Physical Education (PE) & Sport

Curriculum Statement

Intent

Through our curriculum we aim to:

  • Be active physically, demonstrating knowledge, skill and understanding through a broad range of physical activity that is accessible to all and developed over 5 years.
  • Engage in a range of activities that build on KS2 content and develop a variety of components of fitness.  For example, cardiovascular and muscular endurance, flexibility, muscular strength and power.
  • Ensure students have an understanding of tier 2 and 3 vocabulary and that this is implemented in schemes of work
  • Develop independence through problem-solving physical challenges, evaluating, modifying technique and consolidating skills through practise and repetition.
  • Promote the values of adopting healthy and active lifestyle.
  • Instil a sense of good sportsmanship, and encourage recognition of other learners’ contribution.
  • Develop culture capital – especially developing life skills such as leadership, responsibility, communication, analysis, resilience, self-awareness and understanding of opportunities available when they leave school (through sporting events/trips/clubs, sessions with local further/higher education providers etc.).
  • Support the development of self-esteem through the development of physical confidence and helping students to cope with both success and failure in competitive and collaborative activities.
  • Develop skills as a team player, including praise for others and motivation skills.
  • To recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competition.
  • To ensure learners studying specific PE/sport qualifications leave Regents Park Community College with a result that reflects the best of their ability

Implementation

How is the Physical Education curriculum delivered?

  • Students have full access to the Physical Education National Curriculum which is differentiated to meet learners’ individual needs
  • The Physical Education curriculum is designed to be challenging and appropriate to each learner’s stage of development.
  • The Physical Education curriculum is designed to build and expand on previous skills and subject knowledge, over a 5-year period.  It also plans for opportunities for repetition to embed knowledge, increasing the chance of information recall and to integrate new knowledge
  • The KS3 and Year 9 Physical Education curriculum is taught through two 50 minute lessons per week (6.6% of curriculum time) and follows 6 units of work throughout the academic year.
  • The Year 10 and 11 Physical Education curriculum is taught through one 50 minute lesson per week, (3.3% of curriculum time).  Students follow a Sport Education model to prepare them for sport/physical activity when they leave school and different opportunities available to them in the sports industry.
  • Collaborative planning and reflection, as well as flexible and progressive units of work contribute to high quality PE and sport with limited facilities.  This includes shared resource boxes/areas for staff and learner development.
  • The Physical Education Curriculum offers opportunities for cross-curricular learning, to ensure students make significant personal development, including:
  1. Working with external companies/governing body coaches (e.g. RFU, Eastleigh/Chelsea FC coaches, Hampshire Cricket Board, military, tennis coaches etc.)
  2. Inter and intra- learning community/tutor group tournaments (PE Champion Day, RPCC Swim Gala, charity events)
  3. Educational visits (New Forest Activity Centre, Enrichment Days)
  4. Sports day
  5. Sports fixtures and tournaments (e.g. football, rugby, rounders, swimming, athletics, gymnastics etc.);
  6. After school sports clubs
  7. Personal exercise programmes at a local gym (David Lloyd);
  8. Sports leadership PE Champion programme Lunch and break time sports activities
  9. Collaboration and delivery with other departments to enhance learner development

We offer a range of qualifications in Physical Education, which are selected to appropriately challenge, based on each learner’s stage of development, including: Pearson BTEC Level 1 and Level 2 First Award in Sport.

Impact

What difference will the PE curriculum have on learners?

  • The vast majority of students meet or exceed their expected progress in Physical Education.
  • The very large majority of students meet or exceed their expected outcomes in Physical Education (external qualifications).
  • Many students join colleges/sixth forms at post-16 where they study a range of different qualifications and subjects following excellent progress from their starting points in PE and following successful completion of the BTEC First in Sport Level1/2 qualification (55%).
  • Analysis of Physical Education outcomes and learner progress (identified through individual class report by teacher to CL, data drops, continuous assessment) indicates that there is little statistical differential/ under-performance between key groups.  Where any small differences are identified strategies are implemented swiftly.  Physical Education teachers use a range of formative and summative assessment procedures to assess progress and attainment that can be seen in the PE and Sport marking and feedback policy.  CL then reports to SLT.
  • Life-skills are embedded in the Physical Education curriculum and are personalised for each learner.  This supports learners to make the leap to post-16 provision and meets their needs when entering the world of work (for example, skills like resilience, confidence etc.).
  • Joint targeted interventions by the Physical Education team and HOY ensure aspects of the curriculum are personalised to each pupil based on the outcomes/needs identified of higher profile students (e.g. SEND or AMA etc.).
  • The curriculum offer is reviewed and amended based on staff and student feedback collated over the course of the academic year.  Standards are closely monitored by the CL and members of the team who will undertake activities such as lesson drop ins, observations, work sampling, allocated time in department meetings and student interviews/questionnaires.  This ensures that all aspects of the curriculum are being covered and that quality of education is high.  Regular CL meetings with SLT and monitoring presentations will ensure that the CA is moving forward and any issues addressed.
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