Physical Education

Intent and Aims

We want all students to leave enthused and inspired by PE, having acquired a range of knowledge, skills and understanding within the subject. We want students to be active and to develop the habits of a healthy lifestyle, whilst also gaining the ability to perform in a variety of sports. Of equal importance is the cultural capital that each pupil can access through PE, such as a clear understanding of fairness and equality, but also the life-skills/personal development that can and should be embedded in all pupils, such as: resilience, team-work, communication, leadership and emotional intelligence. In Core PE we aim to establish a lifelong love of activity through our 3 core values; being fit to perform, fit to lead and fit for life. In GCSE and BTEC PE we aim to provide an academic understanding of how our bodies work and the skills and strategies required in individual sports.

  • Enthuse students with a long-lasting enjoyment for PE.
  • Develop competence to excel in a broad range of physical activities (Fit to perform).
  • Develop leadership skills (Fit to lead).
  • Lead healthy, active lives. (Fit for life).
  • Are physically active for sustained periods of time.
  • Engage in competitive sports and activities.
  • Are supported with aspects of personal development e.g. teamwork and managing their own emotions and the emotions of others.

Key skills

  • Improve body control and coordination (through Games play, Athletics, Dance and Gymnastics).
  • Develop students' technique to improve their performance (through Games play, Athletics, Dance and Gymnastics).
  • Take part in competitive sport outside school (there are a range of different clubs in different activities within the local area - PE staff can advise).
  • Recognise and replicate positive aspects of leadership. (through Games play, Athletics, Dance and Gymnastics).

Key concepts

  • Use a range of tactics and strategies to overcome/outwit opponents (through Games play and Athletics).
  • Analyse their performances compared to previous ones (through Games play, Athletics, Dance and Gymnastics).
  • Understand how being physically active contributes to a healthy lifestyle.
  • Demonstrate a variety of physical components of fitness (through Games play, Athletics, Dance and Gymnastics).
  • Recognise the value of teamwork, resilience, communication, emotional intelligence and empathy (through Games play, Athletics, Dance and Gymnastics).

We believe that these key skills and concepts underpin who we are and what we want to become at Moulton School. They support the ASPIRE ethos by challenging pupils:

  • Achievement through learning - by replication and focus on key teaching points, achievements will be made.
  • Service to the community - by developing and demonstrating leadership qualities within lessons.
  • Pride and determination - recognising that errors are essential stepping stones to success and that pride and determination see pupils over those stepping stones.
  • Individual responsibility - by working beyond the lesson and joining school and outside clubs.
  • Respect, Courtesy and Consideration - appreciate the value and need for fairness and fair play, whilst demonstrating that they can show respect, courtesy and consideration regardless of winning or losing.

Excellence and high expectations - recognise that all can achieve through hard work and that those they perceive as better than themselves right now may only be a temporary situation if they are ambitious enough to do something about it.

Our programmes of study

We recognise that pupils arriving at MSSC have had a range of experiences at the various Primary schools that they attended. Each Primary School may have focussed more heavily on developing physical competence and confidence through multi-skill activities. Consequently, we aim to provide an ambitious Curriculum by channelling these competencies into specific sports. During Year 7 we primarily focus on developing skills within each sport. Yr 8 is primarily concerned with tactics and strategies whilst developing more advanced skills. Yr 9 merges the skills and tactics and has a strong emphasis on leadership. By teaching such a range of activities, we aim to provide a broad curriculum and by returning to sporting activities each year we can add challenge to drive progress and aid development.

We have listened to the Student Voice at MSSC when constructing the Curriculum. For example, the boys overwhelmingly, whilst not unanimously, agreed that they would prefer to study activities rather than Gymnastics and Hockey. Additionally, the girls wanted the addition of Rugby to the Curriculum. We responded to these opinions and will continue to do so in the future to create a Curriculum that is relevant and inspiring to the pupils who attend.

For each year group there are 9 Key Performance Indicators (KPI) based on the 3 strands ‘fit to perform, fit for life and fit to lead’ that link directly to the aims of the subject. Each KPI is assessed by teachers and self-assessed by pupils against a series of incremental flight paths that relate to whole school assessment:

Students develop these personal skills during KS3:

  • How to keep themselves safe by following the rules and regulations of individual sports, by wearing the correct equipment or handling equipment carefully and by having a consideration of the movement of others.
  • The importance of a healthy lifestyle in building a positive perspective on life, good self-esteem and physical wellbeing for later life.
  • Build an understanding that mistakes are part of the learning process, how resilience is integral to the improvement of performance over time and that success within this build’s confidence.
  • How to interact and co-operate with others, resolving conflicts and building friendship and comradery (SMSC).
  • That competitors must follow the rules of the game and take responsibility for fair play (SMSC/ British Values).
  • A respect for the different sports, cultures and beliefs of different faiths around the world while ensuring that discrimination is actively combatted. (British Values) 
    Employability skills such as how to work as part of a team and develop leadership skills within it and how to take responsibility.

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In order to build on Key Stage 3, it is essential that our pupils opinions and preferences are considered. To this end, we engage all groups in a consultative process of selecting the activities that are studied. This allows them to live through a democratic processes, and accept the outcomes of the process. Through consultation a group may elect to use a teaching space to study 4 weeks of Netball and 4 weeks of Handball. Additionally, this promotes engagement, fun and participation.

The emphasis at Key stage 4 is more heavily focused upon tactical experimentation and evaluation through Gameplay. Pupils will be supported to develop strategic consideration and expand the range of strategies they can draw upon when faced with opponents with differing skill sets and strengths. They will be challenged to take on different leadership roles, work on strategies to avoid conflict within team settings and learning how to win and lose with respect, courtesy and consideration

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We believe that pupils that are enthusiastic about Sport and Physical Education will gain significantly from following the GCSE PE course. This course offers opportunities for development in both practical performance skills, analytical capacity and theoretical understanding. The course is particularly suitable for students that possess good practical skills of performance across several activities and an enthusiasm for attaining greater knowledge and understanding of the theoretical concepts that underpin the course.

The content of the course is divided into two main examination papers. The knowledge that will be assessed in each paper is outlined below:

Paper 1 (30%)

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

Paper 2 (30%)

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

Coursework (10%)

Practical (3 activities each worth 10%)

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The BTEC National Extended Certificate in Sport is an Applied General qualification for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the sport sector. The qualification is equivalent in size to one A Level, and it has been designed as a one-year, full-time study programme, or a full two-year programme when studied alongside a further Level 3 qualification. The latter is how it is offered at Moulton School.

The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements for many courses if taken alongside other qualifications as part of a two-year programme of study. It combines well with a large number of subjects and supports entry to higher education courses in a very wide range of disciplines (depending on the subjects taken alongside).

The course is divided into 4 units: 3 mandatory and 1 optional. The 3 mandatory units are:

  • Unit 1: Anatomy and Physiology
  • Unit 2: Fitness Training and Programming for Health, Sport and Well-being
  • Unit 3: Professional Development in the Sports Industry

The optional unit that we study is:

  • Unit 6: Sports Psychology

Strategically we select to teach externally examined units at different times so that they can focus on one examination at different periods of the course. Organising the curriculum in this manner allows pupils to have had both examinations by the spring term of Year 13 - this allows learners the opportunity to get both of their outcomes in March so that they can determine whether they would like to resit in the summer of Year 13.

Additionally, we teach 2 units at the same time but again strategically, we teach an examined unit alongside a coursework (assignment based) unit. This means that learners are working in two different learning styles. The first style of memorising and understanding concepts  in preparation for an exam; the second style of producing well researched, well written assignments that are extended pieces of work.

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