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Physical Education

Curriculum Intent

The aim of physical education is to develop and enrich our students by teaching essential life skills through the exciting and challenging world of sport. All students will leave the Academy with a good knowledge of how to live a healthy, active lifestyle and will appreciate the value of physical activity and lifelong participation.  

Through the PE and Health Curriculum we aim to develop the core values of our Academy so that every individual shows:  

  • Respect – for themselves, their peers, teachers, officials.  

  • Enthusiasm – when engaging in physical activity and sport. This should manifest itself in all aspects of life.  

  • Ambition – to strive to be the best they can be.  

  • Determination – to lead a healthy, active lifestyle. To overcome barriers and challenges. To achieve their very best.  

The PE Curriculum at ICA is underpinned by the following key principles; Entitlement, Coherence, Mastery, Adaptability, Representation and Education with character. (THE WRITING IN RED COULD BE A LINK – AS DISCUSSED IN CALs) 

Entitlement: The ICA PE curriculum allows pupils to develop the confidence to excel in a broad range of physical activities, through PE, school sport and physical activity. PE and school sport is accessible for all students, and we aim to ensure that any barriers that young people may face are overcome so that all students can make good progress. 

Coherence: In addition to the National Curriculum, our curriculum seeks to build aspects of pupils’ character including resilience and empathy, as well as skills in leadership, decision-making and problem solving.  

Mastery: Through the curriculum pupils become physically skilful young people with knowledge and understanding of performance, leadership, and health. These skills will develop year on year and will transfer into their academic life and endure into adulthood.  

Adaptability: The PE curriculum at ICA makes reasonable adaptations to ensure that all students can access the same curriculum. Beyond the classroom, we offer a range of activities and clubs that provide lots of opportunities for all students to partake in PE and school sport.  

Representation: Our aim is for the PE provision at ICA to be as inclusive as possible. This includes ensuring there is diverse representation throughout and ensuring that whole strategies on inclusion, are supported. 

Education with character: The ICA PE curriculum seeks to develop aspects of character, such as resilience, the spirit of fair play, empathy, and the confidence to perform under pressure. All students will have the chance to perform in competitive situations and we strive to ensure that all our students have the opportunities and skillset in order to lead a healthy active lifestyle. We have links with external clubs, including; Manchester Unitred Foundation, Cadishead Rhinos RFC, Eccles RFC and Irlam FC. We are proud that we are able to form links with the local teams, with a view to provide opportunities for our students. 

Curriculum Implementation:  

In KS3, students study PE 2 times per week and currently the lesson time is following the whole school approach of 60 minutes. The curriculum for KS3 is designed to meet the needs of our students and to cover a full range of activities, in line with the United Learning PE and Health Curriculum, which goes above and beyond the minimum expectations of the National Curriculum.   

Students will be assessed using Key Performance Indicators (KPIs) that have been mapped so that the vast majority of students are working at or exceeding age expected learning which will allow them to be successful at KS3 and beyond.  

At KS4, the OCR Sports Studies course allows students to build on their acquired skills, knowledge and understanding through a mixture of theoretical and practical means.  

Implementation (what it looks like):  

  • Daily review: Each lesson begins with a ‘Do Now’ task. Within practical lessons, this would be based around the warm-up task and include previous skills and aspects of student learning. Within theory lessons, this would include recalling previous and current knowledge, definitions, and quizzing of exam-type questions.   
    • Students are regularly asked to “show me” as part of the daily review wherever possible. Students will demonstrate their prior learning and skill mastery/mastery of movement patterns practically.   
    • Do Now tasks can challenge student’s ability to recall and practice their knowledge. Teachers regularly use cold-call techniques to challenge students on previous knowledge from past lessons.   
  • Ask questions: Teachers use a variety of techniques when questioning students within PE. Teachers will plan and deliver questions to gauge the level of understanding and to also extend students' knowledge and understanding. Teachers will often cold call students to maintain engagement within the lesson. The use of ‘no opt-out’ ensures that students continue to learn through questioning. Students can expect to be asked again if unsure of a question or bounced back, to repeat the correct answer.   
  • Guided student practice: Students are given time to practice skills in isolation and within pressured/opposed situations to secure knowledge and application within practical lessons.    
    • Students review learning and there are plenty of opportunities to acquire knowledge frequently.    
  • Obtain high success rate: Regular and thorough formative assessment occurs throughout lessons. This is re-visited to help secure knowledge and is tracked, so common misconceptions are addressed and acted upon.  
    • Teachers will use visual aids and model of best practices to showcase and demonstrate skills and techniques to ensure students are replicating the correct actions. These skills are then put into competitive and pressured situations to ensure they are challenged and rehearsed.   
  • Independent Practice: Students within practical lessons, have the opportunity to practice skills in isolation, and unopposed and opposed situations to be better prepared for an assessment point. Sufficient time is allocated to do this in the “practice” part of the “teach/check/practice”.     
  • New Material in Small Steps: Teachers plan and deliver lessons in both practical and theory that break down the skills or techniques required to master the skill topic or technique.    
    • Students are given time to practice and rehearse their skills and knowledge through specific activities and progressions, and through modelled sentences and scaffolded tasks wherever required. Students are given time to independently practice, and challenges are applied through extension and differentiated tasks.   
  • Provide Models: Within practical lessons, teachers provide models of skills and techniques through the use of live demonstrations and visual aids. Students can also be expected to demonstrate skills and techniques as perfect models to showcase to the other students.    
    • Within theory lessons, teachers provide model answers and display to students ways to secure marks in examination questions within model responses. Within longer questions, teachers will provide sentence starters and higher-level phases to ensure students can access top marks from the beginning. Success criteria, past papers, and mark schemes are continually shared with students to promote the very best solutions and outcomes.  
  • Supporting SEND in PE: The PE and Health curriculum that we adopt, and follow is fully inclusive and staff ensure that all students can take part, learn, and make progress.   
    • To promote inclusivity, all staff will ensure that high-quality, first teaching is a common and consistent aspect of their daily teaching. We also follow the STEP model to support SEND within the department:  
      • Space - Where the activity is happening? How can you adapt it?   

      • Task - What activity is happening? Can the way the activity is performed be adapted to support or challenge different pupils?  

      • Equipment - What is being used for the activity? There are endless variations in equipment enabling young people to find the best way to participate in PE.  

      • People - Who is involved in the activity? For example, you could have different numbers of individuals on teams to balance a game.  

Year 7 & 8 Roadmaps

Careers in PE

It can be difficult to see how your school subjects relate to future jobs. However, when you make your Options choices in Year 9, it can influence and determine your career pathway, and the choices you make in the next stages of your education.

Should you wish to explore careers in PE further, here are some interesting websites to help your research.

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