PE (Physical Education)

“Sport has literally changed my life. I’m here because of sport. It has given me a lot of confidence, a lot of courage, and a lot of discipline. It’s helped me to be the person that I’ve grown to be today.”  - Serena Williams

 

Subject Overview
Provide a brief introduction to the subject, outlining its significance within the school curriculum and its role in student development.

PE at The Forest School is a thriving and popular subject where every student feels comfortable to ‘Aspire to Become Elite’. The department offers a broad and balanced curriculum to inspire students' curiosity of the subject where a passion for physical activity is enthusiastically promoted. This is pivotal to establishing a love of sport & exercise and developing a lifelong relationship to: promote a healthy and active lifestyle; develop valuable life skills of decision-making, tactical thinking and leadership skills. 

These are challenged through our curriculum, extensive extra-curricular activities and vast opportunities for students to represent the school locally and further afield. Students are encouraged to take ownership of their future by exploring and researching careers in sport that they are interested in so that they specifically know what they need to achieve to fulfil their ambition.  We are very proud of the long list of past students who have gone forward to have fulfilled their dream of playing professional sport and representing their country.

Curriculum Intent
To inspire all students to be the best version of themselves by ‘Aspiring to Become Elite’ in sport and physical activity.  This can be achieved by:

• Students make progress whatever their ability and experience 
• Students have the opportunity to represent the school from local to national level.  
• Quality first teaching and assessment for learning to support student progress
• All students will participate in PE.
• Students are taught in first class sporting facilities 
• Students are celebrated throughout the academic year

Curriculum Implementation
The PE Core curriculum at Key Stage 3 underpins not only the fundamental aspects of skill development through conceptual learning, where students ‘acquire, connect and transfer’ skills across 12 activities. The overarching intent of the curriculum is to meet the aims of the National Curriculum for PE (NCPE), in the pursuit of Forest students fulfilling a lifelong participation of sport and physical activity, as they Aspire To Become Elite.  Even though it has a bearing, the 12 activities are not just placed chronologically based on the ‘playing season’ but also to provide a continued ‘variety’ of types of activities across the academic year, including: net games, team games, outdoor adventurous activities (OAA), swimming, dance, fitness and health. We plan to encourage a positive transfer of skills i.e. badminton in the autumn term to tennis in the summer, as hierarchy of skills is delivered, fundamental themes, concepts and processes continually weave through the year/Key Stage. We believe that it supports students' development into Key Stage 4 Core PE, and a deeper understanding of a broad array of sports across the specification at GCSE and A Level PE. Our aim is to ensure that a Forest student receives the skills, knowledge and understanding to provide the confidence to represent the school and join a community club/team/group, alongside the leadership skills and many ambassador opportunities throughout the academic year. Where students have the ambition, we support them through our community and professional links, and our scholarships to the USA.

For GCSE PE, students have 3 lessons per cycle plus Core PE and follow a curriculum that enables students to retrieve and enhance their knowledge, whilst also applying it to the topic area of the AQA GCSE PE specification. An example of this is Topic 1 Musculoskeletal system to underpin muscles, bones and joints, which prepares students for Physical training and movement analysis - levers. Students have an activation task, in order to spark entrigue or to consolidate previous learnt content. Examples are these may include a purple pen exercise, low stake quiz or pair work. We feel that this is a good strategy to bridge the retention of knowledge between lessons. Lessons are engaging, using demonstrations, videos and practical lessons to deepen and enrich the learning. Students have an array of resources uploaded on google classroom to support their learning in and outside of the classroom, alongside other online revision services.. 

For A Level PE, students have 5 lessons per cycle and follow a curriculum that enables them to specialise in a specific topic area i.e. sport and society, skill acquisition, anatomy & physiology, in line not only with the AQA specification, but also as they underpin paper 2 in Year 13. Elaboration plays an important part as students have experience from their dedicated sport to recall and share. These include use of student input via group/class discussions, students assisting others with purple pen feedback, coaching others to help understand content i.e. interpreting Arousal graph data. Where relevant, research material is used to deepen understanding, enhance terminology and help prepare students for Higher Education. 

For BTEC Sport, students have 5 lessons per cycle and follow the robust nature of the qualification, where students need to meet the assessment criteria in-line with the learning aims.  We believe that we support and enthuse students' learning, by  pairing a written assessment with an exam unit in Years 1 and 2.  Similar to GCSE and A Level PE, students have an activation task, in order to spark entrigue or to consolidate previous learnt content and an array of resources that are signposted on google classroom, including videos, presentations and  links to wider reading are shared.  

Curriculum Impact

• Students have the confidence, skills and knowledge to study a sports related course at University 
• Students have the sports skills to join and participate in a local community club/team/group
• Students have the skill and ability to specialise in a sport, progressing to elite/professional level 
• Students have the knowledge and understanding of the theoretical aspects of PE and sport 
• Students develop their leadership and communication skills
• Students have the opportunity to represent the school 
• Students feel safe to perform amongst their peers
• Students have an understanding of how to lead a physical and healthy lifestyle 

Key Stage 3 (Years 7–8)
In Key Stage 3 students build on and embed the physical development, skills and basic principles from Key Stages 1 and 2, becoming more competent, confident and expert in their techniques, and apply them across twelve different sports and physical activities. These are; athletics, badminton, cricket, dance, fitness & health, football, netball, rugby, outdoor adventurous activities, rounders, swimming and tennis.

