For more information regarding the curriculum please contact: PE@blaconhigh.cheshire.sch.uk

Head of Department: Mr L Cairns

PE Teacher: Miss R Flynn
PE Teacher: Mrs S Wright
PE Teacher: Mr L Bradford
PE Teacher: Mrs J Carr
PE Teacher: Mr D Forbes
PE Teacher: Mr D Sabri (Assistant Headteacher)

KS3 – Years 7 and 8

Students build upon the physical development and fundamental skills covered at primary school. They are encouraged to become more competent, confident and refined in basic physical skills, while being introduced to a variety of team and individual sports. They understand what makes an effective performance and apply these to their own and others’ work. Throughout Year 7 and Year 8 they progress to using their skills in competitive situations.

Pupils are taught to:

  • use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]
  • develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]
  • perform dances using advanced dance techniques in a range of dance styles and forms
  • take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
  • analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
  • take part in competitive sports and activities outside school through community links or sports clubs
  • take a leaderships role during warm-up or skill activities.
  • understand the long-term health benefits of physical activity
KS4
KS4

Students develop the use of strategies and tactics in competitive situations. They are encouraged to analyse their own and others performance, and consequently develop a greater knowledge and understanding of how to progress. Students who select PE as an option in year 9 have got two choices of course, Edexcel GCSE PE and BTEC Sport Level 2. This choice of course gives our students greater opportunity to study PE in an environment that suits their ability and learning styles. Our main aim is to ensure we get the right students on the right course in order to help them excel and achieve the best possible results.

Year 9, 10 and 11 - Core PE

Students will participate in 2 lessons per week of core PE in Year 10 and in Year 11 3 lessons over 2 weeks, this enables them to continue to refine their performance skills while also allowing them some time to relieve the pressure of exam based subjects. We offer our students 1 lesson per week an extensive curriculum at KS4 which is based around sporting preferences and additional activities such as Golf, Climbing Aerobics and Mixed Martial Arts.

GCSE Physical Education

Course Outline

Practical (60% of final grade) – 12% is Controlled Assessment

Throughout this course students will be taking part in a wide variety of different sporting activities such as climbing, trampolining, football, netball, athletics, rounder’s, basketball, badminton, leadership, officiating and many more.  60% of the course is assessed practically; therefore students opting for this course must be in line to achieve a minimum of Level 5 in PE by the end of Year 8.  Within the 60% of practical assessment students must complete coursework on a personal exercise programme (PEP) and an analysis of performance (AOP).  Students can also be assessed in carrying out the role of a leader, coach or official.

Theory – Written Exam (40% of final grade)

40% of the course is assessed on a theory exam basis, which is broken down into two units.  The first Section 1.1 ‘Healthy, Active Lifestyles’.  This requires students to develop an understanding of physical activity in relation to a healthy active lifestyle, looking at influences on involvement in sport, fitness training and diet.  The second Section 1.2 ‘Your Healthy, Active Body’, focuses on the body systems and structures and how they are developed through exercise.

Why Study GCSE PE?

The GCSE Physical Education course will be appropriate for you if you:

  • Have a keen interest in sport and always look forward to your PE lessons.
  • Take part in physical activity outside of school
  • Want to know more about the benefits of exercise.
  • Are considering a sports related career or an A Level/higher education course.

Student Commitment

Students must be fully committed to this subject showing the following qualities:

  • Extremely well organised with kit – bringing it to every lesson.
  • A willingness to carry out all practical activities delivered.
  • Have a good all round ability.
  • Displays a positive and enthusiastic approach to all lessons.
  • Have an interest in the theory aspect of the course.
  • An interest in leading and coaching others.
  • A willingness to work maturely in mixed sex classes in a wide range of different sporting activities

Assessment

  • 60% Unit 2: Practical – 4 practical assessments and 5 written controlled assessments
  • 40% Unit 1: Theory – Written Exam with multiple choice, short and long answer questions
Unit 1: The Theory of Physical Education
Section 1.1: Healthy, active lifestyles
  • explain what constitutes a healthy, active lifestyle
  • classify the benefits of a healthy, active lifestyle as social, physical or mental
  • describe how physical activity can:
    • increase individual wellbeing
    • help the individual to feel good (serotonin levels)
    • help relieve stress, and prevent stress-related illness { increase self-esteem and confidence
    • contribute to good health
    • contribute to enjoyment of life
  • explain how participation in physical activity can stimulate:
    • cooperation
    • competition
    • physical challenge
    • aesthetic appreciation
    • the development of friendships and social mixing.

