Physical Education Curriculum

Curriculum Intent – Content and Structure

The intended outcomes of what we teach:

The PE department aims to provide all students with a broad range of physical activities, which are delivered in an engaging and challenging way. For each activity covered students will develop their range and quality of skills, their understanding of the rules, regulations and ethos of the sport and their competitive performance.

Each student is included and challenged through personalised targets and objectives for each activity studied. We recognise that different students will feel enthused about different sports and aim to provide a mixture of curriculum, enrichment, extracurricular and competitive opportunities for them to participate in.

Curriculum Implementation

Curriculum Content and Sequence

Year 7

Autumn	Spring	Summer
Netball Football Basketball Trampolining	Theory Rugby Gymnastics Dance	Athletics Tennis Cricket Rounders

Autumn

Spring

Summer

Netball

Football

Basketball

Trampolining

Theory

Rugby

Gymnastics

Dance

Athletics

Tennis

Cricket

Rounders

Year 8

Autumn

Spring

Summer

Netball

Football

Basketball

Trampolining

Theory

Rugby

Gymnastics

Dance

Athletics

Tennis

Cricket

Rounders

Year 9

Autumn

Spring

Summer

Netball

Football

Basketball

Trampolining

Sport Preference

Theory - Sporting Values

Netball

Football

Theory

Rugby

Gymnastics

Dance

Sport Preference

Sports Leadership Training

Trampolining

Gymnastics

Athletics

Tennis

Cricket

Rounders

Sport Preference

Plan and lead a sporting activity in a small group

Year 10

Autumn

Spring

Summer

Core PE - Choice of 2 from:

Netball

Badminton

Football

Basketball

Trampolining

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities.

R184- Contemporary issues in sport

Core PE - Choice of 2 from:

Rugby

Netball

Basketball

Trampolining

Gymnastics

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities

R184- Contemporary issues in sport

R187- Increasing Awareness of Outdoor Adventurous Activities

Core PE - Choice of 2 from:

Athletics

Cricket

Tennis

Rounders

Dance

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities

R187- Increasing Awareness of outdoor adventurous activities

Year 11

Autumn

Spring

Summer

Core PE - Choice of two from:

Netball

Badminton

Football

Basketball

Trampolining

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities.
R184- Contemporary issues in sport

Core PE - Choice of two from:

Rugby

Netball

Basketball

Trampolining

Gymnastics

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities.
R184- Contemporary issues in sport

Core PE - Choice of two from:

Athletics

Cricket

Tennis

Rounders

Dance

Cambridge National Sport Studies

R185 – Performance and Leadership in sport activities.
R184- Contemporary issues in sport

