PE
Year 7 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Basketball
|
Move I will practise my gross and fine motor skills to enable me to complete a range of skills in isolation and game play whilst improving my fitness. Specifically, I will dedicate time to practise passing, Dribbling and defending. Solve I will familiarise myself with the rules and regulations of the sport, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will dedicate time to know basic rules such as how many players are on a team, how a game starts, throw-ins, and what is deemed as a foul. Connect I will develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will dedicate time to work with a variety of people in the class, lead warm ups and nominate myself to be a captain. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Badminton
|
Move I will practise my gross and fine motor skills to enable me to complete a range of skills in isolation and team events whilst improving my fitness. Specifically, I will dedicate time to practise my hitting the shuttle and movement. Solve I will familiarise myself with the rules and regulations of the sport, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will dedicate time to know basic rules to play ‘singles. Connect I will develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will dedicate time to work with a variety of people in the class, such as helping my peers to correct their technique through use of key terms. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
|
Move I will practise my gross and fine motor skills to enable me to complete a range of skills to form a routine. Specifically, I will dedicate time to improve my jumping, balance and coordination. Solve I will familiarise myself with the rules and regulations of the sport, enabling me to make informed decisions that will contribute to the improvement of my all performance. Specifically, I will dedicate time to know basic rules and regulations to trampoline safely. Connect I will develop the ability to collaborate effectively with my peers. Specifically, I will make clear suggestions to help my peers to perform high quality routines. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. | Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Football
|
Move I will practise my gross and fine motor skills to enable me complete a range on skills in isolation and game play whilst improving my fitness. Specifically, I will dedicate time to improve my ball control (dribbling, passing) and movement. Solve I will familiarise myself with the rules and regulations of the sport, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will dedicate time to know basic rules such as scoring and referring a game. Connect I will develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will dedicate time to work with a variety of people in the class, lead warm ups and nominate myself to be a captain. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle | Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health
and to learn how to team build and problem solve through various outdoor activities.
|
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. | Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to key terminology and will be able to explain these terms. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
OAA; to learn how to team build and problem solve through various outdoor activities.
|
Key skills and terminology will be taught to enable all pupils to participate to their full potential. Team work, problem solving are key to this unit of work. | Pupils will be fully engaged in lessons. Activities will be pupils exploring and reporting back to the teacher with their answers. Competition will be delivered through times events. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Badminton; to learn how to play a game of Badminton through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore, students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; to learn how to play a game of Netball through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Athletics; to learn skills to allow students to performe across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit. |
Students will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball; to learn how to play a game of Volleyball through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore, students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and Fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore, students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 8 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Basketball |
Move I will continue to develop my gross and fine motor skills to enable me to complete a range of skills in isolation and game play whilst improving my fitness. Specifically, I will dedicate time to building powerful passing, faster dribbling and anticipation to better my defending.
Solve I will remind myself of the rules and regulations of the sport from year 7 and build upon this in year 8, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will dedicate time to build upon the basic rules learned in year 7 such as contact, travel and double dribble.
Connect I will continue to develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will dedicate time to work with a variety of people in the class playing to each other's strengths and overcoming team weaknesses
Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Badminton |
Move I will continue to develop my gross and fine motor skills to enable me to complete a range of skills in isolation and team events whilst improving my fitness. Specifically, I will dedicate time to practise my power and accuracy to increase successful play. Solve I will remind myself of the rules and regulations of the sport from year 7 and build upon this in year 8, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will dedicate time to know embed rules to enable me to officiate and coach in lessons Connect I will develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will dedicate time to work with a variety of people in the class helping each other to improve through use of constructive feedback Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Basketball;
to learn how to play a game of Basketball through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore; students can familiarise themselves with Basketball and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Trampolining |
Move I will continue to develop my gross and fine motor skills to enable me to complete a range of to create 8-10 bounce routine whilst improving my fitness. Specifically, I will dedicate time to practise my power to gain more height and balance to remain in the centre. Solve I will remind myself of the rules and regulations of the sport from year 7 and build upon this in year 8, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, create a challenging routine. Connect I will develop the ability to collaborate effectively with my peers, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will make clear suggestions to my peers to better each other’s routines. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Football |
Move I will continue to develop my gross and fine motor skills to enable me to complete a range on skills in isolation and game play whilst improving my fitness. Specifically, I will develop power and attempt accuracy through accurate shooting and powerful passes or crosses. Solve I will remind myself of the rules and regulations of the sport from year 7 and build upon this in year 8, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Connect I will develop the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, I will learn to channel my feelings into a positive form of motivations to aid my team’s performance. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health and to learn how to team build and problem solve through various outdoor activities |
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. | Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to kep terminology and will be able to explain these terms. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
Badminton;
to learn how to play a game of Badminton through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore; students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; ; to learn how to play a game of Netball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. More focus will be put on game play to give a realistic setting for the sport. |
|
Summer |
Athletics; to learn skills to allow students to performance across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit.
