PE: Intent and Aims for Learning
The aim of Physical Education (PE) at Sexey’s School is to encourage students to be physically active and to promote lifelong participation in sporting activities in both the competitive and recreational sectors.
Being physically active is the most important factor in maintaining a healthy active lifestyle; our aim is that Sexey’s students will be guided through a range of activity areas with the hope that they will choose to engage in at least one as part of our extra-curricular programme and we actively encourage students to join clubs outside of school.
Key Stage 3 PE: Years 7-9
Mass participation is key and students are encouraged to not only learn the basic skills required to play sporting activities but also the rules, coaching points and umpiring/refereeing.
A typical KS3 and 4 core curriculum plan is as follows:
All students in Years 7-9 have two hours of PE per week and follow a broad and balanced curriculum. Traditional games like football, rugby, netball, tennis, table tennis, badminton, basketball and hockey are taught through games-related activities; conditioned games, small-sided games and ultimately in the full version so that students can understand the principles involved in competitive play. Life skills such as communication, cooperation, problem solving and interpersonal skills are also fundamental to every lesson and students are encouraged to be involved in class discussions though evaluation and analysis of performance and appreciating their individual and peer strengths and areas for development.
Individual skills practices are included in preparation for the competitive aspects; swimming, athletics and fitness balance the curriculum so that the vital areas of speed, strength, stamina, flexibility and skill all have opportunities to develop. Aesthetic qualities are experienced through dance activities.
Classes are mixed ability and staff differentiate their lessons through task, feedback & equipment. The assessment is based on the 9-1 grading system and we have matched the skills and full context with the GCSE specification which is taught as an option subject in Key Stage 4.
Core PE in Key Stage 4: Years 10 and 11
In Year 10 and 11 pupils have three core PE lessons over the fortnight; these lessons are ‘set’ according to ability or preference. All students studying GCSE PE will automatically be in Set 1. In KS4 core PE lessons the aim is to work on more advanced skills and tactics and also give pupils an opportunity to try new activity areas and take on different roles within sport. We can be more creative in these slots and listen to feedback from students so that they can have the opportunity to assist in planning their curriculum. The pathways on offer are fluid in that they can change in accordance to the cohorts we have. The table above is the model that was used in 2018/2019.
Extra curricular Clubs and School Sport
We offer an extensive extra-curricular programme at Sexey’s School and all students are encouraged to attend training and play for school teams. Training is normally held on Tuesdays 4-5pm for all year groups.
Matches/fixtures are held either in games afternoons or after school. We enter our teams into the local leagues against other state schools as well as playing friendly matches against Millfield Prep, All Hallows, Millfield, Stonar, Dauntseys,
Beechen Cliff, KES, Monkton Combe, Kings, BSG, Milton Abbey and Clayesmore.
We competed in over 220 fixtures last year and Years, 7, 8 and 10 made it to the County Finals in Hockey, Netball and Rounders. We also had County representations in Athletics. We are current SASP winners and county champions in U13 Girls Hockey and came 3rd place in the County Somerset Netball League for U13s.
Students also have the opportunity to attend swimming on Mondays 4-5pm or Badminton. These sessions are run by external coaches and have a small fee attached to them. We are also looking at running some Tennis sessions in 2019/20.
We are affiliated with Bath Rugby and a community coach attends our First Team sessions. This also allows us to run trips to watch Bath Rugby and attend a training session at Farleigh House. We are also hoping to have some more Girls Rugby training in the 2018/2019 season.
As we are a small department we always welcome any parent volunteers to assist with coaching or officiating. If you have any coaching qualifications we would love to hear from you!
Studying examination Physical Education: GCSE PE 9-1 AQA
- Paper 1: The human body and movement in physical activity and sport. – Written exam – 1.15hours – 78 marks – 30% GCSE grade
- Paper 2: Socio-cultural influences and well-being in physical activity and sport – written exam – 1.15hours – 78 marks – 30% GCSE grade
- Practical performance – assessed by teachers and moderators – 75 marks – 3 sports (out of 25 marks each) – 30% GCSE grade
- Analysis and evaluation of performance – assessed by teacher and moderators – 25 marks – 10% GCSE grade
Students get five lessons of GCSE PE over the fortnight. This is a mixture of Theory and Practical lessons.
