of knowledge |
| Rugby: |
| Ball familiarision |
| Running with the ball |
| Passing and Receiving |
| Tackling |
| Rucking |
| 3v3 Scrum |
| Try Scoring |
| Basic rules of a game |
| Forward pass |
| Netball: |
| Ball familiarision |
| Passing and Receiving |
| Shooting |
| Positions |
| Dodging |
| Basic rules of a game Footwork Rule |
| Defending Rule |
| Links to prior learning |
| From KS1 & KS2 building upon fundamental movement skills, passing, control, shooting. Values of teamwork and cooperation. |
| Following instructions and applying rules in games. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 2 |
| Knowledge |
| Invasion Games |
| Basketball |
| Football |
| Net and Wall |
| Volleyball |
| Skills / application of knowledge |
| Basketball: |
| Ball control |
| Dribbling the ball |
| Chest and Bounce pass |
| Set shot. |
| 3v3 games |
| Basic rules of a game |
| Football: |
| Running with the ball |
| Passing and Receiving |
| Shooting |
| 2v1 attacking |
| Tackling |
| Basic rules of a game |
| Volleyball: |
| Ball striking |
| Keep the ball in the air |
| Setting |
| Positions |
| Spatial Awareness |
| Basic Rules of a game |
| Links to prior learning |
| From KS1 & KS2 building upon fundamental movement skills, passing, control, shooting. Values of teamwork and cooperation. |
| Following instructions and applying rules in games. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 3 |
| Knowledge |
| Net and Wall |
| Volleyball |
| Invasion Games |
| Hockey |
| Skills / application of knowledge |
| Volleyball: |
| Ball striking |
| Keep the ball in the air |
| Setting |
| Positions |
| Spatial Awareness |
| Basic Rules of a game |
| Hockey |
| Stick to ball familiarision |
| Grip for the stick |
| Running with the ball |
| Control |
| Passing and Receiving |
| Shooting |
| Basic rules of a game |
| Links to prior learning |
| Concept of invasion games from Term 1 & 2 activities. |
| From KS1 & KS2, build on basic throwing and catching skills from previous physical education units. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 4 |
| Knowledge |
| Aesthetics |
| Dance |
| Gymnastics |
| Skills / application of knowledge |
| Aesthetics |
| Gymnastics |
| Body Awareness & Exploration |
| Cannon |
| Unison |
| Floor Work |
| Travelling |
| Balancing |
| Creating Motifs & Rhythm |
| Dance |
| The Haka |
| Olympic Themed |
| Cannon |
| Unison |
| Creating Motifs & Rhythm |
| Links to prior learning |
| Students may have prior experience with physical activity and movement from KS2 PE lessons. They might have explored basic creative expression through art or drama. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 5 |
| Knowledge |
| Athletics |
| Track |
| Field |
| Skills / application of knowledge |
| Athletics |
| Track |
| Running |
| Sprint Start |
| Short Distance |
| Long Distance |
| Relay |
| Field |
| Throwing |
| Javelin |
| Shot Put |
| Discuss |
| Jumping |
| High Jump |
| Long Jump |
| Triple Jump |
| Links to prior learning |
| Indoor athletics from KS1 and KS2 Fundamental movement skills (running, jumping, throwing). |
| Importance of physical activity and healthy lifestyles. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Skills / application of knowledge |
| Striking and Fielding |
| Batting body position |
| Grip and stance |
| Fielding – long & short barrier |
| Catching |
| Stopping - Long and short distance |
| Throwing |
| Stumping |
| Bowling |
| Positioning |
| Basic rules of a game |
| Scoring |
| Links to prior learning |
| From KS1 & KS2 building upon fundamental movement skills (catching, throwing, running). |
| Hand-eye coordination. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 1 |
| Knowledge |
| Invasion Games |
| Rugby |
| Netball |
| Skills / application of knowledge |
| Rugby: |
| Directional running |
| Spin Pass |
| Miss out Pass |
| Tackling in pairs |
| Rucking in pairs |
| 5v5 Scrum |
| 3v3 lineout |
| Try Scoring |
| Basics of penalty kicking |
| Defensive line |
| Attacking line |
| Developed rules of a game |
| Offside |
| Netball: |
| Ball familiarision |
| Passing and Reacting |
| Footwork |
| Shooting techniques |
| Positional play in a game |
