St Monica's RC High School

Bury Old Road, Prestwich, Manchester, M25 1JH

0161 773 6436

8am - 4pm, Mon - Fri

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PE Department

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Physical Education Curriculum

“Realising potential through Participation, Performance and Success”

The Physical Education department aim to provide all children with a positive experience within their PE lessons and extra-curricular activities. We aim to encourage a lifelong interest in sport in line with the School Mission Statement. We strive to ensure that each and every pupil has the opportunity to develop physically, socially, and morally within the departments programmes of work.

The Importance of Physical Education

“Physical education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and a knowledge of the body in action. 

Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. 

Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. 

Through this process pupils discover their aptitudes, abilities, and preferences, and make choices about how to get involved in lifelong physical activity.” (DFEE, 1999)

Overview

Departmental Aims-‘Participation, Performance and Success’

St. Monica’s PE Department Ethos: ‘Realising potential through participation, performance and success’

The Physical Education department aim to provide all children with a positive experience within their PE lessons and extra-curricular activities. We aim to encourage a lifelong interest in sport in line with the School Mission Statement. We strive to ensure that each and every pupil has the opportunity to develop physically, socially, and morally within the departments programmes of work.

The Importance of Physical Education

“Physical education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and a knowledge of the body in action. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities, and preferences, and make choices about how to get involved in lifelong physical activity.” (DFEE, 1999)

The Role of the PE Teacher

The PE teacher should enable his/her pupils to acquire knowledge, skills and understanding within lessons. He/she should develop positive relationships with all pupils to establish a purposeful working, environment in which pupils can develop and flourish to achieve their full potential.

Not only should pupils be positively encouraged during curriculum time, but teachers should encourage pupils to achieve their potential through extra-curricular activities provided in school and by outside agencies.

Recognised Department Good Practice

* Pupils are admitted to the changing rooms in an orderly fashion, are supervised whilst changing and encouraged to be ready for the lesson as quickly as possible.
* Any pupils wishing to be excused from the lesson must supply a parental note with a valid excuse. Teachers should follow up long term excusals with parental contact and if necessary the parent should supply a medical note explaining the situation.
* Lessons should be planned and focused involving a warm up, main activity and cool down. Activities should be relevant to the year group and the individual pupils demonstrating clear progression throughout the lesson and the unit of work. Schemes of work are available for the curriculum and are a guide as to what is taught allowing for teacher individuality.
* Pupils should be encouraged to take increased responsibility for their own warm up and be involved in their own learning where appropriate.
* Pupils should always wear the correct kit and it is department policy that all pupils label their kit inside to avoid loss.
* Valuables must be collected at the start of every lesson and kept locked in the male/female offices.
* Pupils who are ‘talented’ should be encouraged to develop their skills in extra-curricular activities and encouraged to attend sessions with outside agencies where links are established.

To ensure that results remain above the LEA and national average the department employs a number of strategies.

Strategies for improving practical standards

* Pupils and their teachers choose the practical activities they would like to study in relation to their expertise so as to ensure they maximise their full potential.
* Pupils are encouraged to represent the school and attend extra-curricular activities to further their knowledge, skills and understanding of the practical activities.
* Pupils are often taken off site to ensure that pupils can study practical activities that cannot be accommodated on site such as swimming and athletics.
* Practice practical assessment lessons and a practical mock examination are carried out in year 11 to prepare pupils for the real examination.

Strategies for improving theory standards

* Pupils are continually assessed and monitored by their theory teachers so as to ensure they do not fall behind in terms of knowledge and understanding appropriate to their ability.
* Pupils who are underachieving during year 11 or who require extra help attend a compulsory revision sessions with full parental support.
* Pupils who attend the whole school ‘4 o’clock club’ are encouraged to attend revision lessons after school during this time. This is also an option to any other pupil who wishes to consolidate their knowledge in any aspect of the course.

Gifted and Talented

The department employs a number of strategies to stretch the pupils that we feel are ‘talented.’

* Teachers plan extension tasks to further the talented pupils’ skills, knowledge and understanding of the curriculum.
* Pupils are encouraged to take active roles within lessons such as coach and captain to develop skills of leadership, enhance methods of teaching and learning and to promote group cohesion in mixed ability classes.
* Pupils are selected to represent the school in inter school competitions to use their talent and to compete/perform to a higher standard to fulfil their potential.
* Talented pupils are also encouraged to attend sessions/trials with outside clubs with whom the department have links with.

Equal Opportunities

All pupils will be given the same opportunities to succeed and develop within their PE lessons. The department feels this to be one of their key areas of strength with levels of participation across all age groups, both genders and abilities being astoundingly high. Pupils with SEN’s are included to the maximum in all lessons and are positively encouraged and achieve much success at their own level.

The curriculum areas studied are different for both boys and girls as the department believes that certain games in particular enable different sexes to achieve at a higher level. We also feel that some areas of the curriculum are more suitable to be taught to mixed groups whilst others to single sex groups.

Spiritual, Moral and Cultural Development

The PE department fully endorses the policies of the school with regard the pupils’ spiritual, moral and cultural development. We strive to achieve this in the following ways;

* Promote the Catholic faith during lessons so that pupils work towards a whole school community
* Educate pupils in moralistic issues through competitive activities which build the common skills of teamwork and leadership
* Develop a sense of fair play through games activities
* Encourage pupils to assist their peers through reciprocal teaching
* Upholding the school ethos of ‘Prayer and Service’ and integrating that with the department motto of ‘Performance and Success’.

