PE & Sports Science


 jenifer-lowery-johnson Mrs J Lowry-Johnson Principal
 danny-lewis Mr D Lewis Head of Year 10

Teacher of Physical Education

 hannah-ouldrde Miss H Ouldred Leader of ECM

Leader of Physical Education

Leader of Enrichment

 andi-bagshaw Miss A Bagshaw Leader of Initial Teacher Training

Teacher of Physical Education

 alex-winstanly Mr A Winstanley Teacher of Physical Education

Trainee SENDco

 laruen-house Miss L House Teacher of Physical Education

Teacher of Mathematics



Within Physical Education, we provide a diverse and engaging curriculum which challenges students both physically and academically. The Physical Education Department strives to deliver and provide outstanding teaching and learning opportunities for all students regardless of ability. The welfare and progress of our students is at the heart of everything we do and we endeavour to ensure that all our students achieve their target grades. 

Every student at Ormiston Chadwick Academy studies two hours of Physical Education per week as it is a core subject in the National Curriculum. In addition to this, students also have one Sport Science lesson.

In Years 7 and 8, pupils will experience a variety of sports with the aim of developing these further at GCSE level. Each term, pupils will focus on a different concept. For example, in term one, pupils may take part in outwitting opponents. During this time, they will learn the fundamental skills of rugby, football, netball or handball. Our aim is for pupils to experience a diverse curriculum for their individual needs. We strive to continuously develop our curriculum by introducing new sports, which include: metafit, wheelchair basketball and yoga, along with other more traditional sports. Within Sport Science students study Diet, cardiovascular system, respiratory system, muscular system and the skeletal system. They also complete a topic looking at Adolescence and Reproduction.

At KS4, students will follow a personalised pathway of either GCSE PE, BTEC First in Sport or both in the case of some students. The pathway studied will depend on their performance in previous years, as well as their practical and academic abilities. This information will divide the cohort into sets within each pathway. Current Year 9 pupils are studying the new Edexcel specification. This supports progression from Key Stage 3 and has been designed to build upon and embed the physical development and skills learned in Key Stage 3. It encourages learners to become more competent, confident and expert in their techniques, and apply these across different sports and physical activities, whilst deepening their knowledge of content previously studied. Our choice of exam board ensures sensible progression of content from GCSE to A Level, and similar approaches to assessment, so that students will have a coherent and diverse experience of Physical Education if they take both GCSE and A Level in Physical Education.

All GCSE PE and BTEC classes will take part in one theory and one practical lesson per week. Students enjoy good sports facilities at OCA, including a four badminton court sports hall, a dance studio, a four lane athletics track, tennis courts and a 3G pitch, as well as extensive playing fields. We also have a top of the range fitness suite containing an extensive array of fitness and health equipment.

At the start of Key Stage 3, pupils should build upon and embed the physical development and skills learned in Key Stages 1 and 2, and become more competent, confident and expert in their techniques, applying these across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should also develop their confidence and interest to get involved in exercise, sports and activities out of school and in later life, understanding and applying the long-term health benefits of physical activity.

At OCA our pupils will be 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.
  • Perform dances using advanced dance techniques in a range of 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 current performance 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.

We baseline students when they arrive at OCA in 4 sports. Boys and girls are assessed in the same sports to ensure consistency with marking. They are marked using Pearson KS3 grade descriptors. These are now moving from levels to a grading system of 1-6 at KS3 in September 2016. Baseline testing at OCA will now use these.

Students are then set into a higher and lower ability practical group based on their needs. This enables us to challenge and further develop more advanced techniques to ensure greater gains and more sustained rapid progress for more able students. In addition to this, it also enables the lower ability students to develop basic cognitive and motor skills, so that the gap is narrowed between them and their peers. We adopt a very inclusive approach. We believe in ‘no child unknown’ and, as a department, do our utmost to provide all students, regardless of ability, with a positive experience at OCA.

Year 7

Pupils will have the opportunity to participate in a minimum of four PE concepts throughout the year. During this year, pupils will learn the fundamental skills in a variety of sports that can be developed throughout Key Stages 3 and 4.

The concepts are:

  • Outwitting opponents (football, rugby, netball, basketball, handball)
  • Accurate replication (tennis, badminton, volleyball, rounders, cricket, softball)
  • Exploring and communicating ideas (Dance, aerobics, yoga)
  • Performing at maximum levels (Athletics, fitness)
  • Exercising safely and effectively (circuits, aerobics, yoga, boxercise)


Year 8

Pupils will further develop all fundamental skills learned in Year 7. Pupils will develop their understanding of the skill and health-related fitness requirements needed to improve in all sports. All pupils will develop their leadership qualities and will have an opportunity to lead within lessons.