The National Curriculum is followed throughout Key Stage 3. For example, students' decision making is developed through having the opportunity to explore a range of tactics and strategies to overcome opponents in direct competition through team and individual games, develop their technique, analyse performance and have plenty of opportunities to take part in competitive sports through extracurricular teams and activities.

Through experiencing this curriculum, students develop valuable life skills such as simplified leadership skills, pride and resilience which improves how they cope when things get difficult. The richness of experience and learning further allows students to develop their independence and organisational skills through ensuring that they have appropriate PE kit and footwear depending on the activity or extracurricular fixture. Furthermore, students develop their personal and social skills such as confidence and teamwork by engaging, supporting and learning from others.  Where students find skills and concepts challenging, effective support and adaptations are made to support and enable personalised success. 

We focus on high levels of numeracy and literacy and effective use of challenging subject vocabulary.  We want to see students learning through effective communication to deepen their understanding of the curriculum, both with their teachers and peers.

Students are assessed at the end of each activity focussing on their skills & techniques, tactics & strategies and analysis of their performance.

Key Stage 4 (Years 9 - 11)
In Key Stage 4 students will further build on and embed the physical development, more complex skills and advanced principles from Key Stage 3. The priority is to nurture students' enjoyment of sport by encouraging inclusive and competitive participation in and outside of school, whilst also preparing students for life with the knowledge to look after their mental and physical health. Students may also opt to do a NGB accredited qualification such as the DofE Award.

The National Curriculum is followed throughout Key Stage 4. For example, students' decision making is developed through having the opportunity to explore a range of more complex tactics and strategies to overcome opponents in direct competition through team and individual games, develop their technique, analyse performance and have plenty of opportunities to take part in competitive sports through extracurricular teams and activities.These are; athletics, badminton, cricket/rounders, fitness & health, football, rugby, swimming and tennis. 

Through experiencing this curriculum, students continue to develop valuable life skills such as simplified leadership skills, communication and resilience which improves how they solve difficult situations.  There is a greater emphasis for students to illustrate their knowledge, by deepening their independence and organisation skills when fulfilling a role as a coach, captain or leader. Furthermore, students develop their personal and social skills such as confidence and teamwork by engaging, supporting and learning alongside others.  Where students find skills and concepts challenging, relevant support and adaptations are made to support and enable personalised success. 

We continue to focus on the effective use of numeracy, literacy and oracy and for students to understand and confident to use when analysing their performance to teachers and peers.  Students are assessed at the end of each activity focussing on their Skills & Techniques, Tactics & Strategies and Analysis of their Performance.

GCSE Physical Education
Students opt to study AQA GCSE PE alongside core PE. The content and skills required for the examinations are taught through a range of practical, active and engaging methods to ensure that full advantage can be taken by bringing the theoretical knowledge to life. GCSE Physical Education is an excellent foundation for studying Physical Education at A Level or BTEC Level 3 Sport, with the vision to study sport and leisure at university.

Course Content
There are two main components to the course – practical and theory. The areas of study are;

• Applied anatomy and physiology.
• Movement analysis
• Physical training
• Sports psychology
• Socio-cultural influences.
• Health, fitness and well-being.

Assessment
Paper 1: The human body and movement in physical activity and sport    

What’s assessed:

• Applied anatomy and physiology
• Movement analysis
• Physical training 
• Use of data   

How it’s assessed

• Written exam. 1 hour 15 minutes
• 78 marks
• 30% of overall GCSE

Paper 2: Socio-cultural influences and well-being in physical activity and sport

What’s assessed

• Sports psychology
• Socio-cultural influence
• Health, fitness and well-being
• Use of data

How it’s assessed

• Written exam. 1 hour 15 minutes
• 78 marks
• 30% of overall GCSE

Non-exam assessment: Practical performance in physical activity and sport

What's assessed

• Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity).
• Analysis and evaluation of performance to bring about improvement in one activity.

How it's assessed

• Assessed by teachers
• Moderated by AQA
• 100 marks
• 40% of GCSE

Questions

• For each of their three activities, students will be assessed in skills in progressive drills (10 marks per activity) and in the full context (15 marks per activity).
• Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

Key Stage 5 (Years 12–13): (if applicable)
In 6th form, there are two pathways: A Level Physical Education and BTEC Level 3 Extended Certificate in Sport.  Both courses delve deeper into sport and physical activity, with the vision to study a sport and leisure course at university. These may include, sport science, physiotherapy, leisure management or sports psychology to name a few. This can lead to wealth of job opportunities such as PE teacher, sports coach/consultant, personal trainer, nutritionist and many more. 

A Level Physical Education

AQA - Click here to read the specification and assessment structure.  

