Physical Education Curriculum

Netball

Football

Basketball

Trampolining

Theory

Rugby

Gymnastics

Dance

Athletics

Tennis

Cricket

Rounders

Netball

Football

Basketball

Trampolining 

Theory

Rugby

Gymnastics

Dance

Athletics

Tennis

Cricket

Rounders

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

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

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

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 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 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.

• 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.

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.

• 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 don’t have to be aspiring to take GCSE/BTEC PE, 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?’).

Curriculum Content Opportunities

Curriculum Delivery Opportunities

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.