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. | Students 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 |
Tennis; to learn how to play a singles game 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 take part in isolated drills which will develop into conditioned games, rallies and singles competition | Students will be fully engaged in lessons this will mean maximum activity time. Focus on hitting the ball with the correct technique, understanding why a certain shot is used in a game scenario and being able to apply the rules through umpire a game. | 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 small sided 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 small sided games of BasketballPupils will take part in isolated drills which will be develop into conditioned games; only score through use of lay ups etc. Games will be played cross court therefore no more than 4v4 | Students will be fully engaged in lessons this will mean maximum activity time. Focus on the learning objective to allow maximum progression; students will participate in isolated drills and competitive games. Understanding of the rules and regulations and techniques will be discussed. | 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 |
Gymnastics; to learn how to link movements to create a sequence. Group work will be used to help support balances. | Key skills and terminology will be taught to enable all pupils to perform a gymnastics routine. Pupils will work together in small groups to develop their social and physical skills whilst being challenged through difficult gymnast movements | Pupils will be fully engaged in lessons and challenged to create sequences. Pupils will be asked to perform in groups where peer feedback will be used for assessment of understanding. 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. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Spring |
Handball; to learn how to play a game of Handball 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 Handball. 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. |
|
Spring |
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. |
|
Spring |
Trampolining; to learn how to create a routine through the use of basic skills and rules. | 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. |
|
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. |
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 |
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. |
Students 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. |
|
Summer |
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. |
Students 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. |
|
Summer |
Bat and ball; 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. |
Students 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 |
Netball; To build upon the skills from Year 7 to better their performance and understanding. |
Skills will build on Year 7 performance. The use of power and accuracy will be a key difference in the skills below. Pupils will recap the basic skills and learn to complete them more efficiently and smoothly in a more challenging environment. Tactics will be introduced to improve game play. | 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 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. Drills will be more advanced to add challenge and progression through use of time limits, smaller spaces and defenders. The use of pupils to be a captain, umpire and scorer 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 a realistic setting for the sport. |
|
Autumn |
Tennis; To build upon the skills from Year 7 to better their performance and understanding. |
Skills from year 7 will be revised but tasks will be more difficult. Shots will start to become more accurate and more powerful.Rallies will start to become more consistent and the ability to continue them for longer will appear due to students bettering their control.Induction to doubles play will teach pupils the lines and rules | Pupils will be fully engaged in lessons through use of isolated drills.Pupils should start to make correct decisions when playing singles and doubles.Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to | Skills will be assess in isolation and conditioned games. Isolated skill will show case their technique and ability to perform a shot under no pressure whilst a conditioned game will show their ability to adapt where needed. Self-assessment and peer assessment will also be used to check understanding of rules and regulations in tennis |
|
Autumn |
Basketball; To build upon the skills from Year 7 to better their performance and understanding. |
More advance rules will be taught and implemented in game play such as 3 second rule, more focus on types of fouls, individual fouls and team fouls will better the pupil’s knowledge of a game of basketball. Drills will become more pressured to allow pupils to perform skills in year 7 but in competitive environments. | Pupils will be fully engaged in lessons through use of small sided games. Pupils should start to make correct decisions which enables their team to keep the possession of the basketball.Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to add challenge and progression through use of time limits, smaller spaces and defenders. | 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 7 to better their performance and understanding. | 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 with opportunities building up to an 11 a-side game. Passing will be more precise and understanding of creating space will become a key fundamental. | Pupils will be fully engaged in lessons through use of small sided games. Pupils should start to make correct decisions which enables their team to keep the possession of the football.Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to add challenge and progression through use of time limits, smaller spaces and defenders. Tackling will be used more rather than ‘putting on pressure’. The use of pupils to be a captain, umpire and score games will be implemented to give more ownership of their learning. Teams should start to have organisation and shape in game play. | 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 conditioned 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. Whilst skills will be performed in closed settings for practice, it will be developed further using small sided games where pressure to perform skills will be increased. |
|
Spring |
Gymnastics; To build upon the skills from Year 7 to better their performance and understanding. | Key skills and terminology will be taught to enable all pupils to perform a sequence in Gymnastics._ Pupils will work together in small groups creating routines that combine balances, rolls and use of balance beams.__ | Pupils will be fully engaged in lessons by creating personal routines through key gymnastics moves. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. Opportunities for better performances and routines will be given._ | 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. Focus on building confidence to perform routines will be a large part of gymnastics. |
|
Spring |
Handball; To build upon the skills from_ Year 7 to better their performance and understanding.  |
Skills will build on Year 7 performance. The use of power and accuracy will be a key difference in the skills below. Pupils will recap the basic skills and learn to complete them more efficiently and smoothly in a more challenging environment._ Tactics will be introduced to improve game play. | 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 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. Drills will be more advanced to add challenge and progression through use of time limits, smaller spaces and defenders. The use of pupils to be a captain, umpire and scorer 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 a realistic setting for the sport. |
|
Spring |
Volleyball; To build upon the skills from Year 7 to better their performance and understanding. |
Key skills and terminology will be taught to enable all pupils to participate in a game of Volleyball. Pupils will work together in various games with opportunities building up to a realistic competitive game of Volleyball. Volleyball terminology will start to become clearer and the understanding to ‘outwit’ an opponent will become a key fundamental. | Pupils will be fully engaged in lessons through use of small sided tasks and games. Pupils should start to make correct decisions which enable them to continue a rally. Use of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to add challenge and progression through use of time more advanced shots over a higher net height. 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. Whilst skills will be performed in closed settings for practice, it will be developed further using small sided games where pressure to perform skills will be increased. |
|
Spring |
Trampolining; To build upon the skills from Year 7 to better their performance and understanding.  |
Key skills and terminology will be taught to enable all pupils to perform an 8-10 bounce routine. Pupils will work independently, but peers will observe and help each other to improve through peer feedback. Scoring will be discussed so pupils understand how trampolinists are assessed | 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. |
|
Summer |
Athletics; To build upon the skills from Year 7 to better their performance and understanding. |
Skills will build on Year 7 performance. The use of power and speed will be a key difference in the skills. Pupils will recap the basic skills and learn to complete them more efficiently and smoothly in a more challenging environment.