| Dodge and roll |
| Drive in to space |
| Defending player-player |
| Marking the ball |
| Links to prior learning |
| From Year 7 SOW, students will start to develop their motor competence into more strategic aspects of invasion games. Developing skills to know when to use at the correct time to gain more success. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 2 |
| Knowledge |
| Invasion Games |
| Basketball |
| Football |
| Net and Wall |
| Volleyball |
| Skills / application of knowledge |
| Basketball: |
| Dribbling the ball at speed |
| 3-man weave |
| Lay up |
| 5v5 games |
| Attacking the Key |
| Zonal Defending |
| Developed rules of a game |
| Back court |
| Foul counts |
| Football: |
| Different passes |
| Using agility to dribble |
| Control using different body parts |
| Score from range |
| Using space to create width |
| Applying defensive pressure |
| How to tackle |
| Volleyball: |
| Set & Dig Technique |
| Underarm Serving |
| Block |
| Spike |
| Best positions |
| Developed rules of a game |
| Rotation Rule |
| Links to prior learning |
| From Year 7 SOW, students will start to develop their motor competence into more strategic aspects of invasion games and net and wall games . Developing skills to know when to use at the correct time to gain more success. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 3 |
| Knowledge |
| Net and Wall |
| Volleyball |
| Invasion Games |
| Hockey |
| Skills / application of knowledge |
| Volleyball: |
| Set & Dig Technique |
| Underarm Serving |
| Block |
| Spike |
| Best positions |
| Developed rules of a game |
| Rotation Rule |
| Hockey |
| Indian Dribble |
| Turning the stick to control and receive |
| Long pass |
| Block |
| Gaining power to shoot |
| Developed rules of a game |
| Penalties & Restarts |
| Links to prior learning |
| From Year 7 SOW, students will start to develop their motor competence into more strategic aspects of invasion games and net and wall games . Developing skills to know when to use at the correct time to gain more success. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 4 |
| Knowledge |
| Aesthetics |
| Dance |
| Gymnastics |
| Skills / application of knowledge |
| Aesthetics |
| Gymnastics |
| Cannon |
| Unison |
| Balancing in a group |
| Flight with trampettes & springboard |
| Using equipment to perform a routine |
| Dance |
| Michael Jacksons Thriller |
| Cultural relevance |
| Type of genre |
| How to use the genre in movement |
| Re-intact parts of Thriller |
| Competition rules and judging |
| Links to prior learning |
| From Year 7 SOW, students will use Michael Jacksons Thriller to develop their motor competence to re-enact the famous dance. They will understand why it was culturally significant and link to the genre of horror. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 5 |
| Knowledge |
| Athletics |
| Track |
| Field |
| Skills / application of knowledge |
| Athletics |
| Track |
| Sprint Start |
| 100m |
| 200m |
| 1500m |
| 4 x 100 Relay |
| Field |
| Adding momentum to our throws |
| Movement |
| Body position |
| Javelin |
| Shot Put |
| Discuss |
| Jumping |
| Adding speed to our jumps |
| Importance of run up |
| High Jump |
| Long Jump |
| Triple Jump |
| Links to prior learning |
| From Year 7 SOW, students will develop their techniques for each of the specific athletics events. They will develop using movement and momentum to produce a better athletics result. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 6 |
| Knowledge |
| Striking and Fielding |
| Rounders |
| Cricket |
| Softball |
| Skills / application of knowledge |
| Striking and Fielding |
| Batting aim |
| Batting Accuracy |
| Grip and stance |
| Fielding Positions |
| Catching |
| Stopping - Long and short distance |
| Choosing the correct throw |
| Stumping a base |
| Bowling at speed |
| Positioning |
| Developing rules of a game |
| Ways to be out |
| Obstruction |
| No balls |
| Scoring |
| Role of an umpire |
| Links to prior learning |
