Physical Education

Rationale:

The national curriculum for physical education aims to ensure that all pupils:

• 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,

• Will lead healthy, active lives.

At TEC, Physical Education will promote these key concepts through a broad and balanced curriculum, utlising a variety of sporting activities, tailored to suit the needs of the pupils and facilities available. 

Based on the four domains of learning the curriculum is focussed on developing the pupil as a whole rather than solely improving sports performance, encompassing “The 4 C’s”. 

These are:

1. Competence (Physical Domain)

2. Comprehension (Cognitive Domain)

3. Confidence (Affective Domain)

4. Cohesion (Social Domain)

Every unit of study will encompass The 4 C’s in a progressive manner building on the skills and attributes associated within each domain throughout the pupils’ school experience. Our curriculum is based on the pupil's stage of learning and not their age.   

The TEC Physical Education Key Stage 3 Curriculum Map is based on closing the skills and content gap between the end of Key Stage 2 and the start of the Key Stage 4 exam specification.  

Content has been divided into schemas. A schema is a skills thread that builds from KS3 to KS4; it maps the stage-related expectations for each of The 4 C’s in Physical Education. The knowledge will build connections with previous learning. It will not necessarily build upon it vertically.  

Each year group will develop mastery of the appropriate stage-related content of all the schemas. This will be demonstrated through participating in and developing skills and knowledge related to a variety of sports and activities which focus on the 4 domains of learning: The 4 C’s.

Each stage of learner has knowledge and skill descriptors that are linked to the schema; these are categorised into invasion games, net and wall games, striking and fielding games and performance and aesthetic based activities. 

Throughout each schema, pupils are assessed both formatively, via various formative assessment for learning strategies and summative assessment for learning strategies, at the end of each scheme of work. Assessment is tracked and recorded internally for teachers to be able to adapt and monitor their lessons and teaching practices to better suit the needs of their pupils. Pupils are assessed via ongoing practical assessments.

In summary, the content of each schema will include The 4 C’s, allowing pupils to develop as a whole rather than solely improving their sporting performance.

Given the diverse nature of physical education, our curriculum is designed to ensure that each group of pupils is actively engaged in a variety of activities, often simultaneously, to accommodate teaching spaces, weather conditions and the individual needs of the pupils. Throughout the academic year, pupils will experience a broad spectrum of sports and physical activities, categorised into the following topics:

• Invasion Games: Football, Basketball, Netball, Ultimate Frisbee, Tag-Rugby, Handball

• Striking and Fielding Games: Softball, Rounders, Cricket

• Net and Wall Games: Badminton and Volleyball

• Performance and Aesthetic Activities: Dance, Swimming, Gymnastics, Health and Fitness

• Outdoor Adventurous Activities: Orienteering, Problem Solving Activities, Team Building Activities

Each pupil will participate in at least one activity from each category during the academic year. 

This approach ensures a comprehensive curriculum, providing both breadth and depth in physical education. By offering a diverse range of activities, pupils gain the opportunity to develop a wide array of skills and competencies. Furthermore, the structured yet flexible curriculum allows for sufficient learning and practice time, fostering both engagement and mastery in each activity. This dynamic curriculum design aligns with Ofsted’s emphasis on providing a well-rounded, high-quality physical education that supports pupil development and well-being.

In the PE department, we understand that effective feedback is instrumental in driving significant and sustained progress in pupils' learning. Feedback in PE is predominantly practical, immediate, and formative, as written marking is not applicable in Key Stage 3 and 4 core PE lessons.

Summative Assessment

Summative assessments in PE occur through structured practical evaluations and formal examinations for KS4 students studying examination PE courses.

• Week 5 Practical Assessments (KS3 and KS4 Core)
  Students in KS3 and KS4 core are assessed during dedicated practical assessment lessons in Week 5 of each term. These sessions evaluate pupils' development in skills and concepts taught up to that point. Teachers design these lessons to allow pupils to demonstrate their abilities, using observation and questioning to award scores based on a 20-mark descriptor.

• Formal Mock Exams (KS4)
  For KS4 students studying examination courses, mock exams are conducted at scheduled intervals. Students receive a mock timetable in advance, with classroom sessions used for assessments when PE is excluded from internal exam schedules. These assessments identify misconceptions, highlight areas for improvement, and provide pupils with an understanding of their current attainment level.

Formative Feedback

All other feedback in PE is formative and aligns with our Academic Monitoring (AcMon) approach, inspired by coaching principles in sport.

Effective Feedback Characteristics:

Feedback in PE is most impactful when it is:

• Timely: Delivered promptly after a task to maximise relevance and retention.

• Frequent: Provided regularly, aligned with the pace and nature of lessons.

• Actionable: Encourages pupils to immediately apply corrections or improvements.

Feedback in Practice

At Tamworth Enterprise College, our PE feedback practices focus on continuous improvement through practical engagement:

• Real-Time Feedback: Teachers circulate during lessons, offering instant verbal feedback to address misconceptions and reinforce successes.

