Physical Education


PE Curriculum Plan

Why are we teaching a knowledge-rich curriculum; how is it different?

Our knowledge rich curriculum is purposefully sequenced and delivered using the Youth Sport Trust principles of ‘head, heart, hands’. The focus being on the whole learner and not just the physical element of the subject. Pupils will develop a deep and meaningful understanding of how their own body works, values to promote sportsmanship, leadership and physical competency in a range of activities in order to support lifelong physical and mental health, fitness and wellbeing. The knowledge content is specific in detail and is taught to be remembered. 

Why are we teaching this content?

The aim is to provide a high-quality physical education experience that inspires pupils to achieve a high level of competency and enjoyment. 

Within the Key Stage 3 curriculum, pupils develop knowledge on the stages and purposes of warm ups and cool downs, identification and types of bones, muscles and joints, the function and structure of the cardiorespiratory system, fitness components and methods of training, short and long term effects of exercise and diet and nutrition. They also cover a range of values to promote sportsmanship and will be developing and applying skills and techniques, rules and tactics across a wide range of physical activities. Examples of activities include but are not limited to lacrosse, football, badminton, hockey, gymnastics, cricket, rounders, fitness, trampolining, OAA and athletics. 

In Key Stage 4,  pupils develop knowledge on sports psychology, injuries, barriers to exercise, careers in sport, the effects of smoking and drugs on health, wellbeing and sports performance. They cover a range of values to promote sportsmanship and sports leadership. They will be developing and applying advanced skills and techniques, rules and tactics across a wide range of physical activities. The KS4 curriculum develops the breadth and depth of activities from KS3 and includes but is not limited to ultimate frisbee, rugby, trampolining, table tennis, volleyball, futsal, kinball, badminton and netball. 

Why are we teaching it in this order?

Practical progression in physical education is through an understanding and the application of key skills, movements and techniques as well as knowledge about significant tactics and rules.  For example, in Year 7, pupils will be equipped with the right skills and techniques to be able to pass and receive in hockey, for which they can also use some of these fundamental principles to apply passing and receiving into football and lacrosse.  As pupils move into KS4 the depth of the activities and breadth is expanded to ensure pupils develop a higher level of competency as well as experiencing a wider range of activities. Knowledge is sequenced to deepen their understanding of the specific subject.

What do pupils need to remember and be able to do in this subject?

Pupils need to be able to retain and recall knowledge information on:

  • Specific anatomy and physiology, health, fitness and wellbeing principles and apply these into either practical applications and/or a deeper understanding of how to apply this to their own life for health, wellbeing and to keep themselves physically fit. 
  • Specific rules, tactics, skills and techniques to develop competency and enjoyment in a range of practical activities
  • Key values for promoting sportsmanship and sports leadership. 

What methods do we use to help pupils secure this knowledge in long-term memory? 

Teachers within our department use a variety of methods to help pupils secure knowledge and demonstrate physical skills and techniques into practical situations. Within a typical lesson you may witness examples of choral response and quizzing to teach and test items such as vocabulary but we would also use methods such as class discussion and high amount of application into practical demonstrations to ensure pupils have a good knowledge of the content they are studying. Misconceptions are preempted and addressed and re-taught/practised. There is an emphasis on robust teacher questioning to check for understanding.