Physical Education

Implementation

The Year 7 journey begins with an introduction to the basic skills required across a variety of invasion games including Rugby, Football, Netball and Hockey. Learners will build on and embed the physical development and skills learned in key stages 1 and 2, become more competent and confident in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective as well as developing the confidence and interest to get involved in exercise, sports and activities both in and out of school. We then move on to learning and developing new skills across a different range of activities including Fitness, Badminton, OED, Dance and Gymnastics and other invasion games including Basketball and Handball and Volleyball. They will continue to understand what makes a performance effective and how many skills are transferable across a variety of activities. They will also continue to develop the confidence and interest to get involved in exercise, sports and activities both in and out of school. Learners will begin to understand and apply the long-term benefits of physical activity with regards to health and well-being. We end the year with an introduction to our programme of summer sports including Cricket, Rounders, Tennis, Athletics and Softball. They will continue to understand what makes a performance effective and how many skills are transferable across a variety of activities. They will appreciate the importance of fitness levels and how this affects performance.

The year 8 journey begins with a continuation of exploring the skills, tactics and strategies required in a variety of invasion games in order to outwit and overcome opponents. They should understand what makes a performance effective as well as developing the confidence and interest to get involved in exercise, sports and activities both in and out of school. We then move on to learning and further developing the skills, tactics and strategies across a different range of activities including Fitness, Badminton, OED, Dance and Gymnastics and other invasion games including Basketball, Handball and Volleyball. They will understand what makes a performance effective and how skills are transferable across a range of sporting activities. Students will continue to develop the confidence and interest to get involved in exercise, sports and activities in and out of school. Students will begin to understand and apply the long-term benefits of physical activity with regards to health and well-being and healthy life-styles. We end the year with a continuation in the learning of summer sports including Cricket, Rounders, Tennis, Athletics and Softball. Students will continue to understand what makes a performance effective and how skills are transferable across a variety of activities. They will appreciate the importance of fitness levels and how this affects performance. Students are continually reminded of the importance of leading a healthy and active lifestyle.

The Year 9 journey begins with learners that will tackle complex and demanding physical activities. They should understand what makes a performance effective as well as developing the confidence and interest to get involved in exercise, sports and activities both in and out of school. For those interested in GCSE PE the performance pathway involves studying a narrow range of sports in greater depth and detail. For others a physical activity and sporting habit pathway is encouraged – aimed to develop a love and passion for lifelong participation and leading healthy active lifestyles. We then move on to learning and further developing the skills, tactics and strategies across a different range of activities including Fitness, Badminton, OED, Dance and Trampolining and other invasion games including Basketball, Handball and Volleyball. Learners both pathways will be encouraged to evaluate their performances compared to previous ones and demonstrate improvement. Students will further develop the confidence and interest to get involved in exercise, sports and activities in and out of school and appreciate the importance of physical activity in leading a healthy active lifestyle. We end the year with a continuation in the learning of summer sports including Cricket, Rounders, Tennis, Athletics and Softball. Students interested in GCSE PE study athletics in greater detail to identify the events most suited to their abilities. Students will continue to understand what makes a performance effective and appreciate the importance of how fitness levels affect performance. Students are continually reminded of the importance of leading a healthy active lifestyle. The role of the department is to foster each individual, so when they make a choice about health and physical activity, it is an informed and educated one.

The Year 10 journey begins with an introduction to the structure of the course, how it will be assessed and the units to be studied. Unit 1 R180 begins with studying the extrinsic factors which influence sports injuries such as the type of activity, the quality of coaching, the environment and equipment. Followed by extrinsic factors such as individual variables and psychological factors. Unit 2 R181 begins with components of fitness and fitness testing along with the principles and methods of training. We then move on to Unit 1 – R180 – The different phases of and the physical and psychological benefits of a warm up and cool down, followed by the types and causes of different injuries and Unit 2 – R181 – Organising and planning a fitness training programme including the principles and methods of training and how to set SMART goals. We end the year with Unit 1 – R180 – Reducing the risk of sporting injuries and conditions. The types, causes and treatment of medical conditions followed by exam preparation and revision and Unit 2 – R181 – Evaluating a personal training programme followed by completion of NEA coursework in preparation for external sample verification and moderation.

The Year 11 journey begins with an introduction to sports psychology with topics including classification of skills, types of practice, types of guidance and types of feedback. Alongside the theory topics students will be revisiting their practical activities to refine their skills in isolation. They will also continue to complete their personal exercise programme. We then move on to commercialisation and culture in sport looking specifically at the different factors and barriers affecting participation. The golden triangle explores the relationship between sport, media and sponsorship. Finally deviance, gamesmanship and sportsmanship are studied. The practical moderation will take place during term two and also the PEP will be submitted. We end the year with a revision and masterclass programme to prepare students for their final exams.