Influences on your healthy, active lifestyle

Students should be able to:

  • identify key influences that have an impact on them, and others, achieving sustained involvement in physical activity, including:
    • people: family, peers, role models
    • image: fashion, media coverage
    • cultural: age, disability, gender, race
    • resources: access, availability, location, time
    • health and well-being: illness, health problems
    • socio-economic: cost, perceived status of the activity
  • explain the opportunities available to become, or remain, involved in physical activity in a range of roles (including leadership, officiating and volunteering) and the qualities needed to participate in physical activity in this way
  • explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages
  • describe the common purposes of initiatives developed to provide opportunities for becoming, or remaining, involved in physical activity:
    • increase participation in sport to improve health, with a focus on priority groups
  • retain people in sport through an effective network of clubs, sports facilities, coaches, volunteers and competition
  • create opportunities for talented performers to achieve success and their contributions to the development of healthy lifestyles.
  • identify agencies involved in the provisions of opportunities for becoming, or remaining, involved in physical activity, including:
    • Sport England
    • Youth Sport Trust
    • National governing bodies.

Exercise and fitness as part of your healthy, active lifestyle

Students should be able to:

  • explain the terms:
    • health
    • fitness
    • exercise

    and know how they relate to a balanced, healthy lifestyle and performance in physical activities

  • know about the components of health-related exercise:
    • cardiovascular fitness
    • muscular strength
    • muscular endurance
    • flexibility
    • body composition

    and relate each to physical activity, identifying the relative importance of each to different physical activities

  • know about the components of skill-related fitness:
    • agility
    • balance
    • coordination
    • power
    • reaction time
    • speed

    and relate each one to physical activity, identifying the relative importance of each one to different physical activities.

Physical activity as part of your healthy, active lifestyle

Students should be able to:

  • assess personal readiness (PAR-Q)
  • assess fitness levels for use in an exercise programme (tests for health-related exercise: Cooper’s 12-minute run test, hand grip strength test, sit and reach flexibility test, Harvard Step Test, treadmill test; tests for skill-related fitness: Illinois Agility Run test, standing stork test, Sergeant Jump test, standing broad jump, ruler drop test, 30-metre sprint, three ball juggle)
  • describe, explain and apply the principles of training:
    • progressive overload
    • specificity
    • individual differences/needs
    • rest and recovery
  • explain the components of the FITT principle (Frequency, Intensity, Time and Type), noting overlap with other principles of training, and how application of this principle can lead to improved competence and performance
  • explain the term ‘reversibility’, why it might occur and its impact on performance
  • explain the value of goal setting in terms of planning, developing and maintaining regular involvement in healthy, physical activity
  • describe, explain and apply the principles of setting SMART (Specific, Measurable, Achievable, Realistic and Time-bound) targets
  • describe the following methods of training:
    • interval
    • continuous
    • Fartlek
    • circuit
    • weight
    • cross
  • and explain how they can improve health and fitness, by helping to develop physical and mental capacity, and their relationships with the components of fitness
  • link methods of training to specific physical activities based on the associated health-related exercise and skill-related fitness requirements
  • plan and present examples from ‘typical’ exercise sessions to match
  • the fitness requirements of selected physical activities or individuals
  • understand the exercise session and the purpose of each component (warm-up, main activity, cool-down)
  • explain the use of the principles of training within an exercise programme, showing how they may be applied in planning to improve health-related exercise and skill-related fitness as part of a healthy lifestyle
  • link methods of training to aerobic and anaerobic activity
  • understand what is meant by resting heart rate, working heart rate and recovery rates, plot examples on a graph and evaluate results
  • use graphs to demonstrate and explain the use of target zones and training thresholds.

Your personal health and well-being

Students should be able to:

  • understand the link between exercise, diet, work and rest, and their influence on personal health and wellbeing
  • explain the requirements of a balanced diet
  • explain the importance, and use, of macro nutrients (carbohydrates, fats and protein), micro nutrients (minerals and vitamins), water and fibre for personal health and wellbeing, and maintaining a healthy, active lifestyle
  • explain the need to consider the timing of dietary intake when performing due to the redistribution of blood flow (blood shunting) during exercise.
Section 1.2: Your healthy, active body

Physical activity and your healthy mind and body

Students must be able to:

