SUBJECT Curriculum Map
The Convent of Jesus and Mary PE department aspires to develop the cognitive, affective and psychomotor domain in all students. This curriculum aims to develop all students into future leaders who progress to find their true purpose in life thorough exploring their different abilities, gifts and talents. This will be done through both practical and theoretical aspect of the PE curriculum.
We emphasise the transfer of learning across disciplines focusing on health, fitness and well-being. Learners are given a myriad of opportunities to develop the three domains.
|Year 7||Ball-skills and solo gymnastics
Students will develop their performance, fitness and leadership skills within the topics of Ball-skills and solo Gymnastics. Ball-skills will give students a fundamental understanding of the principles of passing and receiving, spatial awareness on and off the ball and provide a springboard to access and master cross-topic skills in net and wall games, invasion games and striking and fielding games in the Spring and Summer terms.
During gymnastics students will learn control over their body so that they can replicate and create movements through balance and locomotion incorporating elements of flight and rotation, and use of shape in their performances. This will provide increased control and agility for all sports as well as a platform from which to learn more advanced techniques in paired gymnastics in year 8 and trampoline in KS4.
Students will be able to successfully lead a simple activity individually or as part of a group, showing respect and empathy for others
and good cooperation skills in doing so.
Students will explore simple tactics or creative ideas and communicate them effectively using good verbal and non‐verbal skills. Students will be able to effectively conduct their own safe and well‐designed warmup/cool-down and describe
the purpose and benefits of each
component. Key focus on sportsmanship and teamwork.
|Ball skills and solo gymnastics continued
Learners who were learning gymnastics will swap over to ball skills and those who were on solo-gymnastics will move on to ball skills
Badminton and Futsal
Students will develop their performance, fitness and leadership skills within the sports of Badminton and Futsal. Building on principles learned in ball skills, students will increase their hand-eye coordination during badminton, strengthen their competency in using opposition and weight transference in order to learn to replicate a range of badminton shots. In Futsal students will build upon the principles learned in ball-skills to start to master specialised passing and receiving of the ball in Futsal. Students will learn to successfully employ simple tactics and simplified scoring systems in practical settings across individual and team sports. Students will build upon their understanding of simple tactics or creative ideas. Students will learn to communicate those tactics/routine and ideas effectively using good verbal and non-verbal skills. Students will be able to effectively conduct their own safe and well-designed warm-up/cool‐down and describe the purpose and benefits of each component.
|Badminton and Futsal
Learners who were learning Badminton will swap over to Futsal and those who were on solo-gymnastics will move on to ball skills
|Athletics, Striking and Fielding Games
Students will develop their performance, fitness and leadership skills within Athletics, Striking and Fielding Games. Building upon the skills learned within Ball skills, badminton and Futsal students will progress their ability to read the pace and trajectory of the ball, judge direction and prepare to collect and receive a ball using the appropriate collection method. They will transfer their knowledge between throwing and hitting skills.Students will learn to recognise and use correct running techniques and their appropriate uses within Athletics and Striking and fielding Games.
In addition, in Athletics they will use their experience of jumping techniques from gymnastics to produce effective performances in jumping events. Students will be able to successfully lead a simple activity individually or as part of a group, showing respect and empathy for others and good cooperation skills in doing so. Students will explore simple tactics or creative ideas and communicate them effectively using good verbal and non‐verbal skills. Students will be able to effectively conduct their own safe and well‐designed warm-up/cool-down and describe the purpose and benefits of each component. Key focus on sportsmanship and teamwork.
|Athletics, Striking and Fielding Games
Learners who were learning athletics will swap over to striking and fielding games and those who were on striking and fielding will move on to Athletics
|Year 8||Gymnastics and Netball
Students will develop their performance, fitness and leadership skills within the sports of Gymnastics and Netball. Gymnastics will extend further students skills and techniques started in the year 7 gymnastics module. Students will learn to create, in cooperation with a partner, a paired sequence to show greater use of increasingly complex movements and choreographic elements. In Netball students will combine tactical knowledge and gameplay from Futsal and build upon concepts from Ball-skills. They will transfer skills as well as developing new ones specifically linked to Netball. Students will develop their ability to lead
and motivate others in pairs or team/small group situations demonstrating confidence and increasing organisational skills. Students will develop skills to be able to accurately explain and evaluate the effectiveness of their own and/or others’ performances and suggests appropriate adaptations for improvement. Students will explore and accurately reflect upon their progress in order to set challenges and/or goals in PE and/or leadership. Students will develop knowledge and be able to explain the importance of a healthy, active lifestyle in the promotion of mental, social and physical well‐being.
|Gymnastics and Netball- continued
Students who were learning Gymnastics will swap over to netball at the end of each half-term or 6 weeks cycle.
