CURRICULUM

Physical Education

PE Curriculum Intent

Physical Education equips students with the practical tools and theoretical understanding required to make a positive impact in their own physical, social and mental health and well-being. We want all students to experience a wide variety of sports and physical activities that will enhance life-long fitness and life choices. PE promotes self-esteem and resilience through the development of physical confidence by taking part in competitive sports within lessons and extra-curricular settings. 

KEY STRANDS

Fundamental Skills

This strand is the centre of our year 7 curriculum building a base that can be repetitively practiced and performed in competitive and non-competitive situations over their time at Horizon. Students begin by experiencing a wide variety of sporting activities that incorporate wide ranging skillsets. These include coordination and movement skills, awareness of space and others and the use of decisions and tactics. These fundamental skills underpin our vision and curriculum where they are embedded for all future practices and performances.

Students are given wide exposure to developing skills by practicing and performing them in non-competitive and conditioned games situations within years 7 and 8.  This provides a platform to perform these skills in competitive situations within year 9.

Skill based practices

Analysing Performance

This strand is the centre of our year 7 curriculum building a base that can be repetitively practiced and performed in competitive and non-competitive situations over their time at Horizon. Students begin by experiencing a wide variety of sporting activities that incorporate wide ranging skillsets. These include coordination and movement skills, awareness of space and others and the use of decisions and tactics. These fundamental skills underpin our vision and curriculum where they are embedded for all future practices and performances.

Students are introduced to a wide variety of theoretical concepts and themes that not only relate to sport and the science of sport, but other curriculum areas and wider career opportunities related to sport and physical education.   Building a theoretical library of knowledge is our intension so that this can be built upon within our KS4 option programmes of study.

Cognitive

Curriculum Structure

Students follow a carousel of activities within years 7, 8 and 9 where skills and concepts are interleaved. They are broad and balanced covering invasion-based activities, athletics, problem solving, striking/fielding and various gymnastic disciplines. Student’s opting to study GCSE PE or BTEC Sport follow an interleaving curriculum theoretical where a bespoke practical curriculum can be applied to suit individual students.

Year 7

Fundamental Skills
Content -
An introduction to key skills
Skills -
Students are introduced to a wide variety of skills, ball handling/control, moving with a ball, running, jumping, throwing, teamwork and communication skills.
TOPIC 1
Invasion
Content
Introduction to Invasion Games
Skills
Students will experience a range of skills and conditioned practices within the following invasion games, football, rugby, hockey and netball. Skills developed are often transferable between activity to activity.
Topic 2
Fitness
Content
Introduction components of fitness and training methods
Skills
Students will practically engage in a fitness related topic. They will learn how to safely use specialist equipment whilst improving various components of fitness. Students will also gain an understanding to how training methods can be applied to improve fitness for sports performance.
Topic 3
Athletics
Content
Introduction to track and field events
Skills
Students practically learn the techniques and key performance elements of running, jumping and throwing events. Running events consist of middle distance, 100m, 200m and relay, throwing is javelin and shot put and jumping is long jump and triple jump respectively.
Topic 4
Gymnastics
Content
Introduction to a range of gymnastic disciplines.
Skills
Students are introduced to the core principles of trampolining, vaulting and floor gymnastics. Repetition of skills, sequencing and timing are all embedded within this topic.
Topic 5

Year 8

Invasion
Content -
Students continue with the theme of invasion games throughout year 8. Greater emphasis is placed upon incorporating conditioned practices and using tactical knowledge to overcome an opponent.
Skills -
All students should be working on applying the skills learnt using conditioned practices with a greater degree of difficulty. STEP (Space, time, equipment and time) principles are used and adjusted to ensure greater challenge.
TOPIC 1
Athletics
Content
Development of track and field
Skills
All students should be working on applying the skills learnt using conditioned practices with a greater degree of difficulty. More emphasis is placed on applying the skills learnt in year 7 and embedding them into conditioned practices within a range of athletic disciplines.
Topic 2
Gymnastic
Content
Students continue with the theme of gymnast disciplines throughout year 8. Greater emphasis is placed upon incorporating fluency within movements and the aesthetic look of balance and transitions.
Skills
Students refine their skills within trampolining, vaulting and floor gymnastics. Repetition of skills, sequencing and timing are incorporated within this year with an emphasis on a greater development of complex skills in conditioned routines and competitive practices.
Topic 3
Fitness
Content
Students continue with the theme of fitness but now have the knowledge to apply these concepts to various activities and sports across the curriculum. Students will test their fitness using fitness tests interpreting their results.
Skills
Students will test their fitness using a range of fitness tests. They will learn how to perform tests safely using correct testing protocols and interpret results against normative data. This leads to analysis of performance where recommendations for improvements can be given.
Topic 4

