Welcome to Physical Education
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 |
| Half Term 1 |
| Knowledge |
| Invasion Games |
| Rugby |
| Netball |
| Net and Wall |
| Volleyball |
| Components of fitness applied in sport |
| Topic Area 1: Nutrients needed for a healthy, balanced nutrition plan |
| Skills / application of knowledge |
| Rugby: |
| Counter rucking as a team |
| 8v8 Scrum |
| 7v7 lineout |
| Exploiting mismatches |
| Kicking with purpose |
| Attacking kicking |
| Defensive Kicking |
| Positioning for body types |
| Zonal Marking |
| Penalty Decisions |
| Refereeing |
| Netball: |
| Decision making when attacking |
| Playing the correct position |
| Set Plays – centre pass |
| Set Plays – back line |
| Zone vs Line Marking |
| Umpiring |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| 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 |
| Characteristics of a balanced nutrition plan |
| The role of nutrients in sports and their sources |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Task 1 Components of fitness applied in sport (15 marks) |
| Task 1 The nutrients needed for a healthy, balanced nutrition plan (6 marks) |
| Half Term 2 |
| Knowledge |
| Invasion Games |
| Basketball |
| Football |
| Components of fitness applied in sport |
| Topic Area 2: Applying differing dietary requirements to varying types of sporting activity |
| Skills / application of knowledge |
| Basketball: |
| Ball handling 101 including leg dribbles and fakes |
| Defending anticipation |
| Exploiting mismatches |
| Rebound attacking |
| 5v5 games |
| Fast breaks vs slowing down |
| Efficiency at the key |
| Using the shot clock |
| Umpiring |
| Football: |
| Passing and receiving on the half turn |
| Running at speed to dribble |
| Shooting with precision and accuracy |
| Power shot |
| Curl shot |
| Importance of set pieces |
| Attacking overloads |
| Defending as a unit |
| Refereeing |
| Relevance of components of fitness to different sports |
| Application of components of fitness to skill performance |
| The dietary requirements of endurance/aerobic activities |
| The dietary requirements of short intense/anaerobic activities |
| The dietary requirements of strength-based activities |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Task 2 Components of fitness applied in sport (15 marks) |
| Task 2 Identify different dietary requirements to varying types of sporting activity (12 marks) |
| Half Term 3 |
| Knowledge |
| Invasion Games |
| Rugby |
| Net and Wall |
| Volleyball |
| Aesthetics |
| Fitness |
| Topic Area 3: Developing a balanced nutrition plan for a selected sporting activity |
| Principles of training in sport |
| Skills / application of knowledge |
| Rugby: |
| Counter rucking as a team |
| 8v8 Scrum |
| 7v7 lineout |
| Exploiting mismatches |
| Kicking with purpose |
| Attacking kicking |
| Defensive Kicking |
| Positioning for body types |
| Zonal Marking |
| Penalty Decisions |
| Refereeing |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| Aesthetics |
| Fitness |
| Personal Trainer mindset |
| Strength and conditioning |
| Devising own programs |
| Using elite athlete’s programs |
| Improving fitness test scores |
| Wider health issues |
| Using the gym efficiently |
| Principles of training and goal setting in a sporting context |
| Methods of training and their benefits |
| Linking to a client provided by OCR |
| How to design and develop a balanced nutrition plan |
| Key factors when considering the success/ impact of a nutrition plan |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate. For fitness students can develop effective training plans, understand the science behind exercise, and make informed choices for a healthy and active lifestyle. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Task 3 Apply principles of training in sport (24 marks) |
| Task 3 Develop a balanced nutrition plan for a selected sporting activity (12 marks) |
| Half Term 4 |
| Knowledge |
| Invasion Games |
| Hockey |
| Net and Wall |
| Volleyball |
| Organising and planning a fitness training programme |
| Topic Area 4: How nutritional behaviours can be managed to improve sports performance |
| Skills / application of knowledge |
| Hockey |
| Attacking formations |
| Discipline to stay on position |
| Flick and scoop pass |
| Position to score |
| Tackling on the move |
| Development of Goalkeeper |
| Refereeing |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| Factors when designing a fitness training programme |
| Planning a fitness-based training programme |
| Recording results from fitness training programme |
| The effects of overeating on sports performance |
| The effects of undereating of dehydration on performance |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Final Performance |
| Task 4 Organising and planning a fitness training programme (14 marks) |
| Task 4 How nutritional behaviours can be managed to improve sports performance (10 marks) |
| Half Term 5 |
| Knowledge |
| Athletics |
| Track |
| Field |
| Organising and planning a fitness training programme |
| Exam board will now provide a Client for students to relate their coursework to. Teach the client needs and requirements |
| Skills / application of knowledge |
| Athletics |
| Mastery of each discipline |
| Track |
| Developing speed and power |
| Explosive from the start |
| Aggressive at the finish |
| Using the start and finish to gain seconds |
| Field |
| Explosive |
| Accuracy |
| Momentum building |
| Javelin |
| Shot Put |
| Discuss |
| Jumping |
| Maximising airtime |
| Momentum and Velocity at the run up |
| High Jump |
| Long Jump |
| Triple Jump |
| Factors when designing a fitness training programme |
| Planning a fitness-based training programme |
| Recording results from fitness training programme |
| 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 |
| Links to prior learning |
| From KS3 SOW, students will be building upon their prior knowledge, so they can develop more advanced athletic skills, understand how to train effectively, and become more competitive athletes. Analyse own performance so that results can improve through a mastery of all disciplines, |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Recorded scores |
| Task 4 Organising and planning a fitness training programme (14 marks) |
| Books Assignment additions relating to client |
| Half Term 6 |
| Knowledge |
| Striking and Fielding |
| Rounders |
| Cricket |
| Softball |