The Rationale for the Content and Sequence of what we Teach

Year	Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students
Year 7	The content we teach is based upon a varied curriculum so that all students can experience a wide range of sports to benefit their physical literacy. We balance our curriculum through teaching drills and conditioned games so that pupils can develop both the technical and tactical skills required. Fundamental movement skills are transferable across sports however, we ensure that they are all sport-specific to benefit knowledge and understanding. The sequencing is based upon, season, term, and spaces available to facilitate the sport. The sports offered are seasonal and follow the programme of competitions that are available at that time. This allows us to spot potential in lessons and encourage students to extra-curricular clubs (which also follow the seasonal sequencing) and then potentially onto academy teams which compete against other schools.
Year 8	The Year 8 curriculum is structured similarly to the Year 7 curriculum. We balance our curriculum through teaching drills and competitive games so that students can further develop their tactical awareness and the application of technical skills. Students should make progress regarding techniques and start to consider what technique should be used and when. Developing movement skills are transferable across sports; however, we ensure that they are all sport-specific to benefit knowledge and understanding. The sequencing is based upon, season, term, and spaces available to facilitate the sport.
Year 9	Core PE The Year 9 curriculum is structured similarly to the Year 8 curriculum. We balance our curriculum through teaching drills and competitive games. Students should have developed a wide range of techniques and will start to solidify advanced skills. Students should make progress regarding decision making and considering what is the most beneficial technique to use and what tactics should be applied to the game situation. The sequencing of activities is based upon, season, term and spaces available to facilitate the sport. Sport Preference Students can choose to study Sport in Year 9 in addition to their Year 9 Core PE provision. They have an additional two lessons a week, which are split one practical and one classroom lesson. In the practical lessons, students continue to build on their range and quality of skills and continue to develop their effectiveness in a game. The classroom lesson is used to introduce some of the key elements of the level 1 / 2 BTEC Sport course, which they could choose as part of their Year 10 and 11 exam studies. Students cover a small section of the unit 1 theory, work in groups of four to plan, deliver and evaluate a sports session (in Year 10 and 11 this is done independently) and use video evidence in practical lessons to analyse and evaluate their sports performance.
Year 10	Core PE The sequencing is based firstly on the spaces available for student activities. We have around 90 students on three activities during any one lesson. Therefore, it is important that each activity can be completed in an appropriate area. For example, if the three activity rotation is Netball, Football and Badminton, Netball will be on the MUGA, Football will be on the field and Badminton in the Sports Hall. Activities change each half term, enabling students to continue to experience a wide range of activities. The activities offered are seasonal and follow the programme of competitions that run at that time. Year 10 students choose which activity they would like to partake in on a half termly basis. This helps to ensure engagement and participation from students. Many students in Year 10 choose to complete the Bronze Duke of Edinburgh award. After Christmas each year some PE lesson are given over to preparation for their expedition. Cambridge National Sport Studies Students receive three Cambridge National Sport Studies lessons a week. These are divided into one practical lesson, and two theory lessons. This may differ dependent on what unit the students are working on. The division of lessons will allow students to have the tools and knowledge needed to succeed at their assessments. It will also allow them to apply theoretical knowledge during their practical lessons which is geared towards developing their technical abilities to assist with their practical unit. During Year 10, students cover the following: R185- Performance and Leadership in sport activities This unit is where students will develop on their skills and techniques to participate and evaluate performance in two sports. They will also need to lead a coaching session which will evaluate and reflect on. We start teaching with this due to the size of the evidence and time needed for students to be in the best position for their assessment. R184- Contemporary issues in Sport The exam unit for the course is large in content. We start the year teaching this so that students become familiar with the content they need to know for their exam. Not only that but it will allow us to teach students the classroom expectations for a typically practical subject. This unit will cover areas such as: Performance Enhancing Drugs, sporting values, the Olympics/ Paralympics, and the creed. The way they are taught will allow the opportunity for clear links to be given in the practical lesson. R187- Increasing Awareness of Outdoor Adventurous Activities As an academy we chose this unit because it will teach and show students a completely different side to PE that most students have not experienced before. We will explore all avenues to perform in a range of Outdoor Adventurous Activities (OAA). This unit must be taught in a set structure to ensure that the assignment for this unit can be completed alongside of the lessons. We are teaching this in the during the later stages of the academic year so that we can take advantage of the weather as orienteering is a large part of the module.
Year 11	Core PE The sequencing for Year 11 core activities is structured similarly to the Year 10 core PE cohort. Seasonal availability of activities as well as student requests decide the sports offered each half term. Year 11 also choose the activity that they take part in each half term, again having a choice of three. Lessons are structured as an advanced gameplay environment whereby the students can apply core and advanced skills previously developed over Years 7-10 into realistic competitive scenarios. Cambridge National Sport Studies Students continue their Cambridge National Sport studies. Students will continue learning the specification of the Contemporary issues in sport unit (R184) and Performance and leadership in Sports Activities (R185). R184 Students will learn teaching content on the types of sporting events, national governing bodies and technology in sport. All of which will make up a part of their final examination in this unit. R185 Students will organise a sports session, lead in a sporting activity and review their ability to lead, reflecting on strengths and weaknesses.

Key Stage 4 (KS4) only:

What exam board/syllabus do you teach?

Why have you chosen this syllabus?

In what ways is it suited to your students?

At KS4:

Cambridge National Sports Studies Level 1/2 Award.

For the award we had a choice of Sport and the Media or Increasing awareness of Outdoor Adventurous Activities. We went for Increasing awareness of OAA due to the fact that it would allow the award to be more practical which suits the strengths of our students at Wren. Not only that, due to us being a London School we believe that this unit will enrich students' life experience and encourage them to have a greater appreciation of the outdoors.

For the most part of the award, it is assignment based which we must upload a given points of the academic year but the practice of continuously working at coursework suits our students. There is an exam unit, but we have decided to spend both Years looking at this unit to ensure that students have the greatest chance to experience exam success.

Curriculum Implementation

The subject specific habits and behaviours we develop (or intend to develop) in our students

Subject Specific Habits and Behaviours

How we embed these in our students

Resilience and determination

Respectful and encouraging

Supportive and trust-worthy

Fair and sportsmanship like behaviour

Positive praise when students are finding learning challenging.
Giving out 9s to those who have shown real grit to make progress.
We will identify barriers and misconceptions and explain that getting stuck is a normal part of learning which just needs to be faced with resilience and a variety of approaches.

When pupils are contributing to the learning discussion or giving feedback, we ensure all pupils are silent and listening.
Furthermore, if pupils are struggling, we praise those who are encouraging them through positive language and constructive feedback.

In Gymnastics when learning more advanced skills pupils are expected to support each other to help with progress.
We also teach them the importance of a spotted in trampolining. Trust is an essential element here.
As a department we will also ask pupils to collect and put back equipment which also builds this trust.

