PE
‘In PE at WHA, we aim to create holistically developed, rounded students who have the skills to make a difference’.
Our curriculum goal for all students is to ensure that all learning is rooted in real life, so that students can see the links between our school environment and what lies beyond education. In order to do this, we have a varied and broad curriculum at KS3, KS4 and KS5 that exposes our students to a wide range of physical opportunities. We also pride ourselves on our offer that male and female students experience the same opportunities.
The intent of our curriculum is to…
– Encourage pupils to succeed in competitive and other physically demanding activities.
– Create opportunities to become physically confident and competent in ways which supports their health and fitness. (Physical Literacy)
– Build character and help embed values such as fairness and respect.
– Develop confidence, a sense of belonging, and oracy skills through a range of leadership and team opportunities.
Excellent practice is implemented…
– In our PE lessons, as our students are asked four questions: are they progressing with their movement, knowledge, mentality, and actions.
– When our students are rewarded for demonstrating the WHA values of be safe, be kind, work hard.
– As all lessons are inclusive to the needs of all abilities.
– By students embedding knowledge through differentiated in-class questioning, MCQs, DOOYA’s and spotlight assessments.
– The development of physical literacy skills (Movement, Knowledge, Mentality and Actions).
Through the combination of our intent and excellent practice, we hope that all students find a form of physical activity they enjoy, which will lead to the attendance of at least one extra-curricular club. Furthermore, through our various assessment methods, students will have the fundamental knowledge to succeed in KS4 examination courses. Finally, we strive to generate a positive and motivational learning environment that supports students physical, mental, emotional, and social health.
An essential aim of our PE curriculum is that we have high ambitions for our PP and SEND students, ensuring that there is no disadvantage. We ensure this by understanding their needs, making appropriate interventions and support, which provides them the opportunity to thrive both in the classroom and beyond lesson time.
Key Stage Three – Core PE
| KS3 PE | |||||||||||||
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | ||||||||
| Block 1 | Block 2 | Block 3 | Block 4 | Block 5 | Block 6 | Block 7 | Block 8 | Block 9 | Block 10 | Block 11 | Block 12 | ||
| Year 9 | Boys | Rugby | Netball | Football | Basketball | Athletics | Tennis | ||||||
| Astro | Mugga | Fields | Sportshall | Fields | Courts | ||||||||
| Rugby | Basketball | Basketball | Football | Striking and fielding | Athletics | ||||||||
| Astro | Sportshall | Sportshall | Fields | Fields | Fields | ||||||||
| Girls | Netball | Rugby | Football | Hockey | Tennis | Athletics | |||||||
| Mugga | Astro | Fields | Courts | Courts | Fields | ||||||||
| Netball | Hockey | Hockey | Football | Athletics | Striking & Fielding | ||||||||
| Mugga | Astro | Courts | Fields | Fields | Fields | ||||||||
| Year 8 | Boys | Rugby | Netball | Football | Basketball | Athletics | Tennis | ||||||
| Astro | Mugga | Fields | Sportshall | Fields | Courts | ||||||||
| Rugby | Basketball | Basketball | Football | Striking and fielding | Athletics | ||||||||
| Astro | Sportshall | Sportshall | Fields | Fields | Fields | ||||||||
| Girls | Netball | Rugby | Football | Hockey | Tennis | Athletics | |||||||
| Mugga | Astro | Fields | Courts | Courts | Fields | ||||||||
| Netball | Hockey | Hockey | Football | Athletics | Striking & Fielding | ||||||||
| Sportshall | Astro | Courts | Fields | Fields | Fields | ||||||||
| Year 7 | Boys | Rugby | Gymnastics | Football | Dance | Athletics | Striking and Fielding | ||||||
| Astro | Main hall | Field | Theatre | Field | Field | ||||||||
| Rackets | Netball | Hockey | OAA / Minor Games | Striking and Fielding | Athletics | ||||||||
| Sportshall | Courts | Courts | Field | Field | Field | ||||||||
| Girls | Gymnastics | Rugby | Hockey | OAA / Minor Games | Striking and Fielding | Athletics | |||||||
| Main hall | Field | Courts | Field | Field | Field | ||||||||
| Netball | Rackets | Football | Dance | Athletics | Striking and Fielding | ||||||||
| Courts | Sportshall | Field | Theatre | Field | Field | ||||||||
| Mixed | Rackets Sportshall | Netball Courts | Dance Theatre | Hockey Courts | Striking and Fielding Field | Athletics Field | |||||||
| Gymnastics | Rugby | Football | OAA / Minor Games | Athletics | Striking & Fielding | ||||||||
| Main hall | Field | Field | Field | Field | Field | ||||||||
Key Stage Four – Core PE
| Year 10 Sports Core PE | ||||||||||||||
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||
