Why do we learn physical education?
Healthy, active lifestyle - a lifestyle which contributes positively to physical, mental, and social wellbeing, and includes regular exercise and physical activity.
We teach PE at BDA because we want all pupils to enjoy and know the importance of being physically active, so when they leave, they have the confidence and competence to continue exercise into their adult lives. Furthermore, students benefit from the release of endorphins during and post exercise, supporting throughout their daily life at the academy. These hormones have a positive effect on pupil's wellbeing and mental health, leading more well-rounded and healthy young adults. Students need to be aware of the benefits of exercise and the positive effects it has on the body and mind.
PE at Ark Burlington Danes develops the knowledge, skills, and capabilities necessary for emotional, social and physical wellbeing in our children now and for their future. Physical fitness is an important part of leading a healthier lifestyle. It teaches self-discipline and that to be successful you must work hard, show resilience, and have the determination to believe that anything can be achieved. We aim to teach them values of teamwork and leadership and encourage them to develop life-long healthy habits. Pupils at Ark Burlington Danes will also be exposed to elements of competition, alongside key skills, such as teamwork and communication. We aim to develop lifelong habits and core skills that pupils can take forward into further education or careers both inside and outside of the sport world.
Head of Department
Ms Charlotte Merrick-Wren
Our approach
The PE curriculum has been designed so that it is broad and balanced, ensuring that all pupils can be successful across a range of different sports. Pupils will experience a variety of different activity areas which will require the adaption and development of key skills to be successful. Fundamental psychomotor skills will be incorporated into every practical lesson through to KS5, ensuring adequate time is provided to further develop the child’s ability and efficiency when performing such skills.
As students enter KS4, the curriculum is refined, and students study activities whist incorporating the anatomical key components. Core PE and examination PE share the same expectations regarding high activity levels and the promotion of a healthy active lifestyle. However, the examination classes require additional building of the application of knowledge and analysis of key theories to be successful. The evaluation of key techniques from the KS3 curriculum ensures these core skills have been ‘drip-fed’ since year 7, so that they are competent and knowledgeable by Year 10. The core PE classes focus on the application of key stage three skills into a variety of conditioned practices, ensuring high activity levels are apparent and key strategies and tactics are analysed.
At KS5, students cover a variety of units which provide further depth from the KS4 curriculum. The units selected to be taught provide a clear pathway onto sport related university courses. We also ensure pupils have the vocational skills to access employment in the sports industry following the completion of the courses. The core analysis and evaluation skills build from the KS3/4 curriculum ensuring students can provide detailed arguments based on evidence and wider reading. Pupils are also expected to significantly increase their skills around research and methods of investigation.
Year 7 - Physical Education
| Autumn |
|---|
|
Practical sports Football/Netball/rugby/basketball/fitness Theory content covered Warm ups and cool downs and its importance. Muscles and bones |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Spring |
|---|
|
Practical sports Football/fitness/badminton/Tchoukball/volleyball/Handball/hockey Theory content covered Types of movement at a joint and sporting examples Health and skill related components of fitness |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Summer |
|---|
|
Practical sports Tennis/cricket/athletics/rounders Theory content covered Long term and short term effects of physical activity. Training methods |
| Throwing, catching, fielding, positioning, technical execution and tactics |
Year 8 - Physical Education
| Autumn |
|---|
|
Practical sports Football/Netball/rugby/basketball/fitness Theory content covered Warm ups and cool downs and its importance. Muscles and bones |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Spring |
|---|
|
Practical sports Football/fitness/badminton/Tchoukball/volleyball/Handball/hockey Theory content covered Types of movement at a joint and sporting examples Health and skill related components of fitness |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Summer |
|---|
|
Practical sports Tennis/cricket/athletics/rounders Theory content covered Long term and short term effects of physical activity. Training methods |
| Throwing, catching, fielding, positioning, technical execution and tactics |
Year 9 - Physical Education
| Autumn |
|---|
|
Practical sports Football/Netball/rugby/basketball/fitness Theory content covered Warm ups and cool downs and its importance. Muscles and bones |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Spring |
|---|
|
Practical sports Football/fitness/badminton/Tchoukball/volleyball/Handball/hockey Theory content covered Types of movement at a joint and sporting examples Health and skill related components of fitness |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Summer |
|---|
|
Practical sports Tennis/cricket/athletics/rounders Theory content covered Long term and short term effects of physical activity. Training methods |
| Throwing, catching, fielding, positioning, technical execution and tactics |
Year 10 - Physical Education
| Autumn |
|---|
|
Practical sports Football/Netball/rugby/basketball/fitness Theory content covered Warm ups and cool downs and its importance. Muscles and bones |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Spring |
|---|
|
Practical sports Football/fitness/badminton/Tchoukball/volleyball/Handball/hockey Theory content covered Types of movement at a joint and sporting examples Health and skill related components of fitness |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Summer |
|---|
|
Practical sports Tennis/cricket/athletics/rounders Theory content covered Long term and short term effects of physical activity. Training methods |
| Throwing, catching, fielding, positioning, technical execution and tactics |
Year 10 GCSE
| Autumn |
|---|
|