|Badminton and Football
Students will continue to develop their performance, fitness and leadership skills within the sports of: Badminton and Football. In Badminton students will extend on the basic shots, tactics and scoring systems to become increasingly proficient at higher-level techniques and tactics involving pairs. In Football, students will progress the skills and tactics they learnt in Futsal, from small indoor to larger outdoor games. They will learn new skills within the Football family of games. Students will learn to select, combine and perform skills with technical proficiency and fluency in response to changing and increasingly complex situations, both in isolation and when put under pressure. Students will learn to plan and develop tactics and routines which begin to recognise the skills and experience of partners and team members. Students will develop their leadership skills to lead and motivate others in team/small group situations demonstrating confidence and good organisational skills. Students will develop their ability to sustain stamina for longer periods in specific activities and use different types of exercise to improve their health and wellbeing.
|Badminton and Football-continued
Students who were learning Badminton will swap over to Football at the end of each half-term or 6 weeks’ cycle.
|Athletics and Rounders
Students will mop-up and develop their performance, fitness and leadership skills within the sports of Athletics and Rounders. Building upon the skills learned in last year’s Striking and fielding module, students will transfer knowledge and skills to show increased versatility. They will extend their throwing and hitting knowledge and skills to include direction, distance and variety. In Athletics, students will add another type of throwing event, extend their running event experience and advance their skills in jumping events in order to improve their experience and depth of knowledge.
Students will continue to build upon the development in their ability, and be challenged to lead and motivate others in small/larger group situations demonstrating confidence and good organisational skills. Students will develop skills to be able to explain and evaluate the effectiveness of their own and/or others’ performances and suggest appropriate improvements using key terms in their feedback. Students will explore and reflect on their progress towards ambitious personal challenges and/or goals in PE and/or leadership. Students will explore the positives of great sportsmanship vs gamesmanship and demonstrate this in all sports.
|Athletics and Rounders- continued
Students who were learning Athletics will swap over to netball at the end of each half-term or 6 weeks cycle.
In this unit, learners will recap the fundamentals skills: performing a variety of passes at speed and with control.
Learners will build upon and apply principles learned is year 7 and 8.
Leaners will be able to make decisions about sending and receiving the ball in space positioning themselves intelligently to receive a pass.
Learners will be able to outwit opponents using a variety of passes with accuracy and timing. They will develop & refine strategic and tactical play and adapt ideas based on successful outcomes.
Learners will also consider and explore attacking and defending principles, practice tactics-centre pass within the circle.
In this unit, learners will recap the grip, and basic stance used in badminton.
Leaners will be able to recognise the flight of the shuttle and to be able to contact the shuttle with the face of the racket.
They will understand the different lines and areas on the court and be able to move around between them quickly. To begin to outwit opponents with movement of the shuttle.
Learners will replicate and develop defensive and offensive shots understanding shot placements in a competitive environment.
Leaners will practice doubles and singles tactics
to develop their understanding and knowledge of basic outwitting strategies.
In this unit, learners will learn the 3-part warm-up:
(ASH) activity to raise the heartrate, higher intensity activity and cool- down
Leaners will participate in Fitness testing: identifying strengths and weaknesses, monitoring developments and setting goals
Introduce heart rate + basic step test (3mins): Discuss heart rate- take resting heart rate at carotid, radial site. 15 sec x 4= per min. What does it mean as indicator for fitness level?
Basic circuit training: Purpose, time, muscle groups, intensity
Continuous training: cooper run
Interval training: intensity, time, recovery
Throughout this unit pupils will develop the skills necessary to outwit opponents Pupils will replicate shots with control and accuracy. Serves, digs, sets, smashes, blocks & short and deep shots will be developed through game play and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.
Learners should be able to recognise the importance of responding to changing situations within the game in attack and defence. Pupils will be faced with strategic and tactical decisions based on the movement of the ball around the court using a variety of shots & skill execution. Opportunities to score/coach pupils or small groups will develop communication and decision making skills.
In this unit, learners will continue to improve their own personal performance.
Learners will develop advanced skills necessary to compete and achieve in all athletic events. To gain further experience at jumping events, aiming for height/distance. Throwing events, aiming for distance. Running disciplines, time taken to cover distance. In all events, demonstration of accurate technique and related performances will be assessed.
Opportunities to coach learners or small groups will develop communication, leadership and decision making skills. Learners will further develop and refine skills and tactical decisions in order to run, jump or throw further.
Learners to evaluate the use of body parts to gain an improvement in replicated technique. Adapt & refine these strategies to the need of an event. To develop the skill of reflection and evaluation to improve own performances.
|Striking and fielding
In this unit, students will learn to use principles of play when selecting and applying tactics to produce a successful outcome.
Learners will continue to develop the skills necessary to outwit opponents.
Batting, bowling and fielding will be further developed through games and conditional situations. Demonstrating high quality performances and accurate replication will be assessed.
Opportunities to umpire/coach pupils or small groups will develop communication, leadership and decision making skills.
Learners will learn to identify and implement the principles of outwitting opposition whether fielding or batting.