Year 9

Invasion
Content -
Games through understanding
Skills -
Key skills learnt throughout years 7 and 8 are practiced through an advancement in conditioned games and competitive situations. Students will be expected to perform skills in competitive situations maintaining control and fitness over the duration of a session.
TOPIC 1
Athletics
Content
Competitive track and field
Skills
Students continue to develop their skills within a range of athletic disciplines. Students then transfer these skills to maximise the effectiveness of their performances whether that be in track or field events.
Topic 2
Fitness
Content
Students continue with the theme of fitness but now have the knowledge to apply these concepts to various activities and sports across the curriculum. Students will test their fitness using fitness tests interpreting their results.
Skills
Students will test their fitness using a range of fitness tests. They will learn how to perform tests safely using correct testing protocols and interpret results against normative data. This leads to analysis of performance where recommendations for improvements can be given.
Topic 3
Gymnastics
Content
Students continue with the theme of gymnast disciplines throughout year 9. Greater emphasis is placed upon incorporating fluency within movements and the aesthetic look of balance and transitions.
Skills
Students refine their skills within trampolining, vaulting and floor gymnastics. Repetition of skills, sequencing and timing are incorporated within this year with an emphasis on a greater development of complex skills in conditioned routines and competitive practices and competitions where they are introduced to scoring systems.
Topic 4

Year 10 CORE TOPICS

Invasion
Content -
Games through understanding
Skills -
Key skills learnt throughout years 7, 8 and 9 are practiced through an advancement in conditioned games and competitive situations. Students will be expected to perform skills in competitive situations maintaining control and fitness over the duration of a session.
TOPIC 1
Athletics
Content
Competitive track and field
Skills
Students continue to develop their skills within a range of athletic disciplines. Students then transfer these skills to maximise the effectiveness of their performances whether that be in track or field events.
Topic 2
Fitness
Content
Students continue with the theme of fitness but now have the knowledge to apply these concepts to various activities and sports across the curriculum. Students will test their fitness using fitness tests interpreting their results.
Skills
Students will test their fitness using a range of fitness tests. They will learn how to perform tests safely using correct testing protocols and interpret results against normative data. This leads to analysis of performance where recommendations for improvements can be given.
Topic 3
Gymnastics
Content
Students continue with the theme of gymnast disciplines throughout year 9. Greater emphasis is placed upon incorporating fluency within movements and the aesthetic look of balance and transitions.
Skills
Students refine their skills within trampolining, vaulting and floor gymnastics. Repetition of skills, sequencing and timing are incorporated within this year with an emphasis on a greater development of complex skills in conditioned routines and competitive practices and competitions where they are introduced to scoring systems.
Topic 4

Year 10 GCSE TOPICS

Health
Content -
Students begin year 10 with teaching around health and its links to fitness
Skills -
Students have been introduced in some form to all the topic areas that we cover through KS3 PE. Students continue to build on these skills establishing clear links between topic areas and sporting context. Students' ability to analyse is key where judgements need to be made with regards improving performance. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. They therefore need to work through the key information, identifying key facts and form ideas on arguments they may be able to use in a persuasive manner when answering longer answer exam style questions.
TOPIC 1
Anatomy and Physiology
Content
Students build on their knowledge gained throughout KS3 on wide concepts of Anatomy and Physiology, subject matter includes the skeletal, muscular and cardiorespiratory systems and their links to sport.
Skills
Students have been introduced in some form to all the topic areas that we cover through KS3 PE. Students continue to build on these skills establishing clear links between topic areas and sporting context. Students' ability to analyse is key where judgements need to be made with regards improving performance. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. They therefore need to work through the key information, identifying key facts and form ideas on arguments they may be able to use in a persuasive manner when answering longer answer exam style questions.
Topic 2
Movement Analysis
Content
Students use the knowledge acquired throughout the course to link the skeletal and muscular systems to levers. Students will gain an understanding of movement in sports performance and planes of movement and axis rotation.
Skills
Students have been introduced in some form to all the topic areas that we cover through KS3 PE. Students continue to build on these skills establishing clear links between topic areas and sporting context. Students' ability to analyse is key where judgements need to be made with regards improving performance. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. They therefore need to work through the key information, identifying key facts and form ideas on arguments they may be able to use in a persuasive manner when answering longer answer exam style questions.
Topic 3
Sports Psychology
Content
Students are provided with opportunities to draw upon their experiences within this module. Students study skills and abilities, effective goal setting, using data effectively and understanding feedback to maximise impact on performance.
Skills
Students have been introduced in some form to all the topic areas that we cover through KS3 PE. Students continue to build on these skills establishing clear links between topic areas and sporting context. Students' ability to analyse is key where judgements need to be made with regards improving performance. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. They therefore need to work through the key information, identifying key facts and form ideas on arguments they may be able to use in a persuasive manner when answering longer answer exam style questions.
Topic 4