• Task-Specific Guidance: Key performance aspects are consistently assessed and highlighted during practical activities.

• "Name the Lap" Approach: Clear, specific instructions are provided to ensure pupils understand how to refine their performance.

• Active Response: Pupils act on feedback immediately, trialling corrected techniques and skills in real time

Ensuring Your Child's Safety in Physical Education

At Tamworth Enterprise College, the Physical Education (PE) Department is dedicated to providing a safe and healthy environment for all students during PE lessons and extracurricular activities. This document outlines key health and safety information and clarifies the role parents/guardians play in supporting a safe PE experience for their child.

Our Commitment to Safety

The PE Department undertakes various measures to ensure student safety, including:

• Regular Risk Assessments: All PE activities, facilities, and equipment are regularly assessed for potential hazards.

• Qualified Staff: Our PE staff have experience in first aid and specific activity safety, there are qualified first aiders in school at all times.

• Equipment Checks: All equipment is inspected before and after use, and any defects are promptly addressed.

• Appropriate Supervision: Students are supervised effectively and appropriately for each activity.

• Emergency Procedures: Clear procedures are in place for first aid, fire, and adverse weather conditions.

Your Responsibilities as a Parent/Guardian

Your cooperation is vital in maintaining a safe environment for your child and all students. Please ensure you are aware of and adhere to the following responsibilities:

1. Medical Information and Conditions

• Inform the School: It is crucial to inform the school immediately of any existing medical conditions, allergies, injuries, or health concerns your child has (e.g., asthma, epilepsy, diabetes, severe allergies). This information allows staff to take appropriate precautions and provide necessary support and adaptations to lessons to ensure your child can fully participate in the learning.

• Medication: Ensure that any prescribed medication (e.g., inhalers, EpiPens) required by your child during PE lessons is up-to-date, in date, readily accessible to them, and that the school has been informed of its location and how it should be administered.

• Recent Illness/Injury: Please inform the PE staff if your child is recovering from a recent illness or injury that might affect their participation in PE. A note from a medical professional may be required for prolonged non-participation. This information allows staff to take appropriate precautions and provide necessary support and adaptations to lessons to ensure your child can fully participate in the learning.

2. Appropriate PE Kit and Equipment

• Standard PE Kit: Ensure your child attends PE lessons with the correct school PE kit, including appropriate shorts/tracksuit bottoms, a t-shirt/polo shirt, and a suitable outer layer for colder weather.

• Footwear: Appropriate sports footwear (trainers with good grip) must be worn for all PE activities. Fashion trainers or casual shoes are often unsuitable and can lead to slips or injuries. For lessons and activities on the 3g pitch, football boots must be worn that have plastic moulded studs. Astro style shoes, blades and metal studs are not allowed due to the increased risk of injury. 

• Jewellery: For safety reasons, all jewellery must be removed before participating in PE lessons. This includes earrings, rings, necklaces, and bracelets. If new piercings cannot be removed, they must be taped up securely (tape will not be provided by the school).

• Protective Equipment (Mandatory for some activities): For activities where there is a risk of impact or specific injury, the use of appropriate protective equipment is mandatory. Please ensure your child has, and consistently uses, the following when required for specific sports both during lessons and recreational activities:

  • Shin guards: For sports such as football, hockey, and rugby (during competitive games).

  • Mouth-guards: For contact sports like rugby (during contact rugby).

  • Gloves: For activities like cricket fielding (hard ball) or gymnastics where hand protection is needed.

  • Students and parents are responsible for providing and maintaining their own personal protective equipment. Please ensure it is in good condition and fits correctly. The school will provide communal protective equipment (e.g., some types of helmets, padding) where appropriate and will be responsible for its inspection and maintenance.

3. Communication and Behaviour

• Encourage Reporting: Please encourage your child to communicate any concerns, discomfort, injuries (however minor), or observations of unsafe conditions/faulty equipment directly to their PE teacher.

• Reinforce Rules: Support the school by reinforcing the importance of following instructions and safety rules given by PE staff, and behaving in a responsible manner that does not endanger themselves or others.

4. Hydration and Sun Protection

• Hydration: Encourage your child to bring a water bottle to PE lessons, especially during vigorous activity, to stay hydrated.

• Sun Protection (Outdoor PE): During sunny weather, encourage your child to apply sun cream before outdoor PE lessons and consider providing a suitable cap for sun protection.

Emergency Procedures

In the event of an incident or injury, there are first aid trained staff who can administer first aid. Serious injuries will be reported immediately to the school office, and parents/guardians will be contacted following the school's established procedures.

Questions or Concerns

If you have any questions or concerns regarding health and safety within the PE Department, please do not hesitate to contact the Head of PE and/or Principal at eharris@tamworthenterprisecollege.org / jspears@tamworthenterprisecollege.org 

Thank you for your cooperation in helping us ensure a safe and enjoyable PE experience for all students.