  • Outwitting opponents (football, rugby, netball, basketball, handball)
  • Accurate replication (tennis, badminton, volleyball, rounders, cricket)
  • Exploring and communicating ideas (dance, aerobic, yoga)
  • Performing at maximum levels (athletics, fitness)
  • Identifying and solving problems (orienteering, team building)
  • Exercising safely and effectively (circuits, aerobics, yoga, boxercise)



Those students who have opted to take GCSE PE will follow the new Edexcel specification outlined below.

Year 9 – GCSE PE 1-9 EdeXCEL

The new GCSE curriculum is split into 3 components.







In the first component and first topic, students will develop their theoretical knowledge and understanding of applied anatomy and physiology, movement analysis and physical training so that they can use this knowledge to analyse and evaluate performance and devise informed strategies for improving/optimising their own practical performance.

In topic 2, students will develop knowledge and understanding of the basic principles of movement and their effect on performance in physical activity and sport.

 In topic 3, students will develop their knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes.

In topic 4, students will develop knowledge and understanding of data analysis in relation to key areas of physical activity and sport, through this content and be able to link it to other topics.







This second component assesses students’ knowledge and understanding of the factors underpinning participation and performance in physical activity and sport. Students will develop their theoretical knowledge and understanding of the contribution that physical activity and sport make to health, fitness and well-being, and how these can impact on their own performance.

Sports psychology will be introduced, with a focus on skill development through relevant practice, guidance and feedback, as well as knowledge that learners can then apply to their own learning in practical situations in order to improve their performance. Key socio-cultural influences that can affect people’s involvement in physical activity and sport will also be considered.








In component 3, students will be tested on skills in a range of practical performances. They will be required to perform in three different physical activities in the role of player/performer. They will also be required to demonstrate their skills in isolation/unopposed situations and demonstrate their skills in a formal/competitive situation while under pressure.

Skills during individual and team activities

Students will be taught to make relevant and appropriate links between their learning in

Components 1 and 2 and use this to benefit their performances in the physical activities.

Students should develop their ability and aptitude in physical activities, demonstrating the skills and techniques outlined below. Students must:

  • demonstrate skills in physical activity and sport, applying appropriate technique(s)
  • demonstrate and apply appropriate decision-making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
  • demonstrate ideas and problem-solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
  • use appropriate physical characteristics/attributes (for example strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
  • demonstrate psychological control (for example arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
  • adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
  • analyse and evaluate performance to bring about personal improvement in physical activity and sport.

Students must demonstrate their ability in team sports and activities by:

  • applying team strategies and/or compositional ideas, taking account of the strengths and weaknesses of fellow team member(s), as appropriate
  • showing awareness of, and responding to, the actions of other player(s)/performer(s)
  • communicating effectively with other player(s)/performer(s)
  • demonstrating their individual role in achieving the collective outcome








In the final component 4. The purpose is to assess students’ skills in analysing and evaluating performance through a personal exercise programme (PEP) in order to improve/optimise performance in a chosen physical activity. Students will develop knowledge and understanding of the principles of training, relevant methods of training and use of data in order to analyse and evaluate their PEP. The PEP will cover a six- to eight-week period, and can relate to any physical activity of their choice from the activities list given in Component 3: Practical Performance.

Marking, standardisation and moderation

Teachers will mark the practical performances using the assessment criteria in the document Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Physical Education Practical performance assessment criteria.

Teachers will mark each of the three activities separately, and add the marks together to provide a total mark out of 105 for this component. These marks will then be submitted to Pearson.

Where marking has been carried out by more than one teacher (for example, shared classes) there will be a process of internal standardisation carried out to ensure that there is a consistent application of the assessment criteria.

Marks awarded by ourselves will be subject to external moderation by Pearson. Moderation ensures consistency with national standards.

In component 4, students’ skills will be assessed in analysing and evaluating performance through a personal exercise programme (PEP) in order to improve/optimise performance in a chosen physical activity.


Marking Policy

PE, Sports Science and Dance marking policy

Year 10- BTEC First in Sport

Autumn Term 1 – Unit 4

  • Cardiovascular system
  • Respiratory System
  • Muscular System
  • Skeletal System


Autumn Term 2 – Unit 1

  • Components of physical fitness
  • Components of skill-related fitness
  • Why fitness components are important for successful participation in given sports
  • Exercise intensity and how it can be determined


Spring Term – Unit 1 continued

  • Basic principles of training
  • Requirements for each of the fitness training methods.
  • Fitness Testing


Summer Term – Unit 2

  • Understand the rules, regulations and scoring systems for selected sports.
  • Practically demonstrate skills, techniques and tactics in selected sports.
  • Review Sports performances.


Year 11- BTEC First in Sport

  • In year 11 students will study one other unit from a selection of 11 units. This will be chosen by the class teacher and be catered towards the needs of the pupils.


Year 11- GCSE PE (2012) Edexcel specification

Autumn Term

  • Effective evaluation of training programmes
  • Analysis of performance
  • Two practical activities


Spring Term

  • Analysis of performance
  • Revision of all theory topics
  • Two practical activities


Summer Term

  • Revision