Physical Education Curriculum Intent Our vision: Hungerhill PE department believe that all students are unique individuals and are of equal worth; everyone can achieve in PE. From this premise, we set out to develop independent, caring, enquiring, morally responsible, adaptable, and well-educated young people prepared for life and work beyond school. We seek to ensure that every young person leaves the school with an enjoyment of learning PE, and an understanding of the importance of physical activity and leading a healthy lifestyle in their future lives.

Mr M Moorwood Curriculum Leader

To ensure every student achieves, our PE curriculum will:

Develop the character of all students by

• Place students in situations where they learn how to conduct themselves with respect, care, honesty and accept struggle with resilience. Competition will develop the characteristics of respect, resilience and honesty.
• All students will be given the opportunity to develop their experiences further by engaging in the Hungerhill’s extra-curricular program.
• Improve social skills through team spirit, collaborative learning and feedback.
• Promote soft skills such as leadership qualities, confidence, teamwork, communication as well as respect.

Ensure all students are literate and numerate

Theory lessons

• Students will be encouraged to always use subject specific vocabulary. This is addressed as academic talk and not everyday talk.
• Students are provided with a revision guide or piece of key text
• Teachers use live marking t address spelling and grammar

KS3:

• Home learning includes text and reading.
• Effective use of numeracy when scoring and measuring in a game based/competition-based environment. Calculations and numbers used in health related learning lessons.
• Pupils always use resources that display key content and key terminology of the lesson

 

 

 

 

 

Build knowledge and aspirations of all students

• Knowledge in PE can be categorised into substantive and disciplinary knowledge. Substantive is the facts of the subject that can be sub-divided into a ‘know what’ element (declarative) and a ‘know how’ element (procedural).

 

• Declarative knowledge includes prepositional knowledge ‘about’ movement, including biomechanical, psychomotor, anatomical, sociological aspects that relate directly to physical activity and sport, e.g. knowing the short term effects of exercise; knowing what a warm up consists of; knowing the name and how to execute a stroke in badminton; or knowing the differences between a chest pass and overhead pass in netball. Level descriptors are linked directly to the content being taught that are communicated through spoken and written forms.

 

• Procedural knowledge includes knowledge ‘in’ movement, including practical knowledge of the nature and principles underlying human movement, e.g. being able to demonstrate a serve in tennis; being able to participate in a safe col down; or being able to show what a forward roll in gymnastics looks like.

 

• Disciplinary knowledge – knowing how knowledge is developed in PE, e.g. through purposeful play, experimentation, scientific enquiry or observation. For example, new knowledge of how to outwit an opponent in rugby might be developed through structured play in a modified game-based activity

 

Ensure all students have the secure foundations to progress into further education and employment

 

Hungerhill ensure all students have secure foundations to make informed choices to lead a healthy and active lifestyle in their careers. This is through the three pillars of progression:

 

• Motor competence: Pupils know how to safely and successfully complete movements and actions. Learning these motor movements and linking them together. The fundamental movement skills that form the building blocks of sport and being active for life. Specific motor movements contain flexible knowledge e.g. throwing, catching, running etc. but this knowledge is situated within each sport, e.g. throwing a catching a cricket ball requires a different technique to throwing and catching a netball.

 

• Rules, strategies and tactics: Know how to safely and successfully apply the conventions, rules, regulations, techniques and strategies that are specific to participation in the activity or sport at hand, e.g. pacing a long-distance run is more domain specific for cross county or long-distance running. Similar to motor competence, there are elements of knowledge that are flexible, e.g. the concept of attack and defence within invasion games. The declarative element would be describing what the tactic, rule or strategy is called, what it looks like in practice and when it is used. The procedural element is a pupil performing the tactic or strategy and through their actions showcasing their knowledge.

 

Understanding the rules of a sport and being able to demonstrate fair play, respect and sportsmanship is a foundation we want pupils to develop to set them up when making informed choices in their careers. 

 

• Healthy participation: Pupils will experience and develop the secure foundation of knowing the exercise and health benefits of the activity or sport, know how to participate in the activity and how to participate to improve success. Most knowledge will be domain specific, e.g. what a warm up looks like in football and how it is completed. Some knowledge will be flexible, e.g. the effect of long-term participation on the circulatory system when undertaking endurance based activities and showing these through participation in the sport.

Pupils are taught about healthy participation so that they can progress into further and higher education in the health science sector as well as being able to make informed choices on how to lead a healthy and active lifestyle.

 

Develop cultural capital of all students

 

• The PE department offers trips and visits in the UK and further afield. These experiences allow students to experience and interact with different cultures, behaviours and skills.

 

• The department offers frequent ‘discovery’ lessons that involve learning about sports around the world. This includes Tchoukball, American football, dodgeball, softball as well as many others. The lesson focus is on discovering the sport and where it originates from rather than it being skill focused.

 

Our extra-curricular provision will:

• Provide an entitlement that all students across the school will have access to an extra-curricular programme that is inclusive and engaging and provides an enriching experience to life at school.

 

• Offer students the opportunity to participate in a wide range of activities, further developing their experiences of team spirit, respect and excellence.

 

 

• Provide links to outside agencies and clubs within the community and local area.