Location of major bones Functions of the skeletal system Types of synovial joint and movement Location of the major muscle Roles of the muscle movement Levers system Planes of movement structure of the cardiovascular system The structure of the respiratory system Aerobic and anaerobic exercise Long term and short-term effects of the body |
| How does the anatomy and physiology of the body work? |
| Spring |
|---|
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Health and skill related components of fitness Applying the principles of training Optimising training Preventing injury AEP (Analysing and Evaluation of performance) |
| How and what can an athlete do to improve and develop their own performance? |
| Summer |
|---|
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AEP (Analysing and evaluation of performance) Physical activity and sport in the UK Participation in sport Commercialisation of sport |
| What support and funding does sport receive and why do people participate in it. |
Year 10 Sport Science
| Autumn |
|---|
|
R041: LO 1: Influence the risk of injury LO 2: Appropriate warm up and cool down LO 3: Response to injuries R042: LO 1: Principles of training. LO 2: Training methods LO 3: Be able to conduct fitness tests |
| What are the potential risks of injury during sport and performance? How can an athlete maximise their training? |
| Spring |
|---|
|
R041: LO 3: Response to injuries LO4: Know how to respond to common medical conditions R042: LO 3: Be able to conduct fitness tests LO 4: Be able to develop fitness training programmes |
| How should you respond to certain injuries? How do you adapt a fitness programme to develop and athlete? |
| Summer |
|---|
| Revision of RO41 for preparation of exam. Completion of coursework for RO42. |
| What key areas are you confident in, what areas need to be revisited? |
Year 11 - Physical Education
| Autumn |
|---|
|
Practical sports Football/Netball/rugby/basketball/fitness Theory content covered Warm ups and cool downs and its importance. Muscles and bones |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Spring |
|---|
|
Practical sports Football/fitness/badminton/Tchoukball/volleyball/Handball/hockey Theory content covered Types of movement at a joint and sporting examples Health and skill related components of fitness |
| Breakdown of skills are: passing, dribbling, tackling, positioning, shooting and tactics |
| Summer |
|---|
|
Practical sports Tennis/cricket/athletics/rounders Theory content covered Long term and short term effects of physical activity. Training methods |
| Throwing, catching, fielding, positioning, technical execution and tactics |
Year 11 GCSE
| Autumn |
|---|
|
Violence in sport Ethics in sport Drugs in sport Types of feedback, Types of feedback, characteristics of skill, classification of skill Mental preparation Goal setting Health fitness and well-being Diet and nutrition |
| What are the psychological and physical factors for a sporting performer? |
| Spring |
|---|
|
Revision of all units covered Final work upload for AEP (analysing and evaluating performance) |
| What key areas are you confident in, what areas need to be revisited? |
| Summer |
|---|
Year 11 Sport Science
| Autumn |
|---|
|
R043 LO 1: Key components of the musculo-skeletal and cardiorespiratory systems. LO 2: Importance of the musculo-skeletal and cardiorespiratory systems. LO3: Short term effects R045 LO 1: Nutrients needed for a healthy, balanced diet LO 2: Understand the importance of nutrition in sport. LO 3: Effects of poor diet on performance |
| Explain how the cardiorespiratory system works? Explain how diet impacts a sporting performer? |
| Spring |
|---|
|
R043 LO 3: Short term effects LO 4: Long-term effects of physical activity on the musculo-skeletal and cardio-respiratory systems R045 LO 3: Effects of poor diet on performance LO 4: Develop diet plans for performers |
| Explain the long and short term effects of exercise on a performance? What does a performer diet look like? |
| Summer |
|---|
| Final draft work and course work to be completed and handed in. |
Year 12 - Sport Science
| Autumn |
|---|
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Unit 2: Language, structure, characteristics, and function of each anatomical system Unit 6: Use of technology in coaching and methods of coaching used to enhance performance and how to develop. Unit 3: Motivation and competitive pressures in sport. What is Self-confidence, self-efficacy, and self-esteem |
| Explain the functions of the skeletal system? Explain coaching methods? How are performers motivated? |
| Spring |
|---|
|
Unit 2: The anatomical systems’ effectiveness, the impact of this. The connect of movement and anatomical systems Unit 10: Explore processes of health screening and safe practices for fitness and different group exercises. Unit 3: Mindset in sport and group dynamics. Interventions to support sporting performers |
| What is the link of movement and anatomical systems? List sporting interventions? |
| Summer |
|---|
|
Unit 12: Social theories used to study in society Learners. The social and ethical issues Unit 14: Technology in sport and how it aids performance and the ethics involved. Unit 15: Acute and overuse injuries are and their signs and symptoms. Physiological and psychological response to injury and rehabilitation and the rehabilitation methods involved. |
| What are the different social theories? How does technology improve sport? What are the responses to injury? |
Year 13 - Sport Science
| Autumn |
|---|
|
Unit 13: Nutritional principles and the strategies and concepts and the individuals needs. Unit 10: Health screening and the process and planning an exercise sessions and how to adapt for the individual Unit 8: Fitness requirements and training methods and impact on performance |
| What are the nutritions required? Impact of health screening? How do training methods impact performance? |
| Spring |
|---|
|
Unit 5: Importance of researching and effectiveness of research in sport exercise. Unit 1: Analyse sport performance and bodies adaptations Unit 4: Preparation required before conducting testing. Unit 9: Plan and carry out a science based research project |
| Why is research important in sport and what is the impact it has on performance? |
| Summer |
|---|
|
Unit 5: Three main approaches to research in sport and application of research methods. Unit 4: Explore the use of field and laboratory based protocols in sport. Unit 9: Produce a science-based research report. Complete and finalise all coursework. |
| Explain the different types of approaches and methods to conducting an experiment successfully? |