| Block 2 | Block 2 | Block 3 | Block 4 | Block 5 | Block 6 | Block 7 | Block 8 | Block 9 | Block 10 | Block 11 | Block 12 | |||
| Year 10 Boys A | Rugby Astro | Netball MUGA & Sports hall | Volleyball Sports hall | Football Field | Hockey MUGA | Rackets MUGA | Strike and Field Field | Athletics Field | Rackets MUGA | |||||
| Year 10 Boys B | Rugby Astro | Volleyball Sports hall | Netball MUGA & Sports hall | Rackets MUGA | Hockey MUGA | Football Field | Athletics Field | Rackets MUGA | Strike and Field Field | |||||
| Year 10 Girls | Netball MUGA & Sports hall | Rugby field | Volleyball Sports hall | Hockey MUGA | Rackets MUGA | Football field | Dance studio | Strike and Field Field | Rackets MUGA | Athletics field | ||||
| Year 10 Mixed | Fitness sports hall | Dance main hall | Minor games Field | OAA Field | Gym Sports hall | Team Games Sports hall | Volleyball Sports hall | Athletics Fields | Strike and field | |||||
Sport Science – Level 2 Cambridge National – OCR
| Tem 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| September 2023 – February 2024 Unit R181 – Including content and completion of coursework. Unit R181: Applying the principles of training: fitness and how it affects skill performance. Assessment Method: Coursework – Create a fitness training programme and evaluate | March 2024 – July 2024 R180 R180: Reducing the risk of sports injuries and dealing with common medical conditions. Topic Area 1: Different factors which influence the risk and severity of injury Assessment Method: Exam – 1 hr and 15 minutes (OCR) | ||||
| September 2024 – February 2025 Unit R183 – Including content and completion of coursework. R183: Nutrition and sports performance. Topic Area 1: Nutrients needed for a healthy, balance nutrition plan | March 2025 onwards R180 – Revision of exam content in preparation for Summer 2025 exam. | ||||
Sport Studies – Level 2- Cambridge National – OCR
| | Autumn Term | Spring Term | Summer Term | |||
| Year 10 | Unit R186: Sport and the media. Topic area 1: The different sources of media that cover sport. Topic area 2: Positive effects of the media in sport. Topic area 3: Negative effects of the media on sport. Assessment Method: Coursework. The different sources of media in sport and the positive and negative effects of them. | Unit R185: Performance and leadership in sports activities. Topic area 1: Key Components of Performance. Topic area 2: Applying practice methods to support improvement in a sporting activity. Topic area 3: Organising and planning a sports activity. Topic area 4: Delivering a sports activity session. Topic area 5: Reviewing your own performance in planning and leading a sports activity session. | ||||
| Year 11 | Unit R185: Performance and leadership in sports activities. Topic area 1: Key Components of Performance. Topic area 2: Applying practice methods to support improvement in a sporting activity. Topic area 3: Organising and planning a sports activity. Topic area 4: Delivering a sports activity session. Topic area 5: Reviewing your own performance in planning and leading a sports activity session. | Unit R184: Contemporary issues in sport. Topic Area 1: Issues which affect participation in sport. Topic Area 2: The role of sport in promoting values. Topic Area 3: The implications of hosting a major sporting event for a city or county. Topic Area 4: The role national governing bodies (NGB’s) play in the development of their sport. Topic Area 5: The use of technology in sport. Assessment Method: This unit is assessed by an exam. The exam is 1 hour and 15 minutes. It has three Sections – Section A, Section B and Section C. Section A –This will have 30 marks in total, made up of MCQ and a few short to medium response questions. Section B and C- This will have context-based questions. Students will be presented with a short scenario and will apply their knowledge of sport concepts to produce relevant responses. It will include short/medium answer questions, extended response analysis and evaluation Questions. | ||||
BTEC – Level 3 – Pearson
| | Autumn Term | Spring Term | Summer Term | |||
| Year 12 | Unit 1: Anatomy and Physiology A : The effects of exercise and sports performance on the skeletal system. Assessment Method: Examination that contains a series of short and long answer questions based on the skeletal system, muscular system, respiratory and cardiovascular system. Unit 2: Fitness training and programming for Health, Sport and Wellbeing. Learning Aim A: Examine lifestyle factors and their effect on health and well-being. Assessment Method: Examination: Part A- a set period before your examination. Independent research task about a scenario based on an individual who requires guidance on training. Part B is a written examination under controlled conditions which builds on part A. | Unit 1: Anatomy and Physiology B: The effects of exercise and sports performance on the muscular system. Assessment Method: Examination that contains a