PE
Year 7 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Football; to learn how to play a game of Football through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. | Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore, students can familiarise themselves with the football and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Trampolining; to learn the health and safe guidelines and basic moves and to build up a routine.
|
Key skills and terminology will be taught to enable all pupils to participate in performing skills in isolation and as a routine. Pupils will understand the importance of spotting and health and safety. This is an individual sport that requires resilience to push through challenges moves. | Pupils will be fully engaged in lessons, when pupils are not on the trampolining they will be expected to spot for health and safety and give feedback and help each other. Pupils we often rotate to ensure fair time is given on the trampolining but enough to progress. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Basketball; to learn how to play a game of Basketball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. | Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore, students can familiarise themselves with Basketball and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Tennis; to learn how to play a game of Tennis through the use of basic skills and rules. | Key skills and terminology will be taught to enable all pupils to participate in a game of Tennis. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore, students can familiarise themselves with Tennis and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health
and to learn how to team build and problem solve through various outdoor activities |
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. | Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to key terminology and will be able to explain these terms. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
OAA; to learn how to team build and problem solve through various outdoor activities. |
Key skills and terminology will be taught to enable all pupils to participate to their full potential. Team work, problem solving are key to this unit of work. | Pupils will be fully engaged in lessons. Activities will be pupils exploring and reporting back to the teacher with their answers. Competition will be delivered through times events. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Badminton; to learn how to play a game of Badminton through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore, students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; to learn how to play a game of Netball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Athletics; to learn skills to allow students to performe across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit. |
Students will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball; to learn how to play a game of Volleyball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore, students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and Fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore, students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 8 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Football; to learn how to play a game of Football throught he use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore; students can familiarise themselves with the football and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Trampolining;
to learn the health and safety guidelines and basic moves and to build up a routine. |
Key skills and terminology will be taught to enable all pupils to participate in performing skills in isolation and as a routine. Pupils will understand the importance of spotting and health and safety. This is an individual sport that requires resilience to push through challenges moves. |
Pupils will be fully engaged in lessons, when pupils are not on the trampolining they will be expected to spot for health and safety and give feedback and help each other. Pupils we often rotate to ensure fair time is given on the trampolining but enough to progress. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Basketball;
to learn how to play a game of Basketball through the use of basic skills and rules.
|
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore; students can familiarise themselves with Basketball and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Tennis; to learn how to play a game of Tennis | Key skills and terminology will be taught to enable all pupils to participate in a game of Tennis. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore; students can familiarise themselves with Tennis and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health and to learn how to team build and problem solve through various outdoor activities |
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. | Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to kep terminology and will be able to explain these terms. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
Badminton;
to learn how to play a game of Badminton through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore; students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; ; to learn how to play a game of Netball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. More focus will be put on game play to give a realistic setting for the sport. |
|
Summer |
Athletics; to learn skills to allow students to performance across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit.
|
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for students to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball; to learn how to play a game of Volleyball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore; students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore; students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 9 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Handball; ; To learn about the rules, regulations and basic skills to play Handball | Pupils will focus on game play bringing in tactical and technical understanding. Pupils will have the chance to create set plays that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if) | Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. Game play will be the main focus, full court and half court Handball games will be taking place to enhance fluency of play. Passes will be made quicker with the right amount of power and accuracy to maintain possession whilst the defending team will use man to man or zonal defending and work hard to intercept. The use of pupils to be a captain, umpire and score games will be implemented to give more ownership of their learning. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. More focus will be put on game play to give realistic settings for the sport. |
|
Autumn |
Trampolining;
to learn the health and safe guidelines and basic moves and to build up a routine.  |
Key skills and terminology will be taught to enable all pupils to participate in performing skills in isolation and as a routine. Pupils will understand the importance of spotting and health and safety. This is an individual sport that requires resilience to push through challenges moves. | Pupils will be fully engaged in lessons, when pupils are not on the trampolining they will be expected to spot for health and safety and give feedback and help each other. Pupils we often rotate to ensure fair time is given on the trampolining but enough to progress. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Basketball;
to learn how to play a game of Basketball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Football. Pupils will work together in small sided games to develop their social and physical skills whilst being challenged in a competitive environment. | Pupils will be fully engaged in lessons through use of small sided games; this will mean maximum activity time therefore; students can familiarise themselves with Basketball and how the game is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Autumn |
Football; To build upon the skills from Year 8 to better their performance and understanding. | Pupils will focus on game play bringing in tactical and technical understanding. Pupils will have the chance to create set plays that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if) . Passing will look to be more precise and understanding of creating space will become a key fundamental. |
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. Students should display confidence having had experience and willingness to try new skills. Game play will be the main focus with the ability to make multiple passes in a row, creating space and scoring goals. The use of pupils to be a captain, umpire and score games will be implemented to give more ownership of their learning. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created e.g. a football game to display skills under pressure. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. More focus will be put on game play to give realistic settings for the sport. |
|
Spring |
OAA Fitness; To build understanding of the importance of health and fitness and how it can impact your mental and social health and to learn how to team build and problem solve through various outdoor activities.
