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Physical Education


In PE we offer a mixed and varied curriculum to enable our students to make maximal progress. Students are taught within the framework of our academy and PE values and are given an opportunity to develop in many different roles within sport to create confident and independent young people. Personal fitness and competition are themes that run throughout the Key Stages with Inter-house sports week, District and County competitions.  Students are also exposed to many opportunities that they can take advantage of during extra- curricular hours both at lunch time and after school, with many linking clubs operating out of Harris Sports Centre.



At key stage 4, students study sports following the OCR National Sports Science certificate which gives them a deeper insight into different aspects of performance in sport. They study four different units which include sports nutrition, the body’s response to exercise, applying the principles of training and reducing the risk of sports injuries and in addition to this, they have an element of choice in pathways of sport to study further.


In conjunction with the OCR qualification, students will study leadership through sport, personal fitness, technical and tactical performance, teamwork and competition and also have opportunity to choose to study sports which they have never experienced before such as; Street Surfing, Golf, Tchoukball, Dodgeball, Ultimate Frisbee and many more.



GCSE PE (Edexcel) consists of 50% practical assessment through 4 different sporting activities through the role of either performer, official or leader. Students are expected to be participating in their assesses sports outside of school at a club level and need to demonstrate high levels of skill and performance to reach the higher marks. 10% of the course is assessed through knowledge of a chosen sport and combines with a Personal Exercise Programme which students will plan, perform and evaluate over a term.


The written exam counts for 40% of the final mark and covers areas such as Fitness and Training, Influences in Sport, Diet and Nutrition, Injuries and Risk and the effects of exercise on the body systems. There is only one tier of examination and the course relies heavily on ability in sport and extended writing.



Want to become a Personal Trainer or Sports Coach? Think that physiotherapy or PE teaching might be a career choice for you? Find the human body fascinating? Or, do you just want to get better in the sport you take part in? If so, GCSE (9–1) Physical Education is for you.


  • 30% Practical performance + 10 % Coursework Analysis of Performance
  • 60% Theory exam


You are assessed in your performance in 3 different sports: 100 marks


  • 1 Team Sport (10%) 25 marks
  • 1 Individual Sport (10%) 25 marks
  • 1 From either of the above categories (10%) 25 marks
  • Coursework Content - Analysis and evaluation (10%) 25 marks


Students are required to analyse and evaluate a performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.This work can be completed in either written or verbal format



Paper 1: The human body and movement in physical activity and sport.


A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.


  • Applied anatomy and physiology
  • Movement analysis
  • Physical training
  • Use of data


30% of overall GCSE mark


Paper 2: Socio-cultural influences and well-being in physical activity and sport


  • Sports psychology
  • Socio-cultural influences
  • Health, fitness and well-being
  • Use of data


30% of overall GCSE mark



  • A passion for sport
  • Commitment to school sports teams and clubs
  • Commitment to leadership at school clubs
  • A desire to want to improve and develop as an individual
  • A great team player



GCSE Dance focuses on the aesthetic and artistic qualities of dance and the use of movement to express and communicate ideas and concepts through the interrelated processes of performance, choreography and critical appreciation. This four unit specification enables students to:


  • Increase their confidence and self-esteem
  • Employ the skills of problem solving and creativity
  • Make knowledgeable decisions about dances.


It allows students to actively and physically demonstrate their abilities through the controlled assessment which is worth 60% of the qualification and the practical exam, worth 20%.


  • Unit 1: Critical Appreciation of Dance (42301) Written Paper – 1 hour  50 marks – 20%
  • Unit 2: Set Dance Practical Examination Solo Performance – 1–1½ minutes 30 marks – 20%
  • Unit 3: Performance in a duo/group dance 3 – 3½ minutes Controlled Assessment 30 marks – 20%
  • Unit 4: Choreography Unit total: 60 marks – 40%
    Task A: Solo Composition 1–1½ minutes 20 mark
    Task B: Choreography – solo/duo/group 2½ – 3 minutes 40 marks – 25%




There are 3 Units – 2 practical and one written


Unit 1 – Performance = 30% of exam


  • Solo performance  one minute in duration
  • Duet/trio performance three and a half     minutes in duration


Unit 2 – Choreography = 30 % of exam


  • Solo or group choreography


Unit 3 – Critical appreciation of dance = written exam 1hour 30 min = 40%


  • Knowledge and understanding of choreographic processes and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional works


Key Tips for success


  • Commitment, both in lessons and to extra-curricular club on Friday nights to complete
  • Dance Leadership and controlled assessment units
  • Good organisation
  • A passion for dance
  • A desire to watch live dance performance



In Key Stage 3, students study our 10 core values of; leadership, helping others, perseverance, healthy lifestyles, fitness, creativity, maximal performance, learning new skills, teamwork and evaluation through a wide range of different sports. In year 7 the main focus is to learn new skills and gain a greater understanding of rules and tactics.  In Year 8 the curriculum is based around “The Big Question?”, for example ‘What does it take to be an elite performer?’ This will enable students to think deeper and apply their knowledge and prior learning to the application of sporting activities. 



PE provides many opportunities for personal development that are not always possible in the classroom. Through the core values of PE students are encouraged to find out more about themselves, their personal limitations, the awe and wonder of sport and the performance of others.



PE offers the opportunity to discuss the awe and wonder of outstanding performance, the creativity and influence of others, the various expressions of performance and a concept of steps towards a journey of lifelong participation within a framework of risk taking and progress.



PE provides a medium of fair play, the effects of cheating, winning and losing, decision making and using sport as means of competition and challenge. Moral development is at the forefront of participation in the variety of roles students undertake.



PE offers many opportunities for students to work with others in team roles, collaborative roles, evaluation of others, competing with other schools and within school and opportunities to represent the school within different roles of leaders, performers and officials.



PE challenges cultural stereotypes through opportunity to engage in non traditional sports, disability sports, sports otherwise limited by socio-economic influences and challenge media portrayal of different groups through discussion and experience of different activities.

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