  • describe the different body types (somatypes): endomorph, mesmomorph and ectomorph and explain the effect each can have on participation and performance, including identifying activities where different body types are an advantage
  • outline why, and how, expected and optimum weight varies according to height, gender, bone structure and muscle girth, and explain how this may affect participation, and performance, in physical activity
  • explain the terms: anorexic, obese, overfat, overweight and underweight and explain how they may impact on achieving a sustained involvement in physical activity
  • explain the effects of smoking and alcohol on general health and on physical activity
  • know about different categories of drugs:
    • performance enhancing (anabolic steroids, beta blockers, diuretics, narcotic analgesics, stimulants, peptide hormones – including erythropoietin/EPO)
    • recreational (alcohol, nicotine/smoking)
  • the effects they may have on health, wellbeing and physical
  • performance and why some performers might risk using them
  • identify risks associated with participation in physical activities,
  • and explain how to reduce these risks to better maintain wellbeing (warming-up/cooling-down, checking equipment and facilities, personal readiness/PAR-Q, balanced competition, adherence to rules, correct clothing).

A healthy, active lifestyle and your cardiovascular system

Students should understand the impact of a healthy, active lifestyle on their cardiovascular system:

  • exercise and physical activity
    • immediate and short-term effects of participation in exercise and physical activity (increased heart rate, systolic/diastolic blood pressure, increased blood pressure)
    • effects of regular participation in – and long-term effects of participation in – exercise and physical activity (cardiac output (HR x SV = CO), decreased resting heart rate, faster recovery, increased stroke volume, increased size of heart, effects on blood pressure, healthy veins and arteries)
  • rest (rest required for adaptation to take place, time for recovery before next exercise session)
  • diet (effects on blood pressure and cholesterol – HDL and LDL)
  • recreational drugs (effects of alcohol and smoking/nicotine on blood pressure).

A healthy, active lifestyle and your respiratory system

Students should understand the impact of a healthy, active lifestyle on their respiratory system:

  • exercise and physical activity
    • immediate and short-term effects of participation in exercise and physical activity (increased breathing rate, increased depth of breathing, oxygen debt)
    • effects of regular participation in – and long-term effects of participation in – exercise and physical activity (increased lung capacity/volume and vital capacity)
  • recreational drugs (effect of smoking/nicotine on the alveoli-gaseous exchange).

A healthy, active lifestyle and your muscular system

Students should understand the impact of a healthy, active lifestyle on their muscular system:

  • role of muscular system during physical activity
    • major muscle groups that benefit from particular types of physical activity (deltoid, trapezius, latissimus dorsi, pectorals, biceps, triceps, abdominals, quadriceps, hamstrings, gluteals, gastrocnemius)
  • role of muscles in movement (antagonist and antagonist pairs)
  • exercise and physical activity
    • immediate and short-term effects of participation in exercise and physical activity (isometric and isotonic contractions, responses – increased fuel/energy demands, lactic acid, muscle fatigue)
    • effects of regular participation in – and long-term effects of participation in – exercise and physical activity (adaptations – increased strength and size/hypertrophy)
    • the potential for injuries such as muscle strain and muscle atrophy (due to injury and inactivity), and their treatment using common techniques
  • rest (rest required for adaptation to take place, time for recovery before next exercise session)
  • diet (effects of protein in building and repairing muscles)
  • performance enhancing drugs (use of steroids to aid muscle building and recovery).

A healthy, active lifestyle and your skeletal system

Students should understand the impact of a healthy, active lifestyle on their skeletal system:

  • role of skeletal system during physical activity
    • { function of skeletal system for movement, support and protection during physical activity
    • { ranges of movement at hinge joint at elbow and knee, ball and socket joint at shoulder during physical activity (flexion, extension, rotation, abduction, adduction)
  • exercise and physical activity
    • effects of regular participation in – and long-term effects of participation in – exercise and physical activity (increased bone density and strength of ligaments and tendons)
    • importance of weight-bearing exercise (exercises such as walking, running, tennis and aerobics) to prevent osteoporosis
    • the potential for injuries such as fractures (compound, greenstick, simple, stress) and joint injuries (tennis elbow, golfer’s elbow, dislocation, sprain, torn cartilage), and their treatment using common techniques such as RICE (rest, ice, compression, elevation)
  • diet (effect of calcium and vitamin D on bones).
Unit 2: Performance in Physical Education 25
Section 1.1: Healthy, active lifestyles

Player/participant

Students must:

  • know about the rules/regulations of selected physical activities, and how these relate to, and affect, participation
  • demonstrate effective and suitable skills, in isolation and/or competitive situations, as appropriate.