The Year 12 journey begins with preparation for an examination in the January series on Unit 1 – Anatomy and physiology. This unit builds on topics studied at GCSE level. It looks at the structure and function of the main body systems, how they look, work, respond and adapt to exercise and training. The systems studied are:

The skeletal system – bones, Joints and movement

The muscular system – location, function, contractions and antagonistic pairs

The cardiovascular system – structure and function

The respiratory system – structure and function

The energy systems

The short and long term response and adaptations of exercise and training with respect to each system are studied in detail.

We then move on to Unit 2 which is also an externally examined unit via a controlled assessment. This unit is called Fitness training and programming and looks specifically at Lifestyle choices and consequences, Nutrition, Exercise and training. We explore the process required for screening clients and assessing their lifestyle and nutritional intake. From this information we explore how to make judgements on a specific individual’s current lifestyle and then suggest modifications to help improve the individual’s fitness, health and overall well-being. Fitness training methods are examined for each component of physical and skill-related fitness. We end the year with the selection of appropriate training methods for a selected individual and their application into a training programme. Along with practice assessments and producing the notes necessary for the external controlled assessment in June. Carrying out client screening and designing fitness training programmes is an essential skill for many people working in the sports industry, including sports coaches looking to improve an individual or team’s sporting performance.

The Year 13 journey begins with an introduction to Unit 3. Professional development in the sports industry. This is an assignment-based unit which is internally marked and externally moderated. This unit looks at how you can have a successful career in the sports industry. Students will research the different possible careers and the associated job roles in the sports industry and then create an action plan needed towards achieving a selected career aim. Students will analyse their own skills and identify how to develop them into a career through the use of a career plan. We then move on to researching a chosen career and taking part in application and interview assessment activities. Students will evaluate own performance to gain an understanding of the knowledge and skills required to access and progress in a selected career. Students will the begin Unit 5 – Application of fitness testing. This unit starts off by looking at components of fitness and the associated tests for those components. Results are used to identify strengths and areas for improvement. Students explore the principles of fitness testing and the factors affecting the selection and administration of tests, including validity, reliability and suitability. We end the year by exploring a range of fitness tests and the administration process of each fitness test. Students need to demonstrate ability to conduct a range of fitness tests in accordance with the safety and ethical requirements of fitness testing. Finally investigate the process of evaluating and comparing fitness test results to draw conclusions about a specific person’s fitness. The assignments for this unit will be internally marked and externally moderated.

Cultural Capital & Enrichment

The school’s core values of Pride, Kindness and Resilience are embedded thoroughly within the PE curriculum. 

We are trying to build more resilient learners who are able to cope with the demands of school life and beyond.

The PE department are fully committed to extra-curricular provision and prides itself in the many opportunities available to Oldershaw pupils across a variety of sports and activities.

We look to foster self-esteem and encourage learners to understand the importance of morals, ethics and an appreciation of what they can and cannot do.

We run clubs and teams in a variety of sports and activities as well as numerous trips and visits including our annual sports holiday in the Easter break.  These trips have included football tours to France, Scotland and Holland and more recently an outdoor education holiday in Wales.

Every year we host many primary activities and sports days providing our pupils with valuable leadership and organisational skills.

We have recently set up a new sports leaders’ course where 20 young leaders will be trained up and able to assist with future sports and activity clubs.

There is an annual Sports Activity Day in July which involves EVERY pupil in the school as well as inter-form sports and athletics competitions. 

We facilitate a range of educational visits and experiences including:

• LJMU Sports Science Department
• Annual Sports Trip to Holland/France
• School Fixtures
• Outdoor Education Trip to Wales
• Professional Sports trips including Twickenham, Wembley, Calderstones tennis, Birmingham Arena for National Basketball finals

Progression Routes

Lead healthy active lifestyles and develop a passion for sport and exercise and lifelong participation.

Achieve qualifications in GCSE PE/OCR Sports Science/LEVEL 3 BTEC National in Sport and A Level PE

Enter further and higher education at LJMU, Edge Hill, Sheffield, Lancaster, Manchester, Chester, Wirral Met College, and Leeds to study courses ranging from Sport and Exercise Sciences, Sports Coaching, Sports Development, PGCE/PGDE in Secondary Education

Our learners have established careers in coaching, teaching, leisure management and professional sports (including England women’s football international, Jodie Taylor)