We will teach our students the rules of each sport/activity and will implement them consistently, however, will at times rely on students to be responsible for scoring/refereeing/umpiring their own game. This promotes students to be fair honest and display positive sportsmanship behaviour.

Academy Ethos

Academy Curriculum Intent

How our department’s curriculum content and teaching approaches reflect the whole Academy ethos

A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness and walk humbly with your God.

High Expectations of students’ behaviour for learning, learning progress and respect for our community.

A commitment to make learning enjoyable, engaging, relevant and challenging.

A commitment to develop knowledge, skills and character.

Consistency and fairness in approach and routines.

Excellent and developing subject knowledge which inspires confidence in students.

Effective collaboration across all parts of the Academy.

Highly skilled teaching which deepens understanding and stimulates curiosity.

A willingness to embrace research and innovation in order to enhance the learning potential of our students.

Recognising and rewarding effective use of learning habits as well as academic achievement.

Do justice: Accepting decisions made by those in a referee/umpiring role, the teacher or fellow students.
During match play, playing in the spirit of the game, rather than just by the rules robotically.
Love kindness: Pupils are encouraged to be kind in providing feedback for one another using positive language; ‘what went well’ and ‘Even better if’.
Walk humbly: Students are taught to celebrate achievements and wins in a sportsmanship like manner, eliminating arrogance. Students are taught to accept defeat gracefully and to always shake their opponent's hand.

Students line up in silence outside before going into the changing rooms where they also drop their bags and blazers off in silence. This ensures that pupils respect their community by not disturbing surrounding lessons in nearby classrooms, it allows for more time to progress their learning because they are in and out of the changing rooms much quicker, and we believe that ensuring pupils are silence through both processes it gives them time to reflect and focus ahead of their lesson.
Tutor bulletin and prayer read at the end of the day to respectfully contribute to the Wren communities Christian Ethos, and for other to have a moment of quiet reflection.
Students provide respectful feedback to their peers involving a comment relating to what went well and an ‘even better if’.
Students are encouraged to take this respectful and humble approach over jeering and laughing at their peers for mistakes that they have made, to imbed resilience in one another and show kindness.
Enjoyable: Element of match play/competition element to most lessons, consistently upskilling one another during P and E.
Engaging: A vast range or core/advanced skills to learn for every activity as well as a vast range of activities (something for everyone).
Relevant: Activity block teaching times based on what is being played professionally at the time.
Challenging: Differentiated tasks and classes/groupings.

We provide a curriculum with a vast range of activities allowing students to expand their knowledge of rules/regulations, core and advanced skill techniques, games-based scenarios, referring/umpiring decisions and statistics.
We aim to develop character through allowing students the opportunity to take on umpiring/referee roles in the lesson, providing peer feedback to one another, direct questioning and positive praise.
Overplanning lesson activities so that progression for all doesn’t run the risk of meeting a dead end before the end of the lesson.
When playing matches in lessons pupils are encouraged and/or given umpiring roles within games to ensure that they run smoothly with no disruption or disagreements regarding something that has occurred.

When reflections are given, we always allow time after for the student to speak about the incident with us as much as we allow time for us to speak with them about it.
Students are encouraged to behave with a high level of sportsmanship, achieving a win humbly and accepting a loss graciously.
Practically, student learn about the rules and regulations of a sport as well as the practical skill techniques that go into the sport physically; gives students the confidence to give peer feedback when assessing fellow student's skill techniques and when asked to umpire a match.

Students complete a theory unit after Christmas; they do not have to be aspiring to take Cambridge National Sport Studies, they are still given the chance to learn more about PE across Year 7-9; this theory can be cross-curricular and can give students the confidence to contribute to subjects such as Science and PSHE.

PE teach across both Primary and Secondary so prospective secondary students in the primary will know and have the same teachers up until they leave school.

Reports written across both Primary and Secondary.
Sports days for Primary and Secondary.
Termly assessment of term objectives and aims.

Directed open ended and close ended questions depending on student's ability.
A mixture of teacher led and discovery teaching strategies.
Differentiated tasks for ability and engagement.
Teacher demos of skills before students attempt themselves to stimulate confidence in attempting a skill.
Staff upskilling of different activities to ensure that we can physically demonstrate a high variety of different skills to students.

We ensure that when courses are advertised that we book onto any that are both relevant and that we know will develop our teaching.
Regular research on different teaching strategies with different types of learners.
Consistent conversation about our individual lessons with fellow PE teaching colleagues to gain advice and/or ideas to expand our teaching.

Termly achievement/praise post cards sent home every term for every class.
9s given on the register for achievements, good answers to questions, kindness, helpfulness and dedication to the lesson.
Verbal positive praise for individual students by teachers.
Praise from peers in peer feedback (‘what went well?’).