Official Leader

Students must:

  • understand the role(s) of officials in selected physical activities
  • know, and be able to apply, the rules/regulations of selected physical activities
  • understand, and be able to apply, principles relating to fair play in selected physical activities
  • demonstrate effective, and suitable, officiating skills in selected physical activities (under supervision of a qualified/suitable individual where appropriate), including controlling a competitive situation or managing an event.

Player/participant

Students must:

  • understand the role(s) of leaders in selected physical activities
  • understand, and be able to apply, principles relating to fair play in selected physical activities
  • demonstrate effective leadership skills in selected physical activities (under supervision of a qualified/appropriate individual where appropriate), including:
    • taking responsibility for the training and preparation, of an individual/team, for competitive situations in a selected physical activity
    • supporting players/participants in the performance of a physical activity with due consideration to health and safety issues.

Official

Students must:

  • understand the role(s) of officials in selected physical activities
  • know, and be able to apply, the rules/regulations of selected physical activities
  • understand, and be able to apply, principles relating to fair play in selected physical activities
  • demonstrate effective, and suitable, officiating skills in selected physical activities (under supervision of a qualified/suitable individual where appropriate), including controlling a competitive situation or managing an event.

Leader

Students must:

  • understand the role(s) of leaders in selected physical activities
  • understand, and be able to apply, principles relating to fair play in selected physical activities
  • demonstrate effective leadership skills in selected physical activities (under supervision of a qualified/appropriate individual where appropriate), including:
    • taking responsibility for the training and preparation, of an individual/team, for competitive situations in a selected physical activity
    • supporting players/participants in the performance of a physical activity with due consideration to health and safety issues.
Section 2.2: Analysis of performance

Analysis of performance

Students must be able to:

  • show their knowledge and understanding of the rules, regulations and terminology of a selected physical activity
  • observe and analyse performance in physical activity
  • evaluate performance in physical activity and recognise strengths and areas for improvement
  • plan strategies, tactics and practices to improve skills and performance
  • plan a Personal Exercise Programme to improve their fitness and performance.
BTEC First Level 1/Level 2 First Award in Sport

Through a combination of practical experience, computer exam and written assignments, the vocational qualification provides level 2 learners with the knowledge, skills and understanding needed to pursue a career in this sector.

Course Outline

  • This is a level 2 qualification and is graded Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*, Level 1 and Unclassified
  • It is a 120 guided-learning-hour qualification (equivalent in teaching time to one GCSE)
  • Students study 2 core units and 2 optional units
  • It has an external assessment up to 25 per cent of the qualification. This is done via an online computer exam. Edexcel sets and marks these assessments. Remaining Units are assessed internally and are moderated by EDEXCEL.

Why Study BTEC PE?

  • Encourage personal development through practical participation and performance in a range of sports and exercise activities
  • Give learners a wider understanding and appreciation of health-related fitness, sports and exercise through selection of optional specialist units
  • Give learners the opportunity to enter employment in the sport and active leisure sector or to progress to other vocational qualifications such as the Edexcel BTEC Level 3 Nationals in Sport and Sport and Exercise Sciences or on to GCE AS or A level

Assessment:

75% Coursework: the controlled assessment takes place in the form of power points, booklets, observations, presentations, worksheets and practical.

25% External Assessment: On Line Screen Test

Units Overview:

You will be taught 2 core units:

  • Unit 1: Fitness for Sport and Exercise (external computer exam)
  • Unit 2: Practical Sports Performance (internal)

The optional units are:

  • Unit 5: Training for Personal Fitness (internal)
  • Unit 6: Leading Sports Activities (internal)

Unit 1: Fitness for Sport and Exercise (external computer exam)

Learning aims:

In this unit you will:
A: know about the components of fitness and the principles of training

B: explore different fitness training methods
C: investigate fitness testing to determine fitness levels.

Unit 2: Practical Sports Performance (internal)

Learning aims:

In this unit you will:
A: understand the rules, regulations and scoring systems for selected sports

B: practically demonstrate skills, techniques and tactics in selected sports
C: be able to review sports performance.

Unit 5: Training for Personal Fitness (internal)

Learning aims:

In this unit you will:

A:  design a personal fitness training programme

B: know about exercise adherence factors and strategies for continued training success

C:  implement a self-designed personal fitness training programme to achieve own goals and objectives

D:  review a personal fitness training programme.

Learning aims:

In this unit you will:
A: know the attributes associated with successful sports leadership

B: undertake the planning and leading of sports activities
C: review the planning and leading of sports activities.

Link to download BTEC SPORT AWARD Specification

BTEC SPORT AWARD Specification