“Impossible is just a big word thrown around by small men who find it easier to live in the world they’ve been given than to explore the power they have to change it. Impossible is not a fact. It’s an opinion. Impossible is not a declaration. It’s a dare. Impossible is potential. Impossible is temporary. Impossible is nothing.”
– Muhammad Ali
The PE Faculty aims to support each student in finding a sport or activity that they can continue to participate in long into their adult lives.
STUDENT LEARNING RESOURCES & GUIDES
The button below will navigate to a series of resources which will support the development of skills and techniques and understanding of the subject.
KS4 & KS5 EXAM BOARDS
Key Stage 4 Physical Education (Options)
At KS4 we follow the Edexcel (Pearson) BTEC Sport Level 2 Technical Award specification and the Edexcel (Pearson) GCSE Sport Science specification.
GCSE Sport Science - Key Content:
Mastering the execution of skills and game play in a range of activities taken from areas of invasion and net/wall games as well as outdoor education activities such as rock climbing and kayaking.
An introduction to specialise in training methods and styles and types of fitness testing.
Knowledge of the human body and how it responds to exercise.
Understanding of social factors affecting sports participation.
90 mark Written Exam
36% of qualification
Fitness and Body System
Topic 1: Applied Anatomy and Physiology
Topic 2: Movement and Analysis
Topic 3: Physical training
Topic 4: Use of Data
70 mark Written Exam
24% of qualification
Health and Performance
Topic 1: Health, Fitness and wellbeing
Topic 2: Sport Psychology
Topic 3: Socio-cultural influence
Topic 4: Use of Data
105 mark Practical Assessment
30% of qualification.
The assessment consists of students completing three physical activities from a set list.
One must be a team activity and the other must be an individual activity and the final activity can be a free choice.
20 mark Coursework
10% of qualification.
Students have to produce and execute a Personal Exercise Program (PEP) and analyse/evaluate their performance in a written report.
BTEC Level 2 Technical Award : Key Content
The structure and function of the body systems and its impact on sport.
Understand how to develop a training program to improve an individual's performance.
Assess and evaluate sports performance and apply the principles to advance progress.
Understanding the Body and the Supporting Technology for Sport and Activity
Internally assessed assignment
The Principles of Training, Nutrition and Psychology for Sport and Activity.
70 mark written exam
Applying the Principles of Sport and Activity.
Internally assessed assignment and leadership project
Key Stage 5
BTEC Level 3 Sport
At KS5 we follow the Edexcel (Pearson) BTEC Sport Level 3 specification. The BTEC Sport course covers topics such as:
Anatomy and Physiology
Fitness training and programming
Professional development in the Sports industry.
Pathways also exist to provide a more directed career route; these are Sports Psychology and Sports Leadership. We have an outstanding pass rate on this course with 100% of our students attaining Distinction* in 2017 and Distinction to Distinction * in 2018.
Many of our students chose to study Sports Science at higher educational institutions, and out of those that have applied 100% have successfully gained places. Students have gone on to study degrees and foundation courses at such places as Loughborough, Brunel, St Mary’s, University of Bath and the University of Birmingham. Alternatively our students go onto do apprenticeships in sport, where they have gone onto become exceptional coaches and teachers.
Unit 1: Anatomy and Physiology
External assessed exam
80 mark exam
Learners explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems.
Unit 2: Fitness Training and programming or Heath, Sport and well-being
Externally assessed exam.
60 mark exam
Learners explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being.
Students are given a case study a week before the exam to carry out preparatory work. The students then have to interpret lifestyle factors and health screening data from a scenario, in order to develop and justify a training program and provide nutritional advice.
Unit 3 : Professional Development in the Sport Industry
Learners explore the knowledge and skills required for different career pathways in the sports industry. Learners will take part in, and reflect on, a personal skills audit, career action plan and practical interview assessment activities.
Unit 7: Practical Sports Performance
Learners study the skills, techniques, tactics and rules of selected sports through active participation in individual/team sports.
PE WHOLE SCHOOL CURRICULUM CONTRIBUTION
What are the core skills students develop in our subject?
Develop competence to excel in a broad range of physical activities
Are physically active for sustained periods of time
Engage in competitive sports and activities
Lead healthy, active lives
What are the big ideas in our subject?
How does lifestyle choices affect your health and wellbeing?
What career opportunities are there in sport?
Can bones function without muscles?
How to optimise performance and prevent injury?
How can psychological factors assist your performance?
How does social and cultural factor’s impact participation in sport?
How do we ensure we support the development of core skills?
Creating a curriculum program that enables student to develop competency in sports that are invasion, net and wall and aesthetic based. Where they can advance their skills while engaging in competitive sport. We build the whole student through roles of responsibility and leadership in lessons to advance their soft skills. There are opportunities for competition and enrichment are offered within the curriculum and beyond, in both team and individual activities.
What motivates and interests our students?
How do we ensure consistency across the key stages?
By making sure that all Key Stages are treated as important. Each key stage should link with the learning being filtered down from top to bottom.