|
Students will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. Use of mini plenaries will allow students to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to add challenge and progression through use of added strides and spins. . | 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 |
Badminton; To build upon the skills from Year 7 to better their performance and understanding. |
Key skills and terminology will be taught to enable all students to participate in a game of Volleyball. Students will work together in various games with opportunities building up to a realistic competitive game of badminton. Understanding to ‘outwit’ an opponent will become a key fundamental.
|
Students will be fully engaged in lessons through lots of rallies. Students should start to make correct decisions which enables them to continue a rally. Use of mini plenaries will allow students to discuss their performance and self-evaluate to enable progress. The use of students 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 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. Focus on building confidence to perform routines will be a large part of gymnastics. |
|
Summer |
OAA; To build upon the skills from Year 7 team build and problem solve through various outdoor activities. |
Key skills and terminology will be taught to enable all students to participate to their full potential. Team work, problem solving are key to this unit of work. |
Students will be fully engaged in lessons. Activities will be students 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 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 |
Cricket/Rounders; To build upon the skills from Year 7 to better their performance and understanding. |
Key skills and terminology will be taught to enable all students to participate in a bat and ball. Students will work together in various games with opportunities building up to a realistic competitive game of Cricket or Rounders. Understanding to ‘outwit’ an opponent will become a key fundamental.
|
Students will be fully engaged in lessons through use of small sided tasks and games. Students should start to make correct decisions wading their team to be successful. Use of mini plenaries will allow students to discuss their performance and self-evaluate to enable progress. Drills will be more advanced to add challenge and progression. The use of students 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. More focus will be put on game play to give realistic settings for the sport. Whilst skills will be performed in closed settings for practice, it will be developed further using games where pressure to perform skills will be increased. |
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 |
Netball; 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). | Students 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 Netball 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 |
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. |
|
Autumn |
Tennis; To build upon the skills from Year 8 to better their performance and understanding. |
Pupils will be able to warm up using rallies and practice various tennis shots.Game play, singles and doubles will be used to practice shots and the emphasis will be to look at adapting skills, reacting to the opponents shots and how to overcome it to win the point/gamePupils will revise the rules through umpiring games using the correct calls and signals | Pupils will be fully engaged in lessons through game playPupils should start to make correct decisions when playing singles and doubles through self-assessment and adapt accordinglyUse of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Skills will be assess in isolation and conditioned games, using links of the AQA GCSE specification to give taster for GCSE PE option in year 10. Self-assessment and peer assessment will also be used to check understanding of rules and regulations in tennis Teach will check understanding through Q&A |
|
Autumn |
Basketball; To build upon the skills from Year 8 to better their performance and understanding. |
Dribbling, shooting defending and attacking will all be focused on through full court game. It enables teams to work together and create set plays. They will take ownership of their learning by discussing their weakness and together (teacher and pupil) set goals to progress. | Pupils will be fully engaged in lessons through game playPupils should start to make correct decisions when playing full court games through self-assessment and adapt accordinglyUse of mini plenaries will allow pupils to discuss their performance and self-evaluate to enable progress. | Skills will be assess in isolation and conditioned games, using links of the AQA GCSE specification to give taster for GCSE PE option in year 10. Self-assessment and peer assessment will also be used to check understanding of rules and regulations in tennis Teach will check understanding through Q&A |
|
Spring |
Fitness; To build upon the skills from Year 8 to better their performance and understanding. |
Pupils will be introduced to the fitness suit and how to use equipment correctly and safely. Other lessons will look at how to create a fitness session when no equipment is available. 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 kept 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 |
Handball; 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) | 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 zone 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. |
|
Spring |
Volleyball; 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). Volleyball shots will look to be more precise and understanding to outwit their opponent 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 rallies going and to learn when to make an attacking shot to gain a point. The use of pupils to 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. |
|
Spring |
Trampolining; 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 their own 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. | 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. Routines will be the main focus with the ability to make multiple bounces (10 bounces in a row). The use of pupils to be coaches and score routines 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.. 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. |
|
Summer |
Athletics; To build upon the skills from Year 8 to better their ability in various athletics events. |
Students will focus technique to better time and distance. Analysing peers will help students see WWW (what went well) and discuss EBI (Even better if)
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Students will be fully engaged in lessons demonstrating the skills in a welcoming atmosphere. The use of roles such as time keeper, coach and race starter will be used more to encourage learning and understand different roles within the sport as a whole | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Badminton; to learn how to play a game of Badminton through the use of basic skills and rule building from Year 8. |
Students will focus on game play bringing in tactical and technical understanding. Students 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). Badminton shots will look to be more precise and understanding to outwit their opponent will become a key fundamental. | Students 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 rallies going and to learn when to make an attacking shot to gain a point. The use of students to 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 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. More focus will be put on game play to give realistic settings for the sport. |
|
Summer |
OAA; to learn how to team build and problem solve through various outdoor activities. | Students will have the chance to create their own rotes that will allow for creativity and ownership. Analysing peers will help students see WWW (what went well) and discuss EBI (even better if) .Team work, problem solving are key to this unit of work. | Students 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. | Formative and summative assessments will be used for both practical and theoretical knowledge and understanding. Questioning will give students a chance to explain their performance demonstrating understanding of the sport. |
|
Summer |
Cricket/Rounders; To build upon the skills from Year 8 to better their performance and understanding. |
Students will focus on game play bringing in tactical and technical understanding. Students 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). Batting will look to be more precise and understanding to outwit their opponent will become a key fundamental.