|
Pupils will be introduced ways to keep active outside of their PE lesson. This module is about understanding the importance of living a healthy active lifestyle and then benefits of taking part in physical activity. Key skills and terminology will be taught to enable all pupils to participate to their full potential. Team work, problem solving are key to this unit of work. |
Pupils will be fully engaged in lessons, some will be teacher-led, others will give pupils an opportunity to explore and find out what type of fitness they prefer; weight training, cardio etc. Pupils will be introduced to keep terminology and will be able to explain these terms. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Progression could be from understanding new terminology to running for a longer period of time or lifting a weight using the correct technique. |
|
Spring |
Badminton; to learn how to play a game of Badminton through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Badminton. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and rallies; this will mean maximum activity time therefore; students can familiarise themselves with Badminton and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Netball; to learn how to play a game of Netball through the use of basic skills and rules. | Key skills and terminology will be taught to enable all pupils to participate in a game of Netball. Pupils will work together to develop their social and physical skills whilst being challenged in a competitive environment. | Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Athletics;
to learn skills to allow students to performance across all disciplines pushing their basics skills of running, jumping and throwing. |
Key skills and terminology will be taught to enable all pupils to participate in Athletics. Pupils will work independently and together depending on the discipline to develop their social and physical skills whilst being challenged in a competitive environment. Resilience is a key skill in this unit.
|
Pupils will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. A variety of activities (closed and open) will be used to give pupils a chance to practise a skill as well as perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. |
Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Volleyball;
to learn how to play a game of Volleyball through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment. |
Pupils will be fully engaged in lessons through use of small sided games and isolated tasks; this will mean maximum activity time therefore; students can familiarise themselves with Volleyball and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Striking and Fielding; to learn how to play a game of Rounders or Cricket through the use of basic skills and rules. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Rounders/Cricket. Pupils will work in pairs and rally to develop their social and physical skills whilst being challenged in a competitive environment.
|
Pupils will be fully engaged in lessons through use of small sided games and conditioned games; this will mean maximum activity time therefore; students can familiarise themselves with Rounders or Cricket and how the sport is conducted. A variety of activities (closed and open) will be used to give pupils a chance to practice a skill and to then perform it in a competitive environment. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Closed activities will be created for pupils to demonstrate skills and a competitive situation will be created. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
Year 10 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Football |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 side matches. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, heading, dribbling, shooting, attacking and defending. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Trampolining |
Students will use the skills that have been taught in KS3 and perform them as a routines that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if) . Routines will be cleaner, have more height, and bounce in the middle of the trampoline. . to set up pupils with skills and knowledge that they can take with them outside school. |
All pupils engaged in taking on roles and responsibilities within the lesson students should display confidence having had experience and willingness to try new skills. Routines will be the main focus with the ability to make multiple bounces (10 bounces in a row). Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Tennis |
Students will use the skills that have been taught in KS3 and perform them in singles or doubles. Opportunities to lead warm ups, specific activities, score and umpire will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of serves, overhead clear, net shot, shot drop, doubles play, singles play, scoring system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Basketball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full court games. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations; types of passes, dribbling, shooting (lay up, free throw, jump shot, three point shot), man on man defending, zonal defending, rules and regulations (scoring system, double dribble, travel, types of contact). |
All students engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. |
Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Fitness | Students will learn components of fitness and develop a fitness programme that is personalised to them. They will create goals to help motivate and challenge themselves. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school.Components of Fitness:Cardiovascular Endurance, Muscular Endurance, Speed, Coordination, Strength, Balance, Flexibility, Reaction Time, Power, AgilityBenefits:Physical; maintain correct weight, stronger, agile, flexible, faster, endurance improves, reduces risk of illness, avoid obesity Social; make friends, team worker, cooperation improves Mental; reduces stress, confidence builds, serotonin levels increases, emotional control, self esteem | All students will be engaged in lessons. Students will complete appropriate warm up and cool downs, and follow an ongoing fitness programme that they have created to help them achieve their personal goal. Students will be able to explain the importance of a healthy active lifestyle for 3 key areas, mental, social and physical. | Discussions will take place about their targets, how their programme will help them achieve their goals. Teamwork will be seen such as spotting bench pressing the gym, motivating each other. Questioning will take place to check their understanding why physical activity is important. |
|
Spring |
Handball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 7 side games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, defending using ‘wall’ formation, dribbling, shooting, attacking. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Badminton |
Students will use the skills that have been taught in KS3 and perform them in singles or doubles. Opportunities to lead warm ups, specific activities, score and umpire will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of serves, overhead clear, net shot, shot drop, doubles play, singles play, scoring system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Netball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full context netball games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls,, shooting, attacking and defending.system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, umpiring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Summer |
Performance journey: Netball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, free shots, obstructions, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Football |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as fouls, offsides, penalties, as well as develop my skills under pressure such as accurate passing, creating space and jockeying
|
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Dodgeball |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engaged me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Striking and Fielding |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Fitness suite, |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health & Fitness: Yoga/Boxercise |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance through boxercise training.