Citizenship

Citizenship plays a great part in the teaching of PE and it is here that the department recognises that much can be achieved. We strive to promote citizenship in the following ways;

* Involving pupils in groupwork so as to develop their social skills.
* Pupils are given the opportunity to lead groups and be led by their peers, so enabling them to experience different roles within society.
* Pupils are taught the fundamentals of health and fitness from an early age and are given the opportunity to improve theirs through physical activity.
* All pupils are taught to follow set rules and regulations within sporting activities that will enhance their knowledge of how such laws create productive working environments.

ICT

The department has recently made enhancements to their teaching and learning through the development of ICT. Pupils are often actively involved in using ICT to develop the progress. Examples of its use within the department are shown below.

* Work sheets and task cards prepared by the department to enhance reciprocal and self check learning methods.
* Use of music and video in dance and gymnastics lessons to generate a stimulus for pupils whilst learning.
* Use of heart rate monitors during fitness to increase the knowledge and understanding of pupils in the Health Related Fitness area.
* Use of stop watches and measuring devices to aid planning for improvement.
* Use of CD-Roms and powerpoint presentations in GCSE PE theory.
* Use of the ICT suites during GCSE PE theory lessons to access the networked Sport Examined CD-Rom.

Literacy and Numeracy

The department makes every effort to integrate literacy and numeracy into the schemes of work. Examples of ways in which these can be developed during PE lessons are;

* With regards literacy, both teachers and pupils using technical, subject specific language to aid knowledge and understanding and increase the pupils’ range of vocabulary.
* Words that are linked to the different activity areas are to be displayed in the department for pupils to gain access to.
* Pupils will be checked verbally of their understanding of key words through question and answer throughout the activity blocks.
* With regards numeracy, wherever possible pupils will be encouraged to count, measure and time so as to make the relevant cross curricular links in activities where this is possible.

Modern Foreign Language Links

The department contributes to internationalism in a number of ways. Schemes of work in dance involve many different examples of music and themes from other cultures.

The department participates in ‘Language Days’ and ‘International Week’ both of which are organised by the MFL department

Sportsmark Award

The department has been twice awarded the prestigious Sportsmark award for their contribution to school sport and sport in the local community. The achievement of this award demonstrates that the school provides great opportunities for its pupils and encourages them to take part in sport both within school and with the clubs with which the school is linked.

The Curriculum

Key Stage Three

Throughout year 7 pupils receive two hourly lessons of PE. Pupils study invasion and striking games, gymnastics, dance, athletics and fitness. The department recognise the value of a full unit of work incorporated into the curriculum for Health Related Fitness.

During year 8 pupils also receive two hours of PE and study invasion, striking and net games, gymnastics, dance, trampoline, athletics and fitness.

However, in year 9 pupils only receive one period of PE which affects the range of the curriculum covered. Pupils study invasion (both), striking (girls) and net (boys) games, trampoline (girls), athletics and fitness.

Key Stage Four

At year 10 pupils receive one hour of core PE and can also opt to study the GCSE PE Edexcel course. In core PE pupils study invasion (both), striking (girls) and net (girls) games, athletics, trampoline (girls) and fitness.

At year 11 pupils choose which activities they would like to study as the depth of the activity areas covered in year 10 allows the department to provide the pupils with the opportunity to experience areas of the curriculum that particularly interest them. Pupils can opt for activities such as;

  • Badminton
  • Basketball
  • Trampoline
  • Football
  • Girls Football
  • Table Tennis
  • Fitness

GCSE PE

GCSE PE is offered in one option block at year 10. Usual cohorts consist of 45-55 pupils with school representatives always encouraged to take the option. The department studies the Edexcel syllabus. We feel that this syllabus is most suitable to the needs and expertise of our pupils. The course is examined in the following ways;

  • 60% Theory Examination
  • 30% Practical Examination 
  • 10% Analysis of Performance and Personal Exercise Plan.

Practical Activities are studied during years 10 and 11 in half term blocks. Pupils must be assessed in three activities across two areas. Activities available to be assessed in include:

Football, netball, hockey, basketball, training, badminton, athletics, swimming, trampoline, table tennis, equestrian, skiing, boxing, cricket, gymnastics, dance and tennis

BTEC First Award in Sport

Exam Board: Edexcel
Assessment is comprised of external examinations and written coursework. The BTEC course will suit pupils who enjoy and are keen on sport, not just those who excel in it. Pupils opting for this subject will participate in a mix of practical and theory lessons so a fundamental interest is a necessity.

One of the main purposes of BTEC qualifications is to help students progress ultimately into employment. Over the duration of the course pupils will learn employability skills including self-management, problem-solving and team-work. Unlike the GCSE PE option, you will not be assessed on your sporting ability but on
your knowledge and understanding. Pupils opting for BTEC Sport will complete a course equivalent to a GCSE where candidates are required to complete 4 units of work over the 2 years.

The units studied are:

  • Fitness for Sport & Exercise (externally assessed)
  • Practical Sports Performance
  • The Mind & Sports Performance
  • Training for Personal Fitness

Pupils will be awarded a Pass, Merit or Distinction for each unit.

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