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, at key stage 3, students also have one Sport Science lesson.
In year 7, during the first term at the academy, students participate in approximately four different activities to gauge students’ ability in the core fundamental skills. For example, assessing students’ ability to throw, catch, movement skills, spatial awareness, dribbling and fitness levels. Boys and girls are assessed in the same sports to ensure consistency with marking. They are marked using Pearson KS3 grade descriptors. Students are then set based on their needs. This enables us to ensure the techniques and concepts addressed are designed to be accessible for all students but also providing the right level of challenge to allow all students to meet their full potential. 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.
After the initial term, students will study a range of different physical activities. Each term, students will focus on a particular concept such as ‘outwitting opponents’ or ‘accurate replication’. During this time, they will learn the fundamental skills through a number of sports which include rugby, football, netball, basketball, handball and basketball. 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 such as, glow sports whilst still maintaining other more traditional sports.
Students extend and enhance skills learnt in year 7. Students will continue to learn fundamental skills and techniques specific to the sports being taught. For example, in basketball in year 7, students would learn the set shot which will be refined and advanced to the jump shot in year 8. The sports addressed may be the same as the previous year but to widen skill set and breadth of knowledge, new sports may also be introduced to some classes. More emphasis will be placed on students developing their understanding of the rules across a range of sports and begin to implement the skills taught into conditioned and competitive situations. There will be more opportunities for students to develop their social skills such as teamwork, communication and leadership. For example, taking lead on small group warmups or organising their team before a game situation.
This is a transitional year for students, where students enhance and develop the skills required in preparation for embarking on their KS4 sport qualification. At KS4, practically, students need to have a sound level of competency in a range of core skills that can be transferred across different sports. Further to this, more advanced techniques will be taught. The focus in year 9 transitions to students implementing the skills taught into conditioned practices and competitive situations with a positive effect. There is more emphasis placed on the decision-making, employment of tactics and demonstrating more awareness for the rules and style of game play. At KS4, students for both BTEC and GCSE will need to specialise in a select few sports. Therefore, it is identified in year 9, what these sports may be, and students are given extended learning hours on these sports to refine and perfect skills, techniques and overall understanding of the game.
Students will have one lesson per week that will look at a range of topics. The design of the Sports Science curriculum over two years, is to provide students with a base understanding of topics, mainly regarding the body systems, that enable students to develop at KS4 in the science curriculum and BTEC Sport. Moreover, the curriculum is aimed to teach students the importance of a healthy and active lifestyle whilst, providing them with the tools to execute this in their lives. Over the course of year 7, students will study schemes of learning for the following:
Students continue with one hour a week of Sports Science. Many of the topics are replicated in the second year of the sports science curriculum with concepts taught built on further and student knowledge enhanced. Three new schemes of work are introduced which again are featured on the Biology specification and also links to aspects of the BTEC Sport qualification.
At KS4, all students are provided with the opportunity to gain a qualification in sport, in the form of either a BTEC or a GCSE. Majority of students will enrol onto the BTEC Sport First Award Level 2 with students that are in 10P1 will be enrolled on the Edexcel GCSE PE programme. Both courses are structured across year 10 and 11 which is outlined below. The aim at KS4 is to develop students practical and theoretical knowledge learnt in KS3 which also broadens their understanding of leading a healthy, active lifestyle and developing them as a sport performer.
The BTEC Sport Level 2 qualification is split into four units of work; three of which are coursework based and one is an online exam. There is still a practical element to the course which is relevant to two of the units and student’s practical ability is assessed which contributes to their overall grade.
In the first year of the programme, students will typically complete two units of the course which is divided into guided learning hours and hours designated to completing the assignments. To ensure students are equipped to complete the course successfully, they will have two hours of theory each week and one practical lesson per week. The two units usually covered in year 1 of the course are detailed below with a brief summary of each:
This unit is divided into three assignments in which the second assignment also has a practical element to it. Within this unit, students will develop their understanding of the rules, regulations, scoring systems, the roles and responsibilities of the officials, as well as showing an understanding of the different skills, tactics and components of fitness required in each of their chosen sports. Students will be expected to perform practically in their selected sports which further demonstrates their understanding of the elements mentioned. The final assignment will require students to assess their own performance in the sports and write reflectively on their ability.
This unit of work closely links to the biological element of sport and thus, reiterating the importance of the sports science curriculum in KS3. Students will receive guided learning hours to develop their knowledge of the short and long term effects that exercise can have on the various body systems, and how the energy systems work and relate to sporting performance. Students will be expected to produce suitable pieces of work to reflect their level of understanding of these concepts in line with the assignments set out.
In the second year of the BTEC Sport programme, students will continue to have two theory-based lessons and one practical lesson per week. The two units covered in the second year of the programme are outlined below:
This is the external examination unit. Students will receive up to 30 hours of guided learning hours to learn and understand concepts such as; the components of fitness, the principles of training, the methods of training, exercise intensity and the fitness tests. Students will sit their examination usually between November – January time. The exam is an online examination.
This unit has four assignments with a practical element incorporated. For this unit, students are required to plan, prepare and carry out their own training programme which is tailored to the sports they selected in unit 2. Students will develop knowledge of factors to consider when planning a training programme and how to reflect upon their programme to issue suitable changes to ultimately, achieve their goals and improve fitness levels / performance.
At the end of the two-year programme, students will have received grades for each of the four units which will equate to an overall grade they obtain. Unlike the GCSE which is graded from 1-9, the BTEC qualification is graded as follows:
|Level 1 Pass||Equates to a grade 3.|
|Level 2 Pass||Equates to a grade 4/5.|
|Level 2 Merit||Equates to a grade 6.|
|Level 2 Distinction||Equates to a grade 7.|
|Level 2 Distinction*||Equates to a grade 8.|
From September 2020, students that are 10P1 and doing separate sciences at GCSE, will be enrolled onto the Exdexcel GCSE PE programme. Students on this course will have two lessons each week; often one theory and one practical. This is subject to change over the course of the two years to accommodate for which component the students are studying. The programme is split into four components over the course of the two years. Below is the outline and summary of each of the four components:
Written examination: 1 hour 45 minutes (36% of the qualification); scored out of 90 marks. *Examination is sat in May/June of year 11.
The assessment consist of multiple-choice, short answer, and extended writing questions.
Students must answer all questions.
Calculators can be used in the examination
Non-examined assessment: Internally marked and externally moderated (30% of the qualification); marked out of 105 marks (35 marks per activity). *Moderations to take place between Jan-March of year 11.
For further information in relation to the course content, here is a link to the qualification’s specification; https://qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/Specification%20and%20sample%20assessments/GCSE-physical-education-2016-specification.pdf