|
Students 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. The use of students to 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 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. More focus will be put on game play to give realistic settings for 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 |
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 improvesMental; 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 and 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. |
|
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. |
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Autumn |
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. |
|
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. |
|
Autumn |
Netball |
Pupils will build upon the skills learned in KS3 through game play 7v7Revising the rules and regulations of netball such as footwork, contact, obstruction, offsidePupils will be given opportunities to be a captain to develop their self-esteem, confidence and leadership skills. | Lessons will show pupils are able to get into teams and select the appropriate position for them to gain team success. Pupils will be able to play multiple positions Where numbers are more than 14, umpiring and scoring roles will be used. | Active engagement, effort and discussions will take place between peers and teachers to highlight understanding of the importance of an active healthy lifestyle. |
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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 |
Basketball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full court 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, 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. |
|
Spring |
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. |
|
Spring |
Football | Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 a 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, 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. |
|
Spring |
Trampolining |
Students will use the skills that have been taught in KS3 and perform them in 10 bounce routines. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school.Recapping of skills, landings, twists, turns, somersaults | 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 |
Volleyball |
Students will use the skills that have been taught in KS3 and perform them in a game of volleyball. 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, set shot, dig, smash, 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. |
|
Summer |
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, 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. | 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. |
|
Summer |
Volleyball |
Students will use the skills that have been taught in KS3 and perform them in a game of volleyball. 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, set shot, dig, smash, scoring system, court lines.
|
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. |
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Summer |
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. . | 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. |
|
Summer |
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 students 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 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. |
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Summer |
Alternative Game Play |
Students will use the skills that have been taught in KS3 and perform them in various games. Opportunities to lead warm ups, specific activities, score and umpire 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.
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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. |
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Summer |
Cricket / Rounders |
Students will use the skills that have been taught in KS3 and perform them in bat and ball games. Opportunities to lead warm ups, specific activities, score and umpire 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. |
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. |
|
Summer |
Basketball |
Students will use the skills that have been taught in KS3 and perform them in small sided games and full court 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, fouls, dribbling, shooting, attacking and defending.
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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. |
|
Summer |
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 students 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.
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All students engaged in taking on roles and responsibilities within the lesson; scoring, umpiring 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. |
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Summer |
Football |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 a 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, fouls, dribbling, shooting, attacking and defending.
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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. |
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? |
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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 students 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 |
Fitness | Students will revise the components of fitness and develop a fitness programme that is personalised to them. They will continue to work on goals set in Year 10 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 improvesMental; 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 and 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. |
|
Autumn |
Badminton |
Students will use the skills that have been taught in during KS3 and Year 10 by performing them in singles or doubles gameplay. 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 previously in a more challenging gameplay 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. 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, 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 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 |
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, 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. |
|
Spring |
Volleyball |
Students will use the skills that have been taught in KS3 and perform them in a game of volleyball. 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, set shot, dig, smash, 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 |
Trampolining |
Students will use the skills that have been taught in KS3 and perform them in 10 bounce routines. Lessons will be delivered to set up pupils with skills and knowledge that they can take with them outside school.Recapping of skills, landings, twists, turns, somersaults | 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, 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. |
|
Spring |
Football |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 a 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, 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. |
|
Summer |
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 students 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. | 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. |
|
Summer |
Volleyball |
Students will use the skills that have been taught in KS3 and perform them in a game of volleyball. Opportunities to lead warm ups, specific activities, score and umpire 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 serves, set shot, dig, smash, scoring system, court lines.
|
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. |
|
Summer |
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 students 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 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. |
|
Summer |
Football |
Students will use the skills that have been taught in KS3 and perform them in small sided games and 11 a 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, fouls, 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. |