|
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for students to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball; to learn how to play a game of Volleyball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore; students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore; students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 9 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Basketball |
Move I will refine and enhance my gross and fine motor skills to enable me to complete a range of skills in isolation and game play whilst improving my fitness. Specifically, I will dedicate time to develop fluent passing to maintain possession and create set plays using speed and agility. Solve I will embed the rules and regulations of the sport from year 7 and 8 and build upon this in year 9, enabling me to make informed decisions that will contribute to the improvement of my overall performance. Specifically, I will use the rules to tactically overcome my opponents. Connect I will refine and enhance my ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, understand the importance of respect weather being a player, a coach or an official Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. | Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Badminton |
Move I will refine and enhance to develop my gross and fine motor skills to enable me to complete a range of skills in isolation and doubles whilst improving my fitness. Specifically, I will dedicate time to improve my various shots such as overhead clears to net shot with more strength, power and speed. Solve I will embed the rules and regulations I learned in year 7&8, enabling me to make informed decisions that will contribute to the improvement of my overall performance. specifically, I will use knowledge and tactics to aid performance in singles and doubles play. Connect I will refine and enhance the ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal when playing doubles. Specifically, I will understand the importance of positive reinforcement and help build up relationships with players, coaches and officials. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle | Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Trampolining |
Move I will refine and enhance my gross and fine motor skills to enable me to complete a range of skills in isolation and routine whilst improving my fitness. Specifically, I will dedicate time to develop fluent links between high tariff moves and low tariff moves to create a flawless routine. Solve I will embed the rules and regulations of the sport from year 7 and 8 and build upon this in year 9, enabling me to make informed decisions to create an individual routine Connect I will refine and enhance my ability to collaborate effectively with my peers, where our collective efforts are directed toward achieving a shared end goal; performing an exemplary routine. Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. | Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Autumn |
Football |
Move I will refine and enhance my gross and fine motor skills to enable me to complete a range of skills in isolation and game play whilst improving my fitness. Specifically, I will dedicate time to develop fluent passing using correct techniques under pressure. Solve I will embed the rules and regulations of the sport from year 7 and 8 and build upon this in year 9, enabling me to make informed decisions that will contribute to the improvement of my overall performance. specifically, I will use the rules to tactically overcome my opponents. Connect I will refine and enhance my ability to collaborate effectively within a team, where our collective efforts are directed toward achieving a shared end goal. Specifically, understand the importance of respect weather being a player, a coach or an official Feel I will develop my self-esteem by gaining a better understanding of my emotions through engaging in physical activities. Specifically, I will dedicate time to reflect on my performance; self-reflection on my performance by assessing aspects such as my resilience, efforts, and confidence levels. |
In every class, every student will develop a positive and meaningful relationship with movement. This will be evident through the practice of isolated skills and participation in group games. Throughout the lesson, emphasis will be placed on moving, connecting, solving, and feeling; to foster a commitment to maintaining a healthy and active lifestyle. |
Assessment of each concept will occur both within the lesson and throughout the unit of work, utilising both formative and summative assessment methods. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health and to learn how to team build and problem solve through various outdoor activities.
|
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. Key skills and terminology will be taught to enable all pupils to participate to their full potential. Team work, problem solving are key to this unit of work. |
Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to keep terminology and will be able to explain these terms. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
Badminton; to learn how to play a game of Badminton through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore; students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; to learn how to play a game of Netball through the use of basic skills and rules. | Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. | Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Athletics;
to learn skills to allow students to performance across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit.
|
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball;
to learn how to play a game of Volleyball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore; students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and Fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment.
|
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore; students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 10 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Performance Journey: Football |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. Through game play I will continue to develop my understanding of the rules and regulations such as, offsides and penalties, as well as develop my skills under pressure such as accurate passing, creating space and defending.
