Physical Education 


  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.

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.


The work within Key Stage 3 PE is designed to support, contribute to and complement the aims of the school by providing pupils with the opportunity to achieve the highest possible standards of which they are capable.

Physical Education provides access for all pupils to a programme of broad, balanced and challenging learning experiences.  The KS3 curriculum is designed to promote and develop every pupil’s ability to acquire, develop, select and apply knowledge, skills and understanding, alongside their knowledge and appreciation of fitness and health.

All students receive Two hours per week of high quality Physical Education in year 7, 8 and 9 and will experience the following activities:

Boys Girls
Rugby Basketball Hockey Dance
Outdoor Education Dance Outdoor Education Basketball
Football Gymnastics Netball Gymnastics
Athletics Cricket / Rounders Athletics Rounders / Athletics
Trampolining Fitness Fitness Badminton
Hockey Badminton Football Trampolining


The KS3 curriculum aims to build on pupils’ work in KS2 and provide them with a comprehensive physical education programme through which they can assess their own abilities and interests in relation to the activities they experience, and to the roles they adopt within those activities.  Through a balance of individual, co-operative, collaborative and competitive learning situations, pupils will be encouraged to appreciate their own strengths and weaknesses, and respond appropriately and sympathetically to the needs of others.

Experiencing success, and receiving acknowledgement of that success, are considered crucial to the promotion of a pupil’s self-esteem and sense of well-being, and consequently to their enjoyment and appreciation of physical activity now and into adult life.

Physical Education aims to provide a supportive learning environment in which each pupil will develop increasing self-confidence and a desire to strive for his/her highest possible levels of achievement.  As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy and active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity.

Physical education enables students to develop personal and socially. Students will work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating.

Within the units covered, the emphasis is to develop positive attitudes to physical activity, and students are expected to participate fully in all physical education lessons.

Alongside the physical education curriculum, there are a wide range of extra-curricular clubs available to students at lunchtime and after school. The physical education department run inter-form competitions, as well as playing fixtures and competitions against other schools.

GCSE Physical Education

Examination Level:                   GCSE
Examination Group:                  Edexcel
Written Examination Value:      60%

Written Paper for Component 1 – Fitness and Body Systems:

  • Written Paper – 1hr 45mins
  • 90 marks – 36%
  • Content overview
    • Topic 1: Applied anatomy and physiology
    • Topic 2: Movement analysis
    • Topic 3: Physical training
  •  Topic 4: Use of data
  • The assessment consists of multiple-choice, short-answer, and extended writing questions. Students must answer all questions. Calculators can be used in the examination.

Written Paper for Component 2 – Health and Performance:

  • Written Paper – 1hr 15mins
  • 70 marks – 24%
  • Content overview
    •  Topic 1: Health, fitness and well-being
    • Topic 2: Sport psychology
    • Topic 3: Socio-cultural influences
  • Topic 4: Use of data
  • The assessment consists of multiple-choice, short-answer, and extended writing questions. Students must answer all questions. Calculators can be used in the examination.

 Practical Performance: Controlled Assessment:

  • 30% of the qualification
  • 105 marks (35 marks per activity)
  • Content overview
    • Skills during individual and team activities
    • General performance skills
  • The assessment consists of students completing three physical activities from a set list
    • One must be a team activity
    • One must be an individual activity
    • The final activity can be a free choice
    • Each activity can last up to 12 hours. These will be assessed by the teacher and moderated externally

 Component 4: Personal Exercise Programme (PEP)

  • 10% of the qualification
  • 20 marks
  • Content overview
    • Aim and planning analysis
    • Carrying out and monitoring the PEP
    •  Evaluation of the PEP
  • The assessment consists of students producing a Personal Exercise Programme (PEP), and will require students to analyse and evaluate their performance. These will be assessed by the teacher and moderated externally.

This GCSE in Physical Education will equip students with the knowledge, understanding, skills and values they need to be able to develop and maintain their performance in physical activities. Students will also gain understanding of how physical activities benefit health, fitness and well-being.

Students are expected to participate fully and with maximum effort if they are to maximise their potential on the course.

The PE Department, look to our GCSE PE candidates to act as role models for students who are aspiring to follow in their footsteps and as such expect determination and maturity in your work.

 The aims and objectives of this qualification are to enable students to:

  • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge and understanding to improve performance
  •  understand how the physiological and psychological state affects performance in physical activity and sport
  •  perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
  •  develop their ability to analyse and evaluate to improve performance in physical activity and sport
  • understand the contribution that physical activity and sport make to health, fitness and well-being
  • understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport.

P.E. is a subject accepted by employers as a G.C.S.E. It is useful for students who are considering a career that includes any aspect of sport.  For example:

  • Health and fitness
  • Club and Duty Management
  • Sales and Marketing
  • Instructing and Coaching
  • Consultancy work based on GP referrals – usually with particular sections of the population, e.g. those with diabetes, arthritis
  • Osteopathy, Naturopathy and Chiropractic
  • Lifestyle Consultancy and Nutrition – opportunities are increasing as the sector embraces the concept of wellness.

Sport and recreation

  • Sport Development, Performance, Administration and Facility Management
  • Outdoor Education
  • General Management in venues including theme parks, cinemas and tourist attractions
  • Outdoor Pursuits
  • Sport Media, including writing, PR and marketing
  • Online games Software Development and Business Development
  • Management of Holiday and Caravan Parks
  • Roles within Adventure Tourism and Gap Year Providers.

For all lessons Physical Education lessons, pupils are expected to:

  • Participate in all activities. If you are ill or injured you must produce a note, which clearly explains exactly what you can or cannot do. However you must still get changed into your PE kit and take an appropriate part in the lesson, for example scoring, umpiring/refereeing
  • Wear complete and correct kit, which should be labelled, during all lessons.
  • No jewellery of any kind may be worn in any PE lesson
  • Tie all long hair back
  • Arrive promptly to all lessons and change quickly and quietly once invited into the changing rooms by your PE teacher
  • Stay out of all store cupboards and leave all equipment until asked to enter/use equipment by a PE teacher
  • Respect and take care of equipment, returning it safely and correctly to the appropriate place
  • Behave in a safe and responsible manner at all time
  • Remember that: everyone has the RIGHT to be safe and everyone has the RIGHT to learn

In return, your PE teacher will:

  • Treat you with respect
  • Be polite to you
  • Be fair in the way they deal with you
  • Try to teach you in a way that makes PE interesting and fun
  • Try to teach activities that interest you
  • Try to help you improve at PE
  • Watch what you do in PE, tell you your level and let you know how to get to the next level
  • Keep the PE equipment in good condition ready for you to use

We understand that not everyone will like PE. We hope we can change your mind about PE and sport. We will try to offer you a wider range of activities. This should give you the chance of finding something that you like. You will get the opportunity to be a leader, organiser, coach, official and spectator as well as a player.

                 Organisation Cooperation Applying and understanding
Are you on time to lessons?

Do you get changed quickly?

Do you have the correct PE kit?

Can you work well with others?

Can you lead a small group?

Do you work well with the teacher?

Do you listen carefully to information given by teachers and other pupils?

Are you able to answer questions and follow instructions?

Effort Planning and evaluating Performance
Do you always try your hardest?

Are you reliable, enthusiastic and determined?

Can you solve problems?

Can you comment on your own and others’ performances?

Can you see where you are going wrong?

Can you do the skills that you have been taught?

Can you play a game showing skill and accuracy?

Can you make a gymnastic / dance sequence that is flowing and tidy?