| From Year 7 SOW, students will start to develop their motor competence and basic skills learned to play a game. More developed skills will be taught through batting, bowling and fielding. Development of rules will also be embedded to so that students start to gain an understanding of how to umpire. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 1 |
| Knowledge |
| Invasion Games |
| Rugby |
| Netball |
| Skills / application of knowledge |
| Rugby: |
| Running at speed |
| Using the width to score a try |
| Counter rucking |
| Mauling |
| 5v5 Scrum |
| 5v5 lineout |
| Penalty Kicking |
| Kicking principles |
| High kick |
| Low Kick |
| Positioning for body types |
| Man Marking |
| Netball: |
| Improving reactions to passes, catches, & blocking. |
| Interceptions |
| Using space for success |
| Zonal marking |
| Holding space |
| Links to prior learning |
| From Year 8 SOW, students will use their embedded motor competence to be more successful in their performance. Students will develop a knowledge of key strategies and tactics, to use within all aspects of invasion games. Rule knowledge will be developed to match more realistic elite games. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 2 |
| Knowledge |
| Invasion Games |
| Basketball |
| Football |
| Net and Wall |
| Volleyball |
| Skills / application of knowledge |
| Basketball: |
| Dribbling out of defensive zone |
| 5-man weave |
| 3 points set up |
| 5v5 games |
| Rebound defending |
| Man marking |
| Blocking rules |
| Time lapses in play and penalties occurred |
| Football: |
| Make passes using various parts of the foot |
| Consistent use of a good dribbling technique |
| Use a range of shooting techniques |
| Attacking strategies |
| Defending strategies |
| Identifying weaknesses |
| Team positions – working to your strengths |
| Volleyball: |
| Accuracy of Set, Dig |
| The Spike vs Block |
| Blocking as a team |
| Overarm serve |
| Spike power |
| Using the required number of touches to spike |
| Links to prior learning |
| From Year 8 SOW, students will use their embedded motor competence to be more successful in their performance. Students will develop a knowledge of key strategies and tactics, to use within all aspects of invasion games and net and wall games. Rule knowledge will be developed to match more realistic elite games. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 3 |
| Knowledge |
| Net and Wall |
| Volleyball |
| Invasion Games |
| Hockey |
| Skills / application of knowledge |
| Volleyball: |
| Accuracy of Set, Dig |
| The Spike vs Block |
| Blocking as a team |
| Overarm serve |
| Spike power |
| Using the required number of touches to spike |
| Hockey |
| Push and Slap pass |
| Accuracy of short passing |
| Accuracy of shooting |
| Jab block |
| Using power to shoot |
| Penalty Corner routine |
| How to be a goalkeeper |
| Links to prior learning |
| From Year 8 SOW, students will use their embedded motor competence to be more successful in their performance. Students will develop a knowledge of key strategies and tactics, to use within all aspects of invasion games and net and wall games. Rule knowledge will be developed to match more realistic elite games. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Half Term 4 |
| Knowledge |
| Aesthetics |
| Fitness |
| Outdoor and Adventurous |
| Orienteering |
| Skills / application of knowledge |
| Aesthetics |
| Fitness |
| Training Methods, Resistance training, Circuit training, Continuous Training |
| Fitness Testing, bleep test , cooper run, strength, agility run, speed, sit and reach, balance |
| Outdoor and Adventurous |
| Orienteering |
| Map Reading |
| What the markers mean |
| Navigation around the map |
| Using Bearings |
| Using a Compass |
| Racing against the clock |
| Links to prior learning |
| Outdoor and Adventurous assumes that students have some prior knowledge of orienteering concepts from KS2.These will be recapped in lesson 1. |
| Throughout the whole PE curriculum students are taught the importance of having a healthy active lifestyle and can now experience what it is like to train for fitness and train for elitism. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Final Performance |
| Half Term 5 |
| Knowledge |
| Athletics |
| Track |
| Field |
| Skills / application of knowledge |