Year 10 BTEC Unit/TOPICS

Unit 1 Fitness for Sport and Exercise
Content -
All sports performers want to be the best they can be. To reach optimal levels requires years of dedication to training, including successfully overcoming any barriers (such as injury) which might prevent a performer from achieving their goals. Working closely with their teacher, students will gain an appreciation and understanding of the different fitness components, training principles, training methods and fitness tests which can be incorporated into their training regime to further enhance and improve their sports performance. Physical and skill-related fitness components, including aerobic endurance, body composition and power, are related to positive health and wellbeing. Sports performers train regularly to improve and maintain their fitness levels and performance. Their training programmes are tailored to their specific training needs and their sport. A performer’s training cycle can incorporate lots of different fitness training methods, such as circuits for muscular strength and endurance. Incorporating different fitness training methods keeps training interesting, which helps to keep motivation levels high. Before different training methods can be explored, the sports performer needs to find out about their baseline fitness levels and what measures need to be improved. Fitness tests are essential; they help to identify areas that need improving and to track fitness improvements and progress over time. Fitness test results give an objective overview of performance and are used by sports coaches to ensure training continues to meet the performer’s needs. Fitness for sport and exercise is core to the programme of study. This unit underpins, the other units for sport. The content is covered with 3 Learning Aim Tasks.

Learning Aim A -
Components of physical and skill-related fitness and the principles of training.

Learning Aim B -
Exploring different fitness training methods for developing components of fitness.

Learning Aim C -
Undertaking and administering fitness tests.

Unit 1
Unit 2 Practical Sport
Content -
Participation in sport continues to grow, as people become more aware of the benefits of physical activity. Engaging young people through sport is a key political agenda, both because current national health statistics show that obesity in young children is rapidly increasing and also because we strive for excellence and success at major sporting events. This unit focuses on developing and improving your own practical sports performance. This is achieved through your active participation in practical activities and reflection on your own performance and that of other sports performers. This unit introduces you to a variety of different sports and, through participating in different sports, it is expected that you will develop knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics. The content is covered with 3 Learning Aim Tasks.

Learning Aim A -
Investigate the rules and regulations of a sport and apply the knowledge gained through observing officials in action. You might also decide to take part in national governing body coaching and leadership awards to reinforce and extend your knowledge and qualifications in this area.

Learning Aim B -
Take part in a variety of sports. These may be sports in which you excel or have a particular interest. You are required to demonstrate the skills, techniques and tactics within each of the sports selected for assessment.

Learning Aim C -
Review your performance in the sports in which you participated. This review will look at the strengths and areas for development within your own performance. You will also be encouraged to consider plans to develop your performance within the selected sports.

UNIT 1

Year 11 Core Topics

Invasion
Content -
Games through understanding
Skills -
Key skills learnt throughout years 7, 8. 9 and 10 are practiced through an advancement in conditioned games and competitive situations. Students will be expected to perform skills in competitive situations maintaining control and fitness over the duration of a session.
TOPIC 1
Athletics
Content
Competitive track and field
Skills
Students continue to develop their skills within a range of athletic disciplines. Students then transfer these skills to maximise the effectiveness of their performances whether that be in track or field events.
Topic 2
Fitness
Content
Students continue with the theme of fitness but now have the knowledge to apply these concepts to various activities and sports across the curriculum. Students will test their fitness using fitness tests interpreting their results.
Skills
Students will test their fitness using a range of fitness tests. They will learn how to perform tests safely using correct testing protocols and interpret results against normative data. This leads to analysis of performance where recommendations for improvements can be given.
Topic 3
Gymnastics
Content
Students continue with the theme of gymnast disciplines throughout year 9. Greater emphasis is placed upon incorporating fluency within movements and the aesthetic look of balance and transitions.
Skills
Students refine their skills within trampolining, vaulting and floor gymnastics. Repetition of skills, sequencing and timing are incorporated within this year with an emphasis on a greater development of complex skills in conditioned routines and competitive practices and competitions where they are introduced to scoring systems.
Topic 4