series of short and long answer questions based on the skeletal system, muscular system, respiratory and cardiovascular system. Unit 2: Fitness training and programming for Health, Sport and Wellbeing. B: Understand the screening processes for training and programming. Assessment Method: Examination: Part A- a set period before your examination. Independent research task about a scenario based on an individual who requires guidance on training. Part B is a written examination under controlled conditions which builds on part A. | Unit 1: Anatomy and Physiology C: The effects of exercise and sports performance on the respiratory system. Assessment Method: Examination that contains a series of short and long answer questions based on the skeletal system, muscular system, respiratory and cardiovascular system. Unit 2: Fitness training and programming for Health, Sport and Wellbeing. C: Understand the programme related nutritional needs. Assessment Method: Examination: Part A- a set period before your examination. Independent research task about a scenario based on an individual who requires guidance on training. Part B is a written examination under controlled conditions which builds on part A. | Unit 1: Anatomy and Physiology D: The effects of exercise and sports performance on the cardiovascular system Assessment Method: Examination that contains a series of short and long answer questions based on the skeletal system, muscular system, respiratory and cardiovascular system. Unit 2: Fitness training and programming for Health, Sport and Wellbeing. D: Training methods for physical fitness-related components. Assessment Method : Examination: Part A- a set period before your examination . Independent research task about a scenario based on an individual who requires guidance on training. Part B is a written examination under controlled conditions which builds on part A. | Unit 1: Anatomy and Physiology E: The effects of exercise and sports performance on the energy system. Assessment Method: Examination that contains a series of short and long answer questions based on the skeletal system, muscular system, respiratory and cardiovascular system. Unit 2: Fitness training and programming for Health, Sport and Wellbeing. E: Understanding training programme design. Assessment Method: Examination: Part A- a set period before your examination. Independent research task about a scenario based on an individual who requires guidance on training. Part B is a written examination under controlled conditions which builds on part A. | |
| Year 13 | Unit 3: Professional Development in the Sports industry. A: Understand the career and job opportunities in the sports. Unit 4: Sports leadership. A: Understand the roles, qualities and characteristics of an effective sports leader. B: Examine the importance of psychological factors and link with effective leadership. Assessment Method: Assessment set by tutor designing a presentation on the qualities and characteristics of effective leaders or leading a sports coaching session of your choice. **Leadership courses attended by our students: Step Into Sport Inclusive Leadership Course, Young Leaders PE Association Training** | Unit3: Professional Development in the Sports industry. B: Explore own skills using a skills audit to inform a career development action plan. C: Undertake a recruitment activity to demonstrate the process that can lead to a successful job offer in a selected pathway. Assessment Method: Assessment set by tutor designing a presentation on the qualities and characteristics of effective leaders or leading a sports coaching session of your choice. Unit 4: Sports leadership. B: Examine the importance of psychological factors and link with effective leadership. C: Explore an effective leadership style when leading a team during sport and exercise activities. Assessment Method: Assessment set by tutor designing a presentation on the qualities and characteristics of effective leaders or leading a sports coaching session of your choice. **Leadership courses attended by our students: Step Into Sport Inclusive Leadership Course, Young Leaders PE Association Training** | Unit 3: Professional Development in the Sports industry. D: Reflect on the recruitment and selection process and your individual performance. Assessment Method: Assessment set by tutor designing a presentation on the qualities and characteristics of effective leaders or leading a sports coaching session of your choice. Unit 4: Sports leadership. C: Explore an effective leadership style when leading a team during sport and exercise activities. Assessment Method Assessment set by tuto designing a presentation on the qualities and characteristics of effective leaders or leading a sports coaching session of your choice. **Leadership courses attended by our students: Step Into Sport Inclusive Leadership Course, Young Leaders PE Association Training** | | ||