Implementation

Academy Ethos

Micah 6v8: Do justice, love kindness, and walk humbly with your God
	Curriculum Content Opportunities	Curriculum Delivery Opportunities
Justice	Key Stage 3 (KS3) Core: In Physical Education students will have the opportunity to learn how to show justice to one another in a variety of different contexts. Sharing equipment and learning spaces will teach students to be fair and show justice to one another especially in activities such as badminton where they spend time off the court waiting for their go. They will also have the opportunity to be an official during any of the activities which will require the ability to treat people justly and fairly. Key Stage 4 (KS4) BTEC Sport: In Core PE where it is compulsory and there are students who are not as passionate about the subject as others Justice and fair treatment of one another is explicitly required. Where students are doing drills or closed activities in small groups feedback should be fair and just regardless of the skill level. In BTEC PE students demonstrate justice through the through fair play. Fair play in the games they play and the competitions they participate in. This is shown when admitting a foul or similar when they are officiating themselves and within conditioned games and match-based practices. They also have the opportunity to lead and develop practices in their coaching section of the award.	As a department we delivery justice through the expectations we set. When moving onto a new activity area we will set the expectations so that all pupils are fair to one another during competitive and game scenarios. During the lesson when unjust behaviour is displayed in game scenarios we will intervene and explain what was not acceptable and how they can be more just in future. Through class discussions we can highlight areas where just behaviour could have been improved. This will allow us to reinstate the standards and give us greater opportunities to deliver justice.
Kindness	KS3 Core: In PE students are encouraged to show kindness daily during their lessons. Peer feedback is an area where kindness is particularly emphasized; jeering and laughing at their fellow students when they make a mistake is highly discouraged and instead a more positive and constructive form of feedback is encouraged. During the lesson, students will be asked to assist in setting up equipment and putting equipment away to take the strain off a select few, and to be kind and share equipment accordingly during their activities. When students are put into differentiated groups, they may not always be put with their key friends. Instead of displaying a poor attitude about it and making others feel conscious, students are encouraged to embrace their group with positivity and kindness to succeed and learn at the best level possible. Where students can also take on umpiring/officials' roles, the students who are participating in the activity are strongly taught to display sportsman like behaviours; not arguing with the umpire, not using offensive language etc. KS4 BTEC Sport: Sharing of equipment, showing a positive attitude to the group students are placed into and sportsmanlike behaviour are all areas where kindness is practised. Years 9 and 10 both support the Primary Sports Day by volunteering to lead groups and demonstrate kindness to the primary students.	Before an activity is started an expectation for behaviour is always set by the class teacher. The students will be aware of what unkind behaviour looks and sounds like, based on the specificity of the expectations set. At any point during the lesson, if a student displays unkind behaviour, that student is stopped, reprimanded and if needs be sanctioned further if behaviour continues. The same process takes place if it’s a group of students that need speaking to regarding unkind behaviour. Unkind behaviour is not something that is tolerated within our department lessons, and we will always explain the appropriate way to word something depending on the scenario. For example: if a student is giving peer feedback to another student on their technique of a skill and they’ve offended the student with the harshness or bluntness of their feedback, we will always take the time to educate that student on a kinder approach to take, and a kinder way to word what they wish to say.
Humility	KS3 Core: In Physical Education as teachers, we will have regular scenarios where humility can be taught or highlighted. We aim to have a competitive element in all lessons, and this allows us to demonstrate the way we should respond to defeat or victory. If students are being over-confident and not humble in their success it gives us a great opportunity to intervene and question this behaviour. As a department we will encourage hard-work and resilience but will not accept those who are over-celebrating. During Core PE there will be learning discussions based upon strategies and tactics which will produce a lot of different answers. Students over a period will improve their humility by reflecting on their own/others answers and accepting that their peers' ideas may be the best option. Students accepting that their opinion is not always the best is crucial when working with a team in sporting scenarios. KS4 BTEC Sport: Humility is a component of sportsperson ship, and it helps deter egoism in PE. This is important for the students to show they can be humble when winning a match in lesson and through fixtures. To show humility in PE in all sports students are encouraged to support in each other to encourage student aspiration and fosters their forms of self-knowledge as well as decreases the likelihood of them seeking to humiliate an opponent. In team sports, humility can contribute towards a student being a better teammate, foster unity amidst diversity within a class or Academy team and contribute to the overall moral and sporting excellence of a team.	During Core PE there will be numerous scenarios where there will be game scenarios where one team have performed better than the other. This opens a great opportunity for us to intervene and discuss the emotions that occur during PE. The key expectations are that pupils do not over-celebrate and that pupils do not lose confidence and wish to give up. This helps us build character, resilience, and humility. Extra-curricular opportunities in clubs and Academy teams. This allows students to show humility when participating in match or a fixture vs an opposition school.

Please click here to access the full Physical Education curriculum document.

Physical Education Curriculum