Year 11 GCSE Topics

Sports Psychology
Content -
Students build on their work from year 10 studying arousal theories, the relationship of aggression in sporting context and motivational factors of various participant groups.
Skills -
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
TOPIC 1
Physical Training
Content
Students combine practical physical training with the theoretical knowledge that underpins it. Components of fitness, fitness testing, principles of training and interpreting results all interleave to give a rounded understanding of this module.
Skills
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
Topic 2
Socio Cultural Influences
Content
Students study how choice may be shaped by several influence's that include gender, race, religion, culture, age, family and disability.
Skills
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
Topic 3
Commercialisation
Content
The commercialisation of sport has rapidly evolved within specific sporting disciplines, students will gain an understanding to how money shapes and influence's sports often changing how it is governed to captivate audience attention. Students will study the Golden Triangle.
Skills
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
Topic 4
Technology in Sport
Content
Students will gain understanding to how technology has influenced sport over the years from an influence and advancement viewpoint.
Skills
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
Topic 5
NEA Coursework (Analysis of Performance)
Content
Students throughout the practical element of the course will opt for one sport which they will conduct an in- depth analysis of their own performance.
Skills
Students will continue to use the skills and expertise gained throughout the course applying it both practically and within theoretical context. Students are provided with key information through knowledge organisers which is used as a reference point and a tool for knowledge retrieval. Student’s therefore need to be organised to work independently revisiting key information and concepts to consolidate understanding. During this year students will use utilise their knowledge completing an in-depth analysis of their personal performance in one chosen sport which contributes towards the practical grading of the course.
Topic 6

Year 11 BTEC UNIT/Topics

Unit 3 Applying the Principles of Personal Training
Content -
This unit is all about you, the individual performer, training to improve and enhance personal fitness for one activity/sport you participated in for Unit 2: Practical Performance in Sport. You must select one component of fitness and one method of training that is most appropriate, beneficial and engaging to improve your fitness for your chosen activity/sport. This may mean training with a group of friends in a local park or using a personal fitness training programme at a local sports club or leisure centre. Whatever the setting, the design of the training programme must be tailored to meet your personal training goals, aspirations and needs. Remember, everyone starts somewhere, so don’t worry if your current fitness levels are a little below par. This unit supports you in achieving personal training goals for your chosen activity/sport. Likewise, if you already possess good to exceptional levels of fitness, then this unit will help you to develop a training programme to maintain or improve those levels, while giving you the opportunity to safely explore other training methods you might not usually experience. You will also explore how your body responds to the training sessions. This unit is synoptic and designed so that you think about all of your learning from across the qualification and use it to respond to the assessment. Therefore, it should be taken at the end of the course of study. The content is covered with 4 Learning Aim Tasks.

Learning Aim A -
This takes you through the stages of designing a personal fitness training programme, where you can select a component of fitness and an appropriate method of training to improve or maintain your fitness levels safely for your chosen activity/sport.

Learning Aim B -
Gain awareness of the musculoskeletal and cardiorespiratory body systems and how they respond during the exercise.

Learning Aim C -
Implement your personal fitness training programme, maintaining a training diary.

Learning Aim D -
Review your programme, looking at strengths, areas for improvement and suggesting recommendations for future training and performance. The ability to improve personal fitness is essential for sports performers. However, the same knowledge, understanding and skills are required to improve other people’s fitness and are essential for a number of progression opportunities in the sector, such as qualifications for sports coaches and personal trainers.

Unit 3
Unit 5 The Sports Performer in Action
Content -
A month ago, you could barely run two miles; your heart would be racing and your leg muscles would be sore. Now, after running four times a week, a three-mile run is no sweat. So, what's going on inside your body? Anyone who has exercised regularly has experienced the thrill of improving. We improve because we train. But how exactly does your body adapt to training? In what way do your muscles change? What happens to your heart? Why doesn’t it beat as fast when you're ‘in shape’? When a person exercises regularly, the body undergoes several short-term effects, such as increased breathing and heart rate. However, as their training progresses, they’ll start to notice that the short-term effects first observed change and they develop different long-term adaptations, such as a slower heart rate than before and a more controlled and easier breathing rate when they exercise. But why do these changes take place? What causes the change in physiological responses over a period of time? This unit will look at the training effects that occur when a person regularly participates in sport and physical activity over a given period of time. The content is covered with 2 Learning Aim Tasks.

Learning Aim A -
Discovering musculoskeletal and cardiorespiratory systems and how they function normally (before a training programme, taking part in exercise/sport regularly) and how they can function as a result of taking part in training/exercise/sport over a length of time.

Learning Aim B -
Explore the energy systems for different sporting activities. So, if a performer needs energy quickly, they’ll rely on energy already stored within the body. For a longer-term period of sport or exercise the body struggles to store a lot of energy, but it can make energy from resources inside and outside the body.

UNIT 5