In theory lessons students will be taught in line with the GCSE PE AQA 9-1 Specification. In Year 10 we concentrate on the topic areas within Paper 1 and we will start the Analysis and Evaluation of Performance in term 6 of this year.
In Year 11 we start to teach Paper 2.
Students are being continually assessed with end of topic tests, Mock examinations and through core PE activity areas.
Practical assessment for GCSE PE:
Students are given two grades for each practical activity they study (teachers will grade them in core PE for the major games such as Hockey, Netball, Rugby and Football). They will also have GCSE PE Practical lessons (2/5). An example of these activities are Badminton, Cricket, Athletics, Table Tennis, Swimming, Basketball. Students are encouraged to play at least one sport to a club standard outside of school. Students may also use video evidence to support their performances but these must be submitted and verified by teachers after Christmas in Year 11.
The practical assessments are marked in two parts which are seen below:
Part 1 – Skills (10 marks per activity)
- Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity. Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding and progressive drills.
Part 2 – Full context (15 marks per activity)
- Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities. Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity
Exam Board: AQA GCSE PE 9-1
Spiritual, Moral, Social or Cultural Opportunities
SPIRITUAL– Pupils develop their knowledge and understanding of the body’s performance when exercising; this leaves pupils amazed at the body’s ability. This is also linked to the Christian value ‘Endurance’, as pupils have to show endurance when exploring the body’s capabilities. Through Dance pupils are being creative, expressing feelings and emotions in their performances. Allowing pupils’ reflection time to evaluate their experiences allows them to build a positive mind-set and promotes progression. Pupils will also see aesthetic appreciation when observing elite performance from professional athletes and their peers.
MORAL – Living a healthy lifestyle and promoting healthy living is apparent in each P.E lesson. Pupils develop the ability to tell between right and wrong through fair play in sporting events and participating in competitive situations, giving pupils a sense of justice, and how to respond appropriately when they feel there is an injustice. The frequent opportunity given to pupils to umpire and referee supports the importance of abiding by rules. Pupils are challenged to consider ethical and moral issues by discussing the use of enhancement drugs in sport and how fair or unfair this may be.
SOCIAL – The nature of PE allows all pupils to develop the necessary skills to work in teams or pairs, as the majority of activities are based around team games or creating sequences in groups; co-operation with others is paramount to success. Giving the pupils roles such as leaders, coaches, or umpires offers pupils the opportunity to develop their communication skills, leadership skills and the ability to settle any discrepancies which may occur. Pupils are encouraged to reflect upon feelings of enjoyment and determination.
CULTURAL – Pupils are given the opportunity to explore dances and learn games from different traditions and cultures including their own; such as the Haka, Bollywood Indian inspired dance, and the Lindy Hop. Pupils also recognise and discuss the differences between male and female roles within sport, at both elite and amateur levels. Compassion and respect for other culture and traditions is also displayed by all when exploring unfamiliar games or dances. Pupils will discuss how culture affects what sports different nations excel at and how cultural traditions can affect which sports men and women participate in.
Specific examples of Spiritual, Moral Social and Cultural Develop in Physical Education include:
- Pupils learning to cope with both success and defeat with dignity
- Pupils discussing learning objectives and reflect upon issues as well as listening to others opinions.
- Strategies and tactics being introduced to pupils
- The role of coaches, leaders, and umpires are used to develop pupils’ sense of right and wrong.
- Pupils witnessing positive behaviour in PE and are allowed the opportunity to reflect upon the need for rules and fair play
- Pupils becoming aware of different cultural attitudes towards aspects of physical activity
- Discovering the role of sport and dance within society including learning dances and games from different traditions
- Pupils learning to cope with their emotions in socially acceptable way during competitive situations
Most Able Opportunities/Support
A full range of Inter-House competitions, in almost 50 age group activities enables a large number of students to compete in various teams, and the organisation for practices and team selection is largely undertaken by students themselves with the support of Heads of Year and tutors.