| Evaluate own performance in planning and delivery of a fitness training programme |
| Time to complete all assignments using new client knowledge |
| Skills / application of knowledge |
| Striking and Fielding |
| Footwork |
| Shot selection |
| Power hitting |
| Anticipating fielding for stopping and catching |
| Developing several types of catch |
| Producing varied bowls |
| How to deal with these whilst batting |
| Best field placement |
| Tactics and formation of field |
| Umpiring |
| Recording results from fitness training programme |
| Evaluating the effectiveness of a fitness training programme |
| Time to complete all assignments using new client knowledge |
| Students to work through Task 1 – Task 4 and adapt to meet the assignment brief. |
| Links to prior learning |
| From KS3 SOW , student will consolidate their prior knowledge and progressing to more advanced concepts. Students can develop a well-rounded understanding of striking and fielding, becoming more effective and strategic players. Use attacking and defending principles to score more runs and get people out. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Task 5 Review own performance in planning and delivery of a fitness training program (12 marks) |
| Task 1 – Task 4 marking feedback and requirements for students to act on feedback within assignments |
| Half Term 1 |
| Knowledge |
| Invasion Games |
| Rugby |
| Netball |
| Net and Wall |
| Volleyball |
| 9 assignments to be completed by January of that academic year, |
| Principles of Training (80) |
| Tas1 – Task 5 |
| Nutrition (40) |
| Task 1 – Task 4 |
| Skills / application of knowledge |
| Rugby: |
| Counter rucking as a team |
| 8v8 Scrum |
| 7v7 lineout |
| Exploiting mismatches |
| Kicking with purpose |
| Attacking kicking |
| Defensive Kicking |
| Positioning for body types |
| Zonal Marking |
| Penalty Decisions |
| Refereeing |
| Netball: |
| Decision making when attacking |
| Playing the correct position |
| Set Plays – centre pass |
| Set Plays – back line |
| Zone vs Line Marking |
| Umpiring |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| 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. |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| 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. |
| Half Term 2 |
| Knowledge |
| Invasion Games |
| Basketball |
| Football |
| 9 assignments to be completed by January of that academic year, |
| Principles of Training (80) |
| Tas1 – Task 5 |
| Nutrition (40) |
| Task 1 – Task 4 |
| Skills / application of knowledge |
| Basketball: |
| Ball handling 101 including leg dribbles and fakes |
| Defending anticipation |
| Exploiting mismatches |
| Rebound attacking |
| 5v5 games |
| Fast breaks vs slowing down |
| Efficiency at the key |
| Using the shot clock |
| Umpiring |
| Football: |
| Passing and receiving on the half turn |
| Running at speed to dribble |
| Shooting with precision and accuracy |
| Power shot |
| Curl shot |
| Importance of set pieces |
| Attacking overloads |
| Defending as a unit |
| Refereeing |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Mock Exam |
| Mini Assessments |
| 8 Mark question essay writing |
| Extended writing answers |
| Exam techniques |
| Half Term 3 |
| Knowledge |
| Invasion Games |
| Rugby |
| Net and Wall |
| Volleyball |
| Aesthetics |
| Fitness |
| Topic Area 1: Several factors which influence the risk and severity of injury |
| Topic Area 2: Warm up and cool down routines |
| Topic Area 3: Distinct types and causes of sports injuries |
| Skills / application of knowledge |
| Rugby: |
| Counter rucking as a team |
| 8v8 Scrum |
| 7v7 lineout |
| Exploiting mismatches |
| Kicking with purpose |
| Attacking kicking |
| Defensive Kicking |
| Positioning for body types |
| Zonal Marking |
| Penalty Decisions |
| Refereeing |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| Aesthetics |
| Fitness |
| Personal Trainer mindset |
| Strength and conditioning |
| Devising own programs |
| Using elite athlete’s programs |
| Improving fitness test scores |
| Wider health issues |
| Using the gym efficiently |
| 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 |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate. For fitness students can develop effective training plans, understand the science behind exercise, and make informed choices for a healthy and active lifestyle. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
| Exam in May |
| Half Term 4 |
| Knowledge |
| Invasion Games |
| Hockey |
| Net and Wall |
| Volleyball |
| Topic Area 4: Reducing risk, treatment and rehabilitation of sports injuries and medical conditions |
| Topic Area 5: Causes, symptoms and treatment of medical conditions |
| Skills / application of knowledge |
| Hockey |
| Attacking formations |
| Discipline to stay on position |
| Flick and scoop pass |
| Position to score |
| Tackling on the move |
| Development of Goalkeeper |
| Refereeing |
| Volleyball: |
| Serving for a point |
| Dummy serving |
| Setting at height for variation |
| Who to combine with and how |
| Anticipation as a defender |
| Blocking as a unit |
| Full game |
| Umpiring |
| 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 |
| Links to prior learning |
| From KS3 SOW, students will build upon their prior knowledge of invasion games and net and wall games. Students can develop a deeper understanding of the tactical complexities, refine their skills, and become more effective players. Along with continued rule development to effectively officiate and self-regulate |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Final Performance |
| Links to prior learning |
| From KS3 SOW, students will be building upon their prior knowledge, so they can develop more advanced athletic skills, understand how to train effectively, and become more competitive athletes. Analyse own performance so that results can improve through a mastery of all disciplines, |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Recorded scores |
| Links to prior learning |
| From KS3 SOW , student will consolidate their prior knowledge and progressing to more advanced concepts. Students can develop a well-rounded understanding of striking and fielding, becoming more effective and strategic players. Use attacking and defending principles to score more runs and get people out. |
| Assessment |
| Teacher observation |
| Student observation |
| Elite examples |
| A2L statements |
| Competitive games |
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