Physical Education & Sport

    Introduction

    Department Aims and Objectives

    1.  To maintain and/or stimulate pupil interest and enjoyment in P.E. and to promote health and fitness for current and future lifestyles.

    2.  To enable pupils to be familiar with a body of knowledge, principles and vocabulary related to P.E.

    3.  To enable pupils to see P.E. as:

    • A major feature in our lives related to leisure, employment and culture
    • Part of a wider body of knowledge and skills, e.g. interpersonal and problem solving skills

    4.  To enable pupils to understand:

    • And use safe practice and to appreciate its importance in P.E.
    • The short and long term effects of exercise on the body
    • The role of exercise in a fit and healthy lifestyle

    5.  To enable pupils to develop a range of desirable qualities such as politeness, perserverance,initiative and independence. The establishment of pupil self-esteem through the development of physical confidence is a major aim of the Department.

    6.  To enable pupils to work independently and as part of a team in varied activities, so as P.E. contributes to the development of core skills.

    7.  To employ teaching methods and resources that allows pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to P.E. and to experience success and enjoyment in their P.E. work.

    8.  To develop an awareness in pupils of the implications of sport and physical activity (past and present) for individuals and the local, national and international communities.

    9.  To allow pupils to develop informed opinions and to be able to support them by reasonable arguments.

    10.  To encourage competition and pathways to success. The department encourages elitism where applicable whilst also nurturing the schools sport for all policy.

    The P.E. department are assisted in the teaching of Games within the School by a large number of assistant masters with specific interests and experience in different subject areas. At present there are 11 members of staff working in this capacity. Three have qualified P.E. status.

    All sports staff are qualified first aiders with up to date qualifications. Additional training has taken place for concussion in rugby as well as refereeing assistance.

    There are good facilities for the teaching of P.E. and Games. The School has a sports hall and playing fields on-site, as well as a playing field off site. There is also a weights and fitness room.

    The department also uses local clubs and facilities to support the teaching of Physical Education and Games. These include Walton Athletics Track, Elmbridge Leisure Centre, Walton Rowing Club, Bishop Wand swimming pool, Shepperton Cricket Club, Walton Lawn Tennis Club, Weybridge Vandals Rugby Club, London Irish Rugby Club, Abbeymore Golf Club, Burhill Golf Club, Laleham Park and Spelthorne Borough Council pitches.

    Years 7 - 9

    Key Stage 3 Programme of Study Overview

    All age groups follow the same programme of study for Games lessons. In the autumn term all pupils will take part in rugby. The groups are split in to ability groups and teams are coached by their respective teachers. Lower ability performers are given special guidance to ensure that they gain a knowledge and understanding of the game to ensure safety and enjoyment of the game. The higher ability pupils gain technical advice and match preparation in a competitive environment.

    In the spring term the main acitivity during Games is football. This is run in the same way as rugby allowing access for all pupils to work as part of a team whilst improving their skill levels through the coaching and guidance of the teachers.

    In the summer term in years 7, 8 and 9 pupils learn and develop their skills and ability in cricket, with teams often competing during Games afternoons against other schools. This allows pupils with lesser ability to work with peers to ensure a competitive and fun environment with the emphasis on basic skills within batting, bowling and fielding.

    The following framework exists at Halliford in order to provide a broad and balanced learning experience. Through a range of different activities pupils develop a set of skills in preparation for a healthy and active lifestyle. Each lesson is a double (80 mins) to ensure maximum time is spent on important progressions to encourage increased overall performances.

    GCSE

    • There is an increased emphasis on the theoretical content now worth 60% of the qualification assessed through examination through two papers: Fitness & Body Systems and Health & Performance.
    • Non-examined assessment is worth 40% of the qualification. This includes the Practical Performance and the Performance Analysis, both of which will be internally assessed and externally moderated.
      • Practical Performance is now 30% of the qualification and must be three activities - one team activity, one individual and a free choice. Each practical activity area is marked out of 35. Students will be assessed in the role of player/performer only from a prescribed list of acitivities.
      • Performance Analysis is worth 10% of the qualification and covers: aim and planning analysis; carrying out and monitoring the Personal Exercise Programme (PEP); and evaluation of the PEP.

    A Level

    • Year 1 and Year 2 A-Level Physical Education will be 70% theory and 30% non-exam assessment (practical performance) of which 15% will be based on students assessed in the role of player/performer or coach and 15% will be analysis and evaluation performance.
    • Assessment of quantitive skills will represent a minimum of 5% of the overall AS and A-Level marks, allowing students to develop skills that are important for Higher Education or work.
    • Papers will be divided into clear sections, helping students to see which part of the specification they are being assessed on.
    • A familiar combination of multiple-choise, short and extended writing questions will be used across all exam papers.
    • Students will focus their skills as they will only be assessed in one practical activity from the list provided by the DfE.
    • Year 1 and 2 qualifications are co-taught, e.g. the AS's are the first year content of A-Level specifications. There is no relationship between the two, both are standalone qualifications.
    • Moderations work in the same way, however, moderation days will be recorded in case marks are contested.

    Typical Pathways Students will Follow