| Athletics |
| Track |
| Sprint Finishing, dipping on the line. Powering through the last 30 metres for success. |
| Reserving energy from heats to finals. |
| 100m |
| 200m |
| 1500m |
| 4 x 100 Relay |
| Field |
| Using varied techniques to be successful. Using body biomechanics to throw further |
| Javelin |
| Shot Put |
| Discuss |
| Jumping |
| Using body momentum within jumps to gain longer/higher jumps |
| High Jump |
| Long Jump |
| Triple Jump |
| Links to prior learning |
| From Year 8 SOW, students will enhance the different techniques learned to further improve athletic results, through concepts such as biomechanics to throw further and using body momentum to jump further/higher. Tactics will also be embedded for the sprint start and how to finish a race at maximum speed. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Recorded Scores |
| Half Term 6 |
| Knowledge |
| Striking and Fielding |
| Rounders |
| Cricket |
| Softball |
| Skills / application of knowledge |
| Striking and Fielding |
| Batting – tactics, directional choice dependent on fielders |
| Fielding – use of the backstop, development of positions |
| Bowling – tactics, spin, donkey drop, speed |
| Rules – reacting quickly and making decisions to be successful |
| Links to prior learning |
| From Year 8 SOW, students will use their embedded motor competence to be more successful in their performance. Students will develop a knowledge of key strategies and tactics, to use within all aspects of striking and fielding. Rule knowledge will be developed to match more realistic elite games |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| ICAN statements |
| Competitive games |
| Year 10 Principles of Training (2 lessons per week) | ||
| Half Term 1 | Half Term 2 | Half Term 3 |
| Knowledge | Knowledge | Knowledge |
|
Topic Area 1: Components of fitness applied in sport
|
Topic Area 2: Components of fitness applied in sport | Topic Area 3: Principles of training in sport |
|
Skills/ application of knowledge
|
Skills/ application of knowledge | Skills/ application of knowledge |
|
The definition of, and suitable fitness tests used, to measure each component of fitness
Collect and interpret the results of fitness tests Drills and competitive drills |
Relevance of components of fitness to different sports Application of components of fitness to skill performance |
Principles of training and goal setting in a sporting context Methods of training and their benefits Linking to a client provided by OCR |
|
Assessment
|
Assessment | Assessment |
|
Task 1 Components of fitness applied in sport
(15 marks) |
Task 2 Components of fitness applied in sport (15 marks) |
Task 3 Apply principles of training in sport (24 marks)
|
| Half Term 4 | Half Term 5 | Half Term 6 |
| Knowledge | Knowledge | Knowledge |
|
Topic Area 4: Organising and planning a fitness training programme
|
Topic Area 4: Organising and planning a fitness training programme | Topic Area 5: Evaluate own performance in planning and delivery of a fitness training programme |
|
Skills/ application of knowledge
|
Skills/ application of knowledge | Skills/ application of knowledge |
|
Factors when designing a fitness training programme
Planning a fitness-based training programme Recording results from fitness training programme |
Factors when designing a fitness training programme Planning a fitness-based training programme Recording results from fitness training programme |
Recording results from fitness training programme Evaluating the effectiveness of a fitness training programme |
|
Assessment
|
Assessment | Assessment |
|
Task 4 Organising and planning a fitness training programme (14 marks)
|
Task 4 Organising and planning a fitness training programme (14 marks) |
Task 5 Review own performance in planning and delivery of a fitness training program (12 marks)
|
| Year 10 Nutrition (1 lesson per week) | ||
| Half Term 1 | Half Term 2 | Half Term 3 |
| Knowledge | Knowledge | Knowledge |
|
Topic Area 1: Nutrients needed for a healthy, balanced nutrition plan
|
Topic Area 2: Applying differing dietary requirements to varying types of sporting activity | Topic Area 3: Developing a balanced nutrition plan for a selected sporting activity |
