Physical Education

Core PE Curriculum Intent

We believe in the holistic development of all students within our subject. Physical Education at Dyson Perrins C of E Academy seeks to develop the physical, social, emotional and mental wellbeing, of every student. The effect and impact of physical activity on the students’ mental and physical capacity in all aspects of school life, is fundamental to our curriculum foundations. Our curriculum is therefore built on the three pillars of progression, meeting the aims of the PE National Curriculum:

Motor Competence
Rules, Strategies and Tactics
Healthy and Active Participation

Motor competence

This refers to the ability to move the body efficiently and effectively, including fine and gross motor skills. It encompasses fundamental movement skills like running, jumping, throwing, and catching.

Our curriculum allows the students to accurately replicate basic skills and develop the ability to fine tune these skills to suit the environment in which they are engaged. All students have the opportunity to understand that different sports demand different skill types. This allows for students to be able to then refine and adapt their skills and techniques to the needs of the activity. Precision, control, and fluency of skills are a key focus. Extra-curricular activities provide further extension and enrichment to allow students to reach their full potential.

We aim to develop competent students, who:

excel and progress in a broad range of physical activities, displaying fluent motor competencies in all areas
engage in competitive and non-competitive sports and activities throughout the PE curriculum within our extra-curricular sports programme
ensure that all students are physically active for a sustained period of time during curriculum time and through participation in extra-curricular activities

Rules, Strategies and Tactics

This pillar focuses on understanding and applying rules, developing strategies for success in different activities, and using tactics to effectively navigate a game or situation.

Our PE curriculum gives students an opportunity to explore a range of different roles, alongside practical performance, developing valuable core skills which are transferable to day to day life. The students will develop a vast knowledge base of rules and regulations from a range of different sports, engaging in roles such as official, umpire or coach. This process will enable students to acquire strong leadership skills and increase confidence, resilience and empathy.

We aim to:

develop students’ knowledge and understanding of the Rules, regulations and strategies in all activities offered.

Healthy and Active Participation

This pillar emphasises the importance of engaging in physical activities in a safe and responsible way. The focus is to promote positive attitudes towards physical activity through developing an understanding of the benefits of a healthy lifestyle, especially in the relationship between physical activity and its effect on the body.

In our curriculum, there is a clear focus on the importance of good general fitness by working at different intensities in a range of sports. The students also engage in a specific unit of Health Related Fitness developing knowledge and understanding regarding physical and mental health and resilience.

We aim to:

support and educate our students on how to lead a Healthy active lifestyle, so that they understand how being healthy can impact their day to day lives, enabling them to cope with the demands of the environment.

PE mission

Our PE curriculum offers breadth and inclusivity, creating an environment that allows students to be the very best version of themselves. We encourage students to participate with positive attitudes, enjoying opportunities to try new sports and develop in specific areas of interest. Respectful interaction with others, being a noble competitor and performing with a positive mind set are important traits that we encourage within our students every day. Our curriculum underpins our very clear school values of Trust, Resilience, Challenge and Belief.

Examination PE KS4

GCSE PE
	LC1	LC2	LC3
Year 10	Applied Anatomy and Physiology The Structure and Function of the Cardio-respiratory System Anaerobic and Aerobic Exercise	Movement Analysis Physical Training	Sports Psychology NEA PEP (Non Examined Assessment)
Year 11	Socio-Cultural Influences Commercialisation of Physical Activity and Sport Ethical Issues NEA Practical Performance	Health and Fitness Use of Data NEA Practical Performance Moderation of Practical Performance	Examination Preparation External Examination

WJEC Sport and Coaching Principles
	LC1	LC2	LC3
Year 10	Unit 3 Coaching Principles 35% (with Controlled Assessment)	Unit 2 Improving Sports Performance 25% (with Controlled Assessment)	Completion of Unit 2 Improving Sports Performance (with Controlled Assessment)
Year 11	Unit 1 Fitness for Sport 40% (Examination Unit)	Completion of Unit 1 Fitness for Sport	Examination Preparation External Examination

KEY STAGE 3 - CORE PE

During the Key Stage (Year 7, 8 and 9), movement skills will be fundamental to securing the building blocks of learning, before sequencing more challenging movements. Students’ competency in a range of transferable skills are developed, gaining knowledge through instruction. Practice with good quality feedback will allow students the opportunity to grow their confidence and therefore competency, in a broad range of activities. Understanding what makes performance effective, knowing ‘what’ (declarative knowledge) and knowing ‘how’ (procedural knowledge) are key principles taught, forming the basis of our lessons. Students will engage in active participation for a sustained period of time through engagement in various competitive situations. Opportunities will be offered to promote spiritual, moral, social and cultural development, upholding our school values of Trust, Belief, Resilience and Challenge. Typically the KS3 course content covers the following areas:

Development of technique and improvement in performance in other competitive sports eg athletics and gymnastics
Use of a range of tactics and strategies to overcome opponents in direct competition through team and individual games eg badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis
Performance in dance using advanced dance techniques within a range of dance styles and forms
Participation in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
Analysis of performance with comparisons to previous ones
Engagement in competitive sports and activities outside school through community links or sports clubs.
Introduction to new activities such as Kinball and Pickleball, presenting the students with new experiences

KEY STAGE 4 - CORE PE

The focus for Key Stage 4 PE (Year 10 and 11), is to build on the foundations set during Key stage 3.

The course is completed over two years, when students will tackle complex and demanding activities. The lessons will be sequenced from Key stage 3, to build upon applying knowledge, skills, techniques and effective performance. Students will challenge themselves to develop their levels of fitness with a focus upon engaging in an active, healthy lifestyle. They will develop their skills in a variety of roles alongside being a performer, such as in coaching, choreographing and being an official. Opportunities will be offered to promote spiritual, moral, social and cultural development.

In Year 10, students engage in a variety of activities, rotating around them throughout the year and in Year 11 they will choose either a competitive pathway or recreational pathway. Upholding our school values of Trust, Belief, resilience and Challenge is fundamental to the Key Stage 4 curriculum.

Typically the KS4 course content covers the following areas:

Enhanced development of technique and improvement in performance in competitive sports, eg athletics and gymnastics, or in other physical activities eg dance, building on trust and developing skills to solve problems, either individually or as a group
Tackling complex and demanding physical activities, through being involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.
Development of a variety of tactics and strategies to overcome opponents in team and individual games eg badminton, basketball, cricket, football, hockey, netball, rounders, rugby, handball, tchoukball, kinball, rounders and tennis
Evaluation of performances with a clear focus for students to achieve their personal best
Participation in competitive sports and activities outside school through community links or sports clubs.