|
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Performance Journey: Badminton |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. Through game play I will continue to develop my understanding of the rules and regulations such as in and outs, foul serve and scoring, as well as develop my skills under pressure such as accurate shots, creating and faster footwork. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Recreation Journey: Badminton |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engaged me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Autumn |
Recreation Journey: Tennis |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, hitting and general coordination. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Health and Fitness Journey: Flexibility Training |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance through boxercise training. Flexibility training will provide a calming environment with various ways to better flexibility and strength. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Performance Journey: Trampolining |
I will learn through creating challenging routines utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. I will continue to develop my understanding of the rules and regulations such as no double bounces, or bouncing on 1 leg as well as develop my skills to perform under pressure when having spectators. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Performance Journey: Handball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, fouls, sinbin, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. |
Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Autumn |
Recreation Journey: Alternative Games |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, batting, moving and general coordination. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Recreation Journey: Trampolining |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. I will attempt different moves and build up to a routine, I can challenge myself or perfect skills to reduce pressured environment. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Health and Fitness Journey: Boxercise |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. Boxercise will be used to raise heart rate; pushing myself at a high intensity to better my health and fitness. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Autumn |
Health and Fitness Journey: Cycling/Walking |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. These unit is about keeping active for the entire lesson at low intensity, it is about learning exercise does not always have to be difficult and simple walking or cycling is a useful tool to keep healthy. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit). |
|
Spring |
Fitness | Students will learn components of fitness and develop a fitness programme that is personalised to them. They will create goals to help motivate and challenge themselves. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school.Components of Fitness:Cardiovascular Endurance, Muscular Endurance, Speed, Coordination, Strength, Balance, Flexibility, Reaction Time, Power, AgilityBenefits:Physical; maintain correct weight, stronger, agile, flexible, faster, endurance improves, reduces risk of illness, avoid obesity Social; make friends, team worker, cooperation improves Mental; reduces stress, confidence builds, serotonin levels increases, emotional control, self esteem | All students will be engaged in lessons. Students will complete appropriate warm up and cool downs, and follow an ongoing fitness programme that they have created to help them achieve their personal goal. Students will be able to explain the importance of a healthy active lifestyle for 3 key areas, mental, social and physical. | Discussions will take place about their targets, how their programme will help them achieve their goals. Teamwork will be seen such as spotting bench pressing the gym, motivating each other. Questioning will take place to check their understanding why physical activity is important. |
|
Spring |
Handball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 7 side games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, defending using ‘wall’ formation, dribbling, shooting, attacking. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Badminton |
Students will use the skills that have been taught in KS3 and perform them in singles or doubles. Opportunities to lead warm ups, specific activities, score and umpire will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of serves, overhead clear, net shot, shot drop, doubles play, singles play, scoring system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Netball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full context netball games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls,, shooting, attacking and defending.system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, umpiring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Summer |
Performance journey: Netball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, free shots, obstructions, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Football |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as fouls, offsides, penalties, as well as develop my skills under pressure such as accurate passing, creating space and jockeying
|
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Dodgeball |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engaged me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Striking and Fielding |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Fitness suite, |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health & Fitness: Yoga/Boxercise |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance through boxercise training.
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Handball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, fouls, sinbin, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Volleyball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as outs, fail serve, hits per team, as well as develop my skills under pressure such as accurate setting, creating space and serving. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Tennis |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, batting, moving and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Alternative games |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching, batting general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Outdoor fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Yoga/athletic fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or power
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
Year 11 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Football
|
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 side matches. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up students with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, heading, dribbling, shooting, attacking and defending. |
All students engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Students will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Trampolining
|
Students will use the skills that have been taught in KS3 and perform them as routines that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if) . Routines will be cleaner, have more height, and bounce in the middle of the trampoline. . to set up students with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, heading, dribbling, shooting, attacking and defending. |
All students engaged in taking on roles and responsibilities within the lesson students should display confidence having had experience and willingness to try new skills. Routines will be the main focus with the ability to make multiple bounces (10 bounces in a row). Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Basketball |
Students will use the skills that have been taught in KS3 and year 10 to participate in small sided games or full court context. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls, dribbling, shooting, attacking and defending. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Tennis |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full court games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: serve, backhand and forehand strokes, volleys, smash and lobs. Scoring system, Signals Play and doubles play |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Fitness | Fitness; to build an understanding why living a healthy active lifestyle is important for mental, social and physical wellbeing. |
Students will learn components of fitness and develop a fitness programme that is personalised to them. They will create goals to help motivate and challenge themselves. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Components of Fitness: Cardiovascular Endurance, Muscular Endurance, Speed, Coordination, Strength, Balance, Flexibility, Reaction Time, Power, Agility Benefits: Physical; maintain correct weight, stronger, agile, flexible, faster, endurance improves, reduces risk of illness, avoid obesity. Social; make friends, team worker, cooperation improves Mental; reduces stress, confidence builds, serotonin levels increases, emotional control, self esteem. |
All students will be engaged in lessons. Students will complete appropriate warm up and cool downs, and follow an ongoing fitness programme that they have created to help them achieve their personal goal. Students will be able to explain the importance of a healthy active lifestyle for 3 key areas, mental, social and physical. |
|
Spring |
Handball |
Students will use the skills that have been taught in KS3 and year 10 whilst performing them in small sided games and 7 side games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, defending using ‘wall’ formation, dribbling, shooting, attacking. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Badminton |
Students will use the skills that have been taught in KS3 and perform them in a game of Badminton. Opportunities to lead warm ups, specific activities, score and umpire will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of serves, clears, smash and net shots, rules and regulations etc. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Netball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full context netball games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls,, shooting, attacking and defending.system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, umpiring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Summer |
Performance journey: Netball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, free shots, obstructions, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Football |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as fouls, offsides, penalties, as well as develop my skills under pressure such as accurate passing, creating space and jockeying
|
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Dodgeball |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engaged me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Striking and Fielding |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Fitness suite, |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health & Fitness: Yoga/Boxercise |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance through boxercise training.
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Handball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, fouls, sinbin, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Volleyball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as outs, fail serve, hits per team, as well as develop my skills under pressure such as accurate setting, creating space and serving. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Tennis |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, batting, moving and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Alternative games |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching, batting general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Outdoor fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
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Summer |
Health&Fitness: Yoga/athletic fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or power
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