|
Skills/ application of knowledge
|
Skills/ application of knowledge | Skills/ application of knowledge |
|
Characteristics of a balanced nutrition plan
The role of nutrients in sports and their sources |
The dietary requirements of endurance/aerobic activities The dietary requirements of short intense/anaerobic activities The dietary requirements of strength-based activities |
How to design and develop a balanced nutrition plan Key factors when considering the success/ impact of a nutrition plan |
|
Assessment
|
Assessment | Assessment |
|
Task 1 The nutrients needed for a healthy, balanced nutrition plan (6 marks)
|
Task 2 Identify different dietary requirements to varying types of sporting activity (12 marks) |
Task 3 Develop a balanced nutrition plan for a selected sporting activity (12 marks)
|
| Half Term 4 | Half Term 5 | Half Term 6 |
| Knowledge | Knowledge | Knowledge |
|
Topic Area 4: How nutritional behaviours can be managed to improve sports performance
|
Exam board will now provide a Client for students to relate their coursework to. Teach the client needs and requirements | Time to complete all assignments using new client knowledge |
|
Skills/ application of knowledge
|
Skills/ application of knowledge | Skills/ application of knowledge |
|
The effects of overeating on sports performance
The effects of undereating of dehydration on performance |
Who is this client? What sport What training requirements What is their aim What are their goals? Wat are their cultural needs How are you going to help them |
Students to work through Task 1 – Task 4 and adapt to meet the assignment brief. |
|
Assessment
|
Assessment | Assessment |
|
Task 4 How nutritional behaviours can be managed to improve sports performance (10 marks)
|
Books Assignment additions relating to client |
Task 1 – Task 4 marking feedback and requirements for students to act on feedback within assignments
|
| Year 11 | ||
| Half Term 1 & 2 | Half Term 3 | Half Term 4 |
| Knowledge | Knowledge | Knowledge |
|
9 assignments to be completed by January of that academic year,
Principles of Training (80) Tas1 – Task 5 Nutrition (40) Task 1 – Task 4 R180 Exam unit will be taught 1lesson per week from December 2024 – see next columns |
Topic Area 1: Different factors which influence the risk and severity of injury Topic Area 2: Warm up and cool down routines Topic Area 3: Different types and causes of sports injuries |
Topic Area 4: Reducing risk, treatment and rehabilitation of sports injuries and medical conditions Topic Area 5: Causes, symptoms and treatment of medical conditions Revision Going back through Topic 1-4 Misconceptions from assessments Exam practice Paper practice |
|
Skills/ application of knowledge
|
Skills/ application of knowledge | Skills/ application of knowledge |
|
Within lessons providing time to be able to complete.
However, recall techniques must be taught before every lesson and key theme for each task discussed. Modelling of student answers Modelling of OCR answers Teacher Answers TEAMS used for guidance sheets Checklist used. |
Extrinsic factors Intrinsic Factors Key components of a warm up and cool down Benefits of a warm up and cool down Acute injuries Chronic injuries |
Measures that can be taken before and during participation in sport or physical activity to reduce risk and severity of injury/medical conditions Responses and treatment to injuries and medical conditions in a sporting context Asthma Diabetes Epilepsy Sudden Cardiac Arrest Other medical conditions Literacy on questions How to answer Read the question Understand what the question is asking for Developing sporting knowledge and terminology |
|
Assessment
|
Assessment | Assessment |
|
All marks will be sent in January of that academy year. All assignments to be completed.
9 assignments in total. Assignments will be marked, and feedback provided for all students to act upon. |
Mock Exam Mini Assessments 8 Mark question essay writing Extended writing answers Exam techniques DC1 |
Low stakes recall
Exam questions Full Mock Exam Parents eve DC2 |
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