Similarly, school teams are run by the PE Department with help from other staff; talented students are given every opportunity to represent in their specialist sport. Examples include: Yeovil Area or Somerset County, JCA Hockey & Somerset Netball Academies.
Inter-House and Sports Day are inclusive events and the emphasis is on mass participation and supporting the Houses and one another. These events have grown in popularity in the last few years and the PE Department has taken on board feedback from students this year to hopefully facilitate more House competitions in the key sports.
Special Educational Needs and Disability Opportunities/Support
- High-quality teaching
- Differentiated work and assessment
- Specialist equipment
- Exam Access Arrangements with extra time for KS4 and KS5
- Additional intervention and support with TA
- Seating plan for KS4
- Somerset School Games access competitions
- Mrs Katie Johnstone (Head of Department)
- Mr David Bomani
- Miss Grace Baker
Useful revision website links:
http://www.teachpe.com/ – Exam papers and quizzes
http://www.bbc.co.uk/education/subjects/znyb4wx – GCSE Bitesize
https://www.youtube.com/results?search_query=gcse+pe+aqa YouTube for revision tips and quick hits of information
All pupils are expected to wear the appropriate kit to take part in PE. The kit list for each individual activity can be found in the table below. In addition to the essential items the PE department have worked with Stevenson’s and produced some items which will allow them to be more comfortable in the winter and summer months.
|Boys kit||Girls Kit|
|Sexey’s Rugby/Games top||Sexey’s black polo shirt|
|Sexey’s black Rugby shorts||Sexey’s black skort|
|Sexey’s colour house vest (athletics, cross country and inter-house games competitions)||Plain black shorts-no logo|
|Hooped games socks||Sexey’s colour house vest (athletics, cross country and inter-house games competitions)|
|White socks||Hooped games socks|
|Trainers suitable for sport||White socks|
|Football/rugby boots||Trainers suitable for sport|
|Shin pads||Football/rugby boots*|
|Gum shield||Shin pads|
|Sexey’s mid layer**||Gum shield|
|Plain black base layers*||Sexey’s mid layer**|
|Sexey’s black tracksuit bottoms||Plain black base layers*|
|Sexey’s rain jacket**||Sexey’s running tights or tracksuit bottoms**|
|Plain black shorts for football||Sexey’s rain jacket**|
|Black swimming shorts (Yr7, 8, 9 only) ***||Black swimming costume (Yr7, 8, 9 only) ***|
|Sexey’s swim cap (Yr7, 8, 9 only) ***||Sexey’s swim cap (Yr7, 8, 9 only) ***|
Kit is required for all PE lessons; even if your child is ‘off games’ with a letter from yourself or the Health Centre (boarders). They are required to get changed and will be given another role within the sport such as an official or coach. This ensures that students do not miss out on any information and can still access the curriculum. Any persistent injuries should be followed up with a doctor’s note. Please do inform staff via email or a letter.
What if my child forgets their kit?
If a child forgets their kit then they will be issued with a detention which will be after school. If they forget an item of kit then they will receive a kit mark. Three kit marks in any one half term will also result in an after school detention. It is the student’s responsibility to be organised for the activities and to look after their kit. It also helps if kit is named and students have a padlock on their kit bag.
Students should try and find alternative kit if they have misplaced an item, we have a very limited supply of kit to ‘hand out’ and students should not rely on this.
All students are aware of the department policy regarding kit, illness and injury.
Health and safety: inhalers, jewellery and hair
Any medical requirements such as inhalers and epi-pens should be carried by the student to all PE lessons, clubs and fixtures. If hair is long enough to fall in the face then it must be tied back. There are no exceptions to this rule when participating in lessons, extra-curricular clubs or fixtures. This applies to males and females.
All jewellery must be removed and we ask that ears are only pierced in the summer holiday. Students should be able to remove their own jewellery prior to any lesson. The PE department are not responsible for the loss of any items or piercings closing up over the course of the lesson. A letter is required from parents stating that they will take responsibility should they ignore the advice. Students must also provide their own tape. Earrings are not permitted in competitive netball, rugby or football under any circumstance.
Updated Sept 2019