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Handball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, fouls, sinbin, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Volleyball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as outs, fail serve, hits per team, as well as develop my skills under pressure such as accurate setting, creating space and serving. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Tennis |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, batting, moving and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Alternative games |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching, batting general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Outdoor fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Yoga/athletic fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or power
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
Year 11 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Football
|
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 side matches. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up students with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, heading, dribbling, shooting, attacking and defending. |
All students engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Students will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Trampolining
|
Students will use the skills that have been taught in KS3 and perform them as routines that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if) . Routines will be cleaner, have more height, and bounce in the middle of the trampoline. . to set up students with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, heading, dribbling, shooting, attacking and defending. |
All students engaged in taking on roles and responsibilities within the lesson students should display confidence having had experience and willingness to try new skills. Routines will be the main focus with the ability to make multiple bounces (10 bounces in a row). Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Basketball |
Students will use the skills that have been taught in KS3 and year 10 to participate in small sided games or full court context. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls, dribbling, shooting, attacking and defending. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Autumn |
Tennis |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full court games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: serve, backhand and forehand strokes, volleys, smash and lobs. Scoring system, Signals Play and doubles play |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Fitness | Fitness; to build an understanding why living a healthy active lifestyle is important for mental, social and physical wellbeing. |
Students will learn components of fitness and develop a fitness programme that is personalised to them. They will create goals to help motivate and challenge themselves. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Components of Fitness: Cardiovascular Endurance, Muscular Endurance, Speed, Coordination, Strength, Balance, Flexibility, Reaction Time, Power, Agility Benefits: Physical; maintain correct weight, stronger, agile, flexible, faster, endurance improves, reduces risk of illness, avoid obesity. Social; make friends, team worker, cooperation improves Mental; reduces stress, confidence builds, serotonin levels increases, emotional control, self esteem. |
All students will be engaged in lessons. Students will complete appropriate warm up and cool downs, and follow an ongoing fitness programme that they have created to help them achieve their personal goal. Students will be able to explain the importance of a healthy active lifestyle for 3 key areas, mental, social and physical. |
|
Spring |
Handball |
Students will use the skills that have been taught in KS3 and year 10 whilst performing them in small sided games and 7 side games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, defending using ‘wall’ formation, dribbling, shooting, attacking. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Badminton |
Students will use the skills that have been taught in KS3 and perform them in a game of Badminton. Opportunities to lead warm ups, specific activities, score and umpire will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of serves, clears, smash and net shots, rules and regulations etc. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, referring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Spring |
Netball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full context netball games. Opportunities to lead warm ups, specific activities, be captain, score and referee will be available every lesson. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school. Recapping of skills, rules and regulations: types of passes, fouls,, shooting, attacking and defending.system, court lines. |
All pupils engaged in taking on roles and responsibilities within the lesson; scoring, umpiring or coaching for example. Pupils will also be performing the skills learned in KS3 in a more challenging environment. Effort and participation is fundamental. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
|
Summer |
Performance journey: Netball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, free shots, obstructions, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Football |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as fouls, offsides, penalties, as well as develop my skills under pressure such as accurate passing, creating space and jockeying
|
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Dodgeball |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy. My activities will be conditioned to help engaged me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Striking and Fielding |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Fitness suite, |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health & Fitness: Yoga/Boxercise |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance through boxercise training.
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Handball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as, offsides, fouls, sinbin, as well as develop my skills under pressure such as accurate passing, creating space and defending. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Performance journey: Volleyball |
I will learn through competitive play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Through game play I will continue to develop my understanding of the rules and regulations such as outs, fail serve, hits per team, as well as develop my skills under pressure such as accurate setting, creating space and serving. |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Tennis |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, batting, moving and general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Recreation: Alternative games |
I will learn through recreational play utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
My activities will be conditioned to help engage me and use a variety of skills. I will better my team building skills, throwing and catching, batting general coordination |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing recreationally whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Outdoor fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or cardiovascular endurance |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
|
Summer |
Health&Fitness: Yoga/athletic fitness |
I will learn through health and fitness activities utilising all concepts I developed in KS3 to continue to build a positive relationship with physical literacy.
Use of components of fitness will be used to set targets, for example building up strength or power
Yoga is a fitness class that is lead by an outside yoga instructor; they provide an environment for students to develop their health and fitness through a calming environment with slow moves to better flexibility and strength |
Participating in the lesson to the best of my ability, learning about rules and regulations, developing my skill set in sports, playing competitively whilst making connections to the key 4 concepts. | Assessment in KS4 is based on effort, participation in lesson, punctuality, attendance and organisation skills (bringing correct PE kit) |
