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Physical Education

Overview

At Forge Valley we believe that Physical Education is something that should be enjoyed and appreciated by all of our pupils.  We understand that we cannot instil a love for sport in every child and therefore aim to promote a passion for exercise and activity and an understanding of its importance in relation to wellbeing.  Our intention is to facilitate healthy and active lifestyles for all of our pupils - the benefits of which will hopefully be realised long after they leave Forge Valley School.

Key Stage 3 Curriculum Content

Our KS3 pupils will experience a wide range of fitness and games activities during two lessons of PE per week. This will provide them with exercise and opportunities to solve problems in challenging practical situations.  We strive to create an environment where pupils feel able to express themselves during their competitive and non-competitive performances, and to develop confidence in their own abilities to be active and to successful in a variety of roles.

 

Key Stage 3 Spring Term – Units of Work

Year 7

Year 8

Year 9

Orienteering

Gymnastics

Football

Rugby

Fitness

Badminton

Table Tennis

Netball / Basketball

Leadership

Rugby

Fitness

Badminton

Table Tennis

Handball

Leadership

Multi-Sports

Fitness

Badminton

 

 

PE Assessment at KS3 – ‘Head and Heart’

In PE we develop key interpersonal skills such as communication and teamwork in addition to attributes such as leadership, resilience and hard work – these are skills that we know are transferrable for a life beyond education.

In agreement with the Tapton School Academy Trust (TSAT) PE network, we now assess KS3 PE using the ‘Head and Heart’ approach, with a focus on:

  • Heart - communication, confidence, leadership, respect, resilience, and effort
  • Head - knowledge, understanding, analysis, feedback, responsibility and rules

 

We have adopted this approach as these are the qualities that we want our young people to be leaving school with and so this is what we want to try and foster.  We want students to demonstrate a love of learning for PE and they need to be encouraging and supportive of each other to help everyone succeed.

We have removed a third strand from our current assessment model:

  • Hand – physical ability, technique, competitiveness, fitness levels

 

Whilst we do not doubt the importance of fitness, technique and competition, we wanted to focus on the more transferrable skills, and we also wanted to challenge the misconception that the best technical performers are the best PE learners. We don’t believe that this is necessarily the case.  We hope that this model will lead to a change in the culture of our school sport – allowing everyone to succeed, rather than the gifted athletes or sport technicians.   

The ‘Head and Heart’ assessment criteria, can be seen below:

 HEART

 HEAD

6
  • I am confident and competent when leading large groups of performers
  • I can effectively vary my methods of communication to different ages, abilities, experiences and situations
  • I often inspire others to participate and progress in sporting activity
  • I can accurately explain the advantages, to myself and others, of following active and healthy lifestyles on physical, mental and social well-being
  • I am able to analyse my own practical performance and use my knowledge and understanding of the components of fitness to improve
  • I can accurately explain the short-term and long-term effects of exercise

6

5
  • With confidence and some success, I can lead a large group of people in a variety of roles; official, coach or captain
  • I demonstrate empathy and respect for my peers and can support and motivate them to better performance
  • I have an extensive knowledge of rules and tactics and I take responsibility for improving the performance of my peers and team
  • I can identify many of the short-term and long-term effects of exercise on my physical, mental and social well-being

 

5

4
  • I demonstrate increased confidence and leadership qualities and often volunteer to lead large group warm ups or activities
  • I am hard working, resilient and eagerly accept challenges
  • I have developed respectful relationships with peers

 
  • I can take responsibility for planning and leading a safe class warm-up
  • I have an extensive knowledge of skills and techniques and this improves my own and other’s practical performance
  • I have an understanding of, and can accurately describe, how the body adapts and can benefit from regular exercise

 

4

3
  • I demonstrate greater confidence and effective communication within discussions and activities
  • I give 100% effort to every activity and am often resilient when faced with challenging tasks
  • I consistently demonstrate respect for equipment and others
  • I can explain how the body reacts during exercise and this helps my confidence when taking responsibility for a group warm-up
  • I have knowledge of techniques which helps me to improve my own performance and give feedback to others about their performance
  • I can identify and describe tactics in some sporting activities

3

2
  • I demonstrate leadership over a small group of peers, with some confidence
  • I demonstrate communication skills within discussions and activities
  • I often demonstrate respect for equipment and others
  • I can identify most major muscles and activities that should be in a warm-up; I take responsibility for warming-up a group of peers
  • I can describe and explain some of the skills and rules used in some sports
  • I have an understanding of techniques and this helps me to analyse and improve my own performance

 

2

1
  • I can lead my own warm-up but lack confidence to lead others
  • Only sometimes do I demonstrate resilience and effort
  • Only sometimes do I demonstrate respect for equipment and others
  • I start to take responsibility for my own warm-up and can identify some activities and muscles used
  • I can identify and describe some of the skills and rules in some sports
  • I have some understanding of techniques and I start to reflect on my own performance

 

1

*Students will receive a PE learner level (1-6), and a PE behaviour level (1-4) at Key Stage 3.

Key Stage 4 Curriculum Content - Core PE / BTEC Sport 

Our KS4 pupils experience a wide range of fitness and games activities during one lesson of PE per week.  We realise and value the importance of PE within our KS4 curriculum and so allow pupils the opportunity to exercise and challenge themselves in a less formal PE setting.  We hope that this continued investment in PE enables pupils to cope with the increasing demands that are put upon them throughout their schooling, whilst having a positive impact on their mental health.

 

KS4 Options Pathway – Pearson BTEC First Award in Sport

For our pupils who aspire to further their understanding of sport and may possibly want to be employed in the sporting / recreation sector, we aim to provide an interesting and challenging vocational pathway that provides them with not only the knowledge and skills needed, but the experience and inspiration required to help them to achieve their goals and dreams.

The course consists of 4 units of work over 2 years:

  • Unit 1: Fitness for Sport & Exercise (Exam)
  • Unit 2: Practical Sports Performance
  • Unit 3: Applying the Principles of Personal Training
  • Unit 6: Planning & Leading Sports Activities

Assessment:

  • 25% externally assessed (onscreen exam)
  • 25% controlled assessment
  • 50% internally assessed – completion of 2 units of coursework

 

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