Physical Education

 

 

Curriculum Intent:

By the time our students finish their study of PE at Lampton School, we want them to have the physical competence, understanding, knowledge and skills to enable them to live healthy active lives.  

 

Key Stage 3

By the time pupils finish their study of PE in Key Stage 3, all pupils will be inspired to succeed and excel in sport and other physically demanding activities.  Through a challenging and ambitious curriculum that incorporates a broad range of activities, all pupils will be physically confident, able to support their health and fitness and have a clear understanding of rules, tactics and strategies as well as sporting values such as fairness and respect.  All pupils would have competed in a number of intra-school sporting competitions with many pupils competing in inter-school competitions and some performing at club, borough, regional and national level.  Pupils will have the physical skills and some theoretical knowledge to begin the GCSE PE course if they choose.

 

Key Stage 4

By the time students finish their study of PE in Key Stage 4, students will have developed a lifelong passion for sport, physical activity and an aesthetic appreciation for the sporting world.  The curriculum builds on knowledge and skills acquired in Key Stage 3 and encourages maximum participation at all levels.  By the time students finish Key Stage 4 they will have the knowledge and understanding to enable them to remain physically fit and active in adulthood.  Many students will have competed in inter-school competitions and some performing at club, borough, regional and national level.  They will have a clear understanding of the pathways available to them to continue playing competitive sports once they leave school via links to local clubs.  In GCSE PE students articulate links between physical exercise and the effects on the human body through scientific principles.  Students will have the physical skills and some theoretical knowledge to begin A Level or BTEC Sports courses.

 

Curriculum Overview:

		Autumn 1	Autumn 2	Spring 1		Spring 2	Summer 1		Summer 2
Y7		Pupils are taught in single gender ability groups.  Girls’ activities: Netball, Football, Badminton, Touch Rugby, Dance. Boys’ activities: Basketball, Football, Badminton, Touch Rugby, Dance.   Interform Boys: Football, Basketball, Touch Rugby, Badminton Interform Girls: Football, Netball, Touch Rugby, Badminton				Pupils are taught in single gender ability groups. Girls’ activities: Rounders, Athletics, Gymnastics, OAA / Problem Solving, Table Tennis. Boys’ activities: Striking & Fielding, Athletics, Gymnastics, OAA / Problem Solving, Table Tennis.   Interform: Girls & Boys’ athletics, Sports Day.
Y8		Pupils are taught in single gender ability groups.  Girls’ activities: Netball, Football, Touch Rugby, Badminton, Basketball, Health & Fitness. Boys’ activities: Basketball, Football, Gymnastics, Touch Rugby, Badminton, Health & Fitness.   Interform Boys: Football, Basketball, Touch Rugby, Badminton Interform Girls: Football, Netball, Basketball, Badminton				Pupils are taught in single gender ability groups. Girls’ activities: Rounders, Athletics, Gymnastics, Table Tennis. Boys’ activities: Softball, Athletics, Cricket, Table Tennis.   Interform: Girls & Boys’ athletics, Sports Day.
Y9		Pupils are taught in single gender ability groups.  Girls’ activities: Netball, Football, Badminton Touch Rugby, Basketball, Health & Fitness. Boys’ activities: Basketball, Football, Badminton Touch Rugby, Gymnastics, Health & Fitness.   Interform Boys: Football, Basketball, Touch Rugby, Badminton Interform Girls: Football, Netball, Basketball, Badminton				Pupils are taught in single gender ability groups. Girls’ activities: Rounders, Athletics, Gymnastics, Table Tennis. Boys’ activities: Softball, Athletics, Cricket, Table Tennis.   Interform: Girls & Boys’ athletics, Sports Day.
Y10		Core Games:  Students are taught in single gender ability groups. Girls’ activities: Netball, Football, OAA / Problem Solving, Touch Rugby, Badminton, Fitness / Well-Being. Boys’ activities: Basketball, Football, OAA / Problem Solving, Touch Rugby, Badminton, Fitness / Well-Being.				Core Games:  Students are taught in single gender ability groups. Girls’ activities: Rounders, Athletics, Basketball, Table Tennis. Boy’s activities: Table Tennis, Cricket, Softball, Athletics.
	GCSE PE: Theory: The Human Body and movement in physical activity and sport (paper 1). Practical: Basketball & Badminton				GCSE PE: Theory: The Human Body and movement in physical activity and sport (paper 1). Practical: Netball & Football
Y11		Core Games:  Students are taught in single gender ability groups. Girls’ activities: Netball, Football, OAA / Problem Solving, Touch Rugby, Badminton, Fitness / Well-Being. Boys’ activities: Basketball, Football, OAA / Problem Solving, Touch Rugby, Badminton, Fitness / Well-Being.				Core Games:  Students are taught in single gender ability groups. Girls’ activities: Rounders, Striking & Fielding, Basketball & Table Tennis. Boy’s activities: Table Tennis, Cricket, Softball, Football.
	GCSE PE: Theory: Socio-Cultural Influences and Well-being in physical activity (paper 2) Practical: Netball, Badminton, Basketball & Football.				GCSE PE: Theory: Revision Practical: Moderation

 

How to help your child: Core PE 

1. Please ensure that your child has the correct PE kit for every lesson, all items that are listed below are required and apply to both boys and girls:

• Black sports top with the Lampton Crest

• White polo shirt with the Lampton Crest

• Black tracksuit trousers or shorts

• Lace-lace up trainers 

• Football boots 

 

2. All items must be clearly marked with your child’s name.

3. Hair must be tied back.

4. Headscarves must be securely tied with a closed ended pin as open pins pose a health and safety risk during all physical activities.