Subject content

• Applied anatomy and physiology.
• Skill acquisition.
• Sport and society.
• Exercise physiology.
• Biomechanical movement.
• Sport psychology.
• Sport and society and the role of technology in physical activity and sport.

Paper 1: Factors affecting participation in physical activity and sport

A 2 hour written examination worth 35% of the A Level PE.

• Section A: Applied anatomy and physiology.
• Section B: Skill acquisition.
• Section C: Sport and society.

Paper 2: Factors affecting optimal performance in physical activity and sport

A 2 hour written examination worth 35% of the A Level PE.

• Section A: Exercise physiology and biomechanics.
• Section B: Sport psychology.
• Section C: Sport and society and technology in sport.

Non-Exam Assessment (NEA): Practical performance in physical activity and sport

An internal assessment worth 30% of the A Level PE which is moderated externally. Students are assessed as a performer or coach in the full sided version of one activity. In addition there will be written/verbal analysis of performance.

BTEC Level 3 National Extended Certificate in Sport

This course is aimed at students who have a passion for sport and are looking to follow a career in sports performance, coaching/teaching, officiating, journalism or medicine, who want to acquire sector -specific applied knowledge and skills through vocational contexts. It is a two year course and is equivalent to one A Level. It is designed to be taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels.

Assessment

Learners will study three mandatory units and one optional unit to complete the course. 

Unit 1: Anatomy and Physiology - assessed through a 90 minute externally set exam (80 marks) 

• Demonstrate knowledge of body systems, structures, functions, characteristics, definitions and other additional factors affecting each body system. 
• Demonstrate understanding of each body system, the short- and long-term effects of sport and exercise on each system and additional factors that can affect body systems in relation to exercise and sporting performance. 
• Analyse exercise and sports movements, how the body responds to short-term and long-term exercise and other additional factors affecting each body system.
• Evaluate how body systems are used and how they interrelate in order to carry out exercise and sporting movements.

Unit 2: Fitness Training and Programming for Health, Sport and Well-being – assessed through a two and a half hour externally set exam (60 marks)

• Demonstrate knowledge and understanding of the effects of lifestyle choices on an individual’s health and well-being.
• Apply knowledge and understanding of fitness principles and theory, lifestyle modification techniques, nutritional requirements and training methods to an individual’s needs and goals. 
• Analyse and interpret screening information relating to an individual’s lifestyle questionnaire and health monitoring tests.
• Evaluate qualitative and quantitative evidence to make informed judgements about how an individual’s health and well-being could be improved. 
•  Be able to develop a fitness training programme with appropriate justification.

Enrichment Opportunities
We pride ourselves on the extra-curricular activities that we provide for our students across a breadth of sports, that changes from term to term, with the support of staff and our Ambassadors. In addition, we are highly competitive in district, county, regional and national cup competitions. These include rugby, badminton, hockey, netball, tennis, rounders, cricket, swimming, rowing, athletics and football. We are very proud of winning the Elite National football cup 3 times in 4 years. We are very privileged to work closely with our local community clubs including Maidenhead HC, RAMS RFC, Reading RFC and tennis coach to support our after-school provision. 

To support our mission for our students to ‘Aspire to Become Elite’ we link with Bath RFC, Reading FC and Leander Rowing Club for students striving to fulfil their potential of professional sport, as well as support with gaining a Sports scholarship at a USA university.

We are proud to run the Duke of Edinburgh Award to offer students the chance to develop new skills outside of the classroom, push personal boundaries, increase resilience and enhance student’s CV’s and university applications.  

We provide opportunities for students to further deepen their skills of Outdoor Adventurous Activities by running an annual trip to ski resorts in Europe and in North America. Students preferring a warmer climate can experience PGL residentials. These have included the Isle the Wight and Liddington.

Curious about the curriculum
Click this link and discover MOOCS offering a catalogue of online sports courses such as:

• Sports Marketing at Northwestern University
• The Science of Training Young Athletes at Florida University
• Sports and Society at Duke University

Looking for something to read

• Range: How Generalists Triumph in a Specialized World by David Epstein (Author)
• The Sports Gene: Talent, Practice and the Truth About Success by David Epstein (Author)
• The Captain Class: The Hidden Force Behind the World’s Greatest Teams by Sam Walker (Author)
• 101 Things Every Young Athlete Should Know: Master Goal Setting, Mental Toughness, Perseverance, Teamwork, Discipline, Nutrition, Injury Prevention, and More! by Taylor Marr (Author)
• Bounce: The Myth of Talent and the Power of Practice by Matthew Syed (Author)

Resources and Facilities
Our facilities are extensive:

• Indoor 25 metre swimming pool
• Indoor 9-aside football air dome
• Brand new state of the art Performance and Conditioning Centre of Excellence 
• Sports hall for 4 badminton courts, cricket nets, 1 basketball, netball and handball court 
• 5 tennis court/5 netball court MUGA
• 3 athletic tracks 
• 3 rugby pitches
• 2 full size and two 9 aside football pitches 
• Athletic throwing area 
• Synthetic cricket pitch

Contact Information
If you’d like to find out more please contact Mr R Quartermaine, Subject Leader, on rquartermaine@forest.academy