tabor-slide-1157Aims of the Department

  1. To stimulate and maintain pupil interest and enjoyment in PE and to promote health and fitness for current and future lifestyles.  It is hoped that pupils will continue to participate in some kind of physical activity once they have left school.
  2. To provide a balanced curriculum that offers a range of experiences with opportunities for all pupils to develop physically, socially, emotionally and cognitively in order to achieve their full potential.
  3. To develop a knowledge and understanding of safety procedures and the ability to apply safety principles in differing and varied movement contexts.
  4. To encourage pupils to appreciate, accept and value the work of others regardless of their ability.
  5. To develop an understanding of human anatomy and physiology in relation to health and fitness.
  6. To enable pupils to develop a range of personal qualities such as politeness, self- discipline, perseverance, organisation, honesty, reliability, co-operation, sensitivity and leadership.
  7. To employ teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability etc.) to have equal access to PE and to experience success thus developing their confidence and improving their self-esteem.
  8. To encourage the process of maturation, through delegation of controlled responsibility.
  9. To fulfil the requirements of the National Curriculum.


Latest News

Wednesday 13th April 2016- Year 8s Semi-Final: Notley 4-1 Tabor Academy (After extra time)

The year 8s came up against a Notley team who had won all of their games in the opposing group without conceding a goal, so it was going to be a big challenge attempting to make the final.

Tabor started the game impressively, closing down the opposition at every opportunity and looking dangerous on the counter-attack. Tabor broke up play in their own half and an excellent through ball was sent through to Jordi who ran into the Notley penalty area and drilled the ball past the Notley goalkeeper to put Tabor into a 1-0 lead. Tabor then defended strongly with Chris excelling in goal.

Tabor defended stoutly for most of the second half but were unable to hold on as the game moved into the final 10 minutes. A Notley midfielder hit a high shot over the goalkeeper to make the score 1-1 and send the game into extra time.

Tabor continued to battle well in extra time however an unfortunate mix up in defence allowed a ricochet to fall at the feet of a Notley player six  yards out; he sent the shot into the far corner of the goal to give Notley a 2-1 lead. As Tabor pressed for an equaliser, they were harshly hit on the break on three separate occasion.  The referee brought the game to an end and it meant Notley advanced as 4-1 winners to take their place in the final.

The Tabor year 8s should be commended for their efforts.  The boys were beaten finalists in year 7 and semi-finalists in year 8, so have performed admirably in their first two years at Tabor.

Thursday 14th April 2016- Year 10s Semi-Final: Tabor Academy 5-0 Maltings

The year 10s have been the strongest Tabor football team so far this year remaining unbeaten in their group, winning all four group games, scoring 15 goals and conceding only 2 goals. With that said, Tabor had to defeat a strong Maltings team to progress to the final. The game started evenly with both teams looking strong in attack. However, Tabor took the lead midway through the half with an accurate low strike into the bottom corner of the net. Maltings came back at Tabor and created a couple of good chances, however James made some excellent saves for Tabor and kept the 1-0 lead intact. The half came to an end with Tabor holding the narrow lead after a very competitive first half.

Tabor came out with even greater determination at the start of the second half. Shaye was having an unbelievable game in midfield and contributed the second goal for Tabor. Tabor grew in confidence once the second goal went in, with Alex and Sam demonstrating a solid centre back partnership. Tabor made it 3-0 after good work on the left side of the penalty area with Charlie adding the finishing touch from a couple of yards out. It wasn’t long before a fourth goal came along, as Brooklyn made it 4-0. The final goal came towards the end of the game as George showed some excellent skill in the box and shot across the goalkeeper to make the final score 5-0.

The Tabor year 10s take their place in their third consecutive final- an outstanding achievement. Fourteen players have performed for the team this season and every one of them has contributed with great success. We look forward to the boys taking their place in the final and wish them the best of luck.

Literacy in Physical Education and the use of Language

All teachers pursue the development of students’ language. Students should be taught to express themselves clearly in speech. This should be considered in all four strands of the subject at KS3 and also in the skill areas defined by examination courses at KS4.

Opportunities to use language in physical education:
Skill development – talking about and describing good technique.
Application of a skill – planning a response to a task and deciding upon appropriate tactics and strategies.
Evaluation – judging performance and providing feedback.
Health related – development of technical vocabulary relating to body systems and training principles.

Practical Examples
Badminton – Students work on improving their overhead clear, this could include making notes on another student’s performance to identify strengths and weaknesses. In feeding back to the group, they can exhibit their ability to describe, analyse and suggest ways of improving techniques and effectiveness.
Gymnastics – Partner work on separate skills like upward jump with half turn will allow students to describe, evaluate and provide feedback.

Numeracy in Physical Education (What is it?)

  • Sense of the size of a number.
  • Recalling mathematical facts.
  • Calculating.
  • Understanding proportions.
  • Using ICT to solve problems.
  • Using formulae.
  • Measurement to include use of units.
  • Calculation of areas, volumes and perimeters.
  • Understand and use measures of time, speed, acceleration etc.
  • Appreciate scale when drawing.
  • Use of mean, median and mode.
  • Collect, display and interpret data.
  • Explain reasoning and methods using mathematical terms.
  • Understand probability and risk.
  • Give results to a degree of accuracy.

Applications to Physical Education

  • Pattern, movement and symmetry in gymnastics and dance.
  • Reference to speed, distance and time in athletics.
  • Use of performance data in athletics and fitness work.
  • Statistics to analyse data obtained from match analysis, fitness work and athletics.

Citizenship in Physical Education

Citizenship issues in Physical Education will be considered through the contribution made to students’ moral, social and cultural development and through the development of responsible attitudes towards the environment in and out of school.

  • Recognition and awareness of their own and others’ values and beliefs through the development of negotiation skills.
  • Discussion of values and attitudes relating to drug use and performance.
  • Analysis of conduct and the notion of etiquette, violence and hooliganism.
  • Socially acceptable behaviour such as accepting authority and supporting referees.
  • Understanding the effects of social groupings such as peers and family on participation.
  • Understanding of group identity.