IGCSE PE Y10

In Week 38, the students went to the driving range to relieve some stress.

In Week 37, the students completed their end of year exams.

In Week 36, the students completed their end of year exams.

In Week 35, we looked at how technology is used in sport by officials, improving performance, recording time and distance.

In Week 34, we looked at the difference between amateur and professional sport.

In Week 33, we looked at the positives and negatives of hosting a global sports event.

In Week 32, students presented different sections of Chapter 10 to the class. They were graded on creativity, information given and presentational devices.

In Week 31, identify pros and cons of sponsorship and media on an athlete.

In Week 30, understand role of media in sport.

In Week 29, we looked at the role of sponsorship in sport.

In Week 28 , the students went to the gym for Weight training for Fitness.

In Week 27 , the students went to the gym for Weight training for Fitness.

In Week 26 , this week students help film the Y11 rounders assessment.

In Week 25 , we studied the sports development pyramid in more detail and started to look at the role of a sports development officer.

In Week 24 , the students researched the determinants of growth in leisure.

In Week 23 , the students researched the sports development pyramid.

In Week 22 , the students outlined what influences the recreational activities people choose to take part in.

In Week 21, we used peer assessment to get a badminton grade. Students looked specifically at the high and low serve.

In Week 20 , students sat their assessment on participation and access.

In Week 19, we created revision cards for the different barriers to participation.

In Week 18, we looked at ethical gender issues and answered an exam question related to Caster Semenya.

In Week 17, we started to understand he marking criteria for badminton. In addition, Yasshmita planned and delivered a squash lesson to the class.

In Week 16, we looked at the barriers to participation- specifically how gender might be a barrier.

In Week 15, students looked at the immediate, short and long term effects of exercise.

In Week 14, students looked over the anatomy and physiology unit to identify any weak areas.

In Week 13, the students had their first Personal Survival assessment. In theory we looked at the difference between slow and fast twitch fibres.

In Week 12, the students sat their End of Term exam.

In Week 11, the students worked on the weight training for fitness practical. In theory they looked at how the skeletal system and muscular system work together to provide different sporting actions.

In Week 10, the students presented their findings on the different parts of a synovial joint. They also tried to label a hinge joint.

In Week 9 , the students started to explore synovial joints.

In Week 8 , the students looked at the difference between tendons and ligaments. We then looked at a number of sporting injuries to decide if it was a tendon or ligament injury.

In Week 7 , the students timed their 100, 200 and 400m runs.

In Week 6, the students started the name the bones in the body and why the skeleton is important.

In Week 5, the students timed their long-distance running.

In Week 4, the students looked into the different practical sports available.

Homework: Muscle contraction worksheet.

In Week 3, the students were given a practical and theory test to map their understanding of the topics covered so far. For the practical assessment, students planned muscles specific work outs and delivered them to the class.

In Week 2, the students researched muscles pairs and how they work. All students can now identify the antagonist and agonist muscles in a movement. Plus, they started to research the difference between isotonic and isometric contractions.