5. All jewellery, including rings, watches, bracelets, necklaces must be removed at the start of PE lessons because they pose a health and safety risk during all physical activities.

6. All piercings including earrings and nose piercings must be removed at the start of PE lessons. Therefore, please ensure that piercings are done at the start of the summer holidays to give time for the piercing to heal so that nose studs or earrings can be taken out for PE lessons.  We do not allow students to cover piercings with tape.

7. Pupils are not permitted to wear false/acrylic nails to school, and are therefore not allowed to be worn during PE lessons as they pose a health and safety risk to themselves and others.

 

Exam Board:

Course Title: AQA: GCSE Physical Education
https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582/specification

 

How to help your child: GCSE PE

Core Textbook: AQA GCSE PE (Ross Howitt & Mike Murray) Hodder Education.
Revision Book: Physical Education Complete Revision and Practice (for the Grade 9-1 Course).

Please make sure your child has the correct textbook/workbook for their exam board. Create a study schedule: Break revision into manageable chunks using tools like flashcards, mind maps, or online platforms (Century and BBC Bitesize). Practice exam questions to help them use past papers and mark schemes to understand how to write good answers.

Revise key areas:

Paper 1 – The Human Body and Movement in Physical Activity and Sport (Duration: 1 hour 15 minutes, 78 marks, 30% of GCSE)

1. Applied Anatomy and Physiology

• The structure and functions of:

  • The skeleton

  • Muscles (antagonistic pairs, types of muscle)

  • The cardiovascular system (heart, blood vessels)

  • The respiratory system (lungs, gaseous exchange)

• Aerobic and anaerobic exercise

• Short- and long-term effects of exercise

2. Movement Analysis

   • Levers (1st, 2nd, 3rd class)

   • Planes and axes of movement

   • Mechanical advantage/disadvantage

3. Physical Training

   • Components of fitness (e.g., agility, strength, endurance)

   • Fitness tests

   • Principles of training (FITT, SPORT, progressive overload)

   • Types of training (e.g., continuous, interval, circuit)

   • Preventing injury

   • Warming up & cooling down

Paper 2 – Socio-cultural Influences and Wellbeing in Physical Activity and Sport (Duration: 1 hour 15 minutes, 78 marks, 30% of GCSE)

4. Health, Fitness and Wellbeing

   • Physical, emotional and social benefits

   • Lifestyle choices (diet, sleep, activity)

   • Balanced diet (carbohydrates, proteins, fats, hydration)

5. Sport Psychology

   • Skill types (basic/complex, open/closed)

   • Goal setting (SMART targets)

   • Types of guidance (visual, verbal, manual, mechanical)

   • Types of feedback (intrinsic, extrinsic, positive, negative)

   • Arousal, aggression, motivation (intrinsic/extrinsic)

6. Socio-cultural Influences

   • Factors affecting participation (age, gender, ethnicity, disability)

   • Commercialisation of sport (media, sponsorship)

   • Conduct in sport (sportsmanship, gamesmanship, deviance)

   • Drugs in sport and their effects

   • Technology in sport (Hawk-Eye, VAR, wearable tech)

The coursework (non-examined assessment - NEA) makes up 10% of the final grade.  It involves analysing strengths and weaknesses and creating a training plan.  Please support your child by:

• Helping plan their training programme

• Reviewing drafts

• Ensuring they use correct terminology and structure

 

Enrichment opportunities:

We run a wide variety of sports clubs throughout the academic year for all Year groups from 7-13.  All abilities are welcome, training and club practice happens before and after school. We enter Hounslow school leagues for all of the clubs listed below and play basketball at national level and regional level for both girls and boys.

Girls sports clubs: Netball, Football, Basketball, Rounders, Cricket, Badminton, athletics.

Boys clubs: Football, Basketball, Cricket, Badminton, athletics.

 

What careers can success in Physical Education lead to?

Success in Physical Education opens doors to many opportunities because it develops transferable skills and character traits that are valued across all sectors of industry.  Some examples include; Teamwork; working with others to achieve a shared goal. Resilience; bouncing back after failure or setbacks. Analysis: observing others and improving performance. Discipline; sticking to plans and routines. Leadership; taking initiative, guiding others in team situations. Confidence; performing in front of others and improving personal ability. Determination; setting goals and working hard to reach them. Responsibility; being accountable for actions, especially in team settings. Communication; giving instructions, feedback and motivation clearly. Sportsmanship; respecting rules, officials, and opponents.

Studying at exam level can allow you to progress to more advanced studies in sport and exercise, for example A-Level PE or BTEC Sport.  Success in Physical Education can be the foundation for careers in: Teaching & Coaching; PE teacher, sports coach, personal trainer. Healthcare & Therapy; Physiotherapist, sports therapist, occupational therapist. Fitness Industry; Gym instructor, fitness consultant, nutritionist. Sports Performance & Science; Performance analyst, sports psychologist, biomechanics specialist. Public Services & Armed Forces; Police, fire service, military, these are all careers where physical fitness is essential.

 

For further information, contact:

Lucy Newman

lnewman@lampton.org.uk