Learners will implement strategic and tactical decisions based on the hitting/movement of the ball into space
|Year 10||Students will develop their performance, fitness and leadership skills in a rotation of three activities: netball, badminton and health and fitness
Students will assess their current levels of fitness and follow a fitness program to enable them to consistently meet the strenuous exercise demands required for specific activities, combining strength, stamina, suppleness and speed to excellent effect.
Students will develop their leadership skills to be able to confidently undertake leadership and officiating roles showing a good knowledge and application of appropriate rules/laws and effective communication skills.
Students will learn to analyse and evaluate the effectiveness of their own and/or others’ team/group performances and implements appropriate improvements.
|Due to the huge impact COVID-19 restrictions have on teaching PE, the department will make a decision on the activities the students will participate in when further guidance is released. Typically, students begin to study the summer sports curriculum that include striking and fielding games like rounders and cricket as well as athletics in preparation for sports day.
While recapping and building upon previous learning, students will further develop their performance, fitness and leadership skills within 3 of the following sports (dependant on COVID restrictions): volleyball, handball, football, rounders, cricket, stoolball, basketball, athletics. There will be a greater emphasis on developing leadership in this half of the year.
Students will be given the opportunity to undertake leadership and officiating roles and learn to show a good knowledge and application of appropriate rules/laws and effective communication skills.
Students will be challenged within their leadership to be able to sensitively adapt activities when leading peers of all abilities and backgrounds so that they are included and supported to succeed.
|Year 11||Students have been given the choice of netball, badminton and health and fitness to build further on the performance and knowledge gained in year 10. By given student a choice we aim to maintain higher levels of motivation and allow student to specialise in a sport to develop more advanced level skills.
Further to recapping work done in year 10, students will:
Learn to show imagination when performing advanced skills with control and fluency in a game situation or performance setting.
Develop knowledge to successfully employ advanced decision-making skills in a competitive game situations or to create personal fitness plans.
Learn to develop and adapt tactics in order to outwit opponents
|Due to the huge impact COVID-19 restrictions have on teaching PE, the department will make a decision on the activities the students will participate in when further guidance is released. Typically, students begin to study the summer sports curriculum that include striking and fielding games like rounders and cricket as well as athletics. Again year 11 students are given a choice of activity allowing them to specialise in a sport of their choice, maintaining motivation for PE and developing more advanced level skills.
Through each activity students will focus on fitness and being ‘Fit for Life’. They will develop their knowledge and understanding through: Fitness classes, Circuit Training and resistance training.
All students will focus on ensuring they are remaining healthy whilst preparing for their exams and explore how they will continue to do this after leaving school.
|Health training and Exercise- Unit 1
This unit focuses on health training, exercise and well- being. It teaches students the different elements that makes up health and fitness. Students are taught about lifestyle choices, consequences of a sedentary lifestyle, energy balance, nutrition components of fitness, fitness testing and its importance, methods of training, training zone. Principles of training and warm-up and cool-down.
Student are given the opportunity to apply their knowledge in a practical environment.
This unit will be taught first so as to form a foundation to build on in subsequent units.
In this unit, students will explore the systems of the body, functions of the muscular skeletal system, respiratory and cardiovascular system.
Students will explore how exercise affects the various system of the both long term and short term effects.
In this term students will look closely at the skeletal system and its functions, joints and their locations and how they relate to different movements in sports.
Students will look at the muscular system and how it relates to the skeletal system. The contraction of the muscles produces movement in the skeletal system.
This topic builds on what was taught previously.
This unit encourages students to link the various systems with sporting movements as well as everyday movements performed.
Learners will link the theory to the practical element of the course eg the bones, joints and muscles involved in kicking a football
|Exercise Physiology- the cardio-vascular system
Students will continue to study unit 2 as this is the biggest unit they will need to study
Students will study the structure of the heart and how blood is circulated around the body during exercise and at rest.
Students will look at heartrates when exercising. They will learn how to measure and calculate maximum heartrate, stroke volume and cardiac output as part as the practical element of the course.
|Exercise Physiology- respiratory system
Students will then progress to respiratory system. They will look at the structure and explore the pathway of air and gaseous exchange.
Links will be made in relation to the cardio-vascular and respiratory system during aerobic and anaerobic exercise.
|Exercise Physiology- respiratory system 2
In this topic students will look at breathing rates, aerobic and anaerobic exercise. The CP system, lactic acid systems.
Learners will look in depth at the structure and function of the alveoli where gaseous exchange occurs.
the Long term and short term effects of exercise.
In this topic learners will explore the short and long term effects of exercise on the various systems covered previously.
Learners will explore the various adaptations on all the system as a result long-term exercise.
|Movement Analysis-Unit 3
In this unit learners will explore planes, axes and levers. They will look at simple bio-mechanics in terms of sporting movements. This will be experienced in the both in the theoretical and practical element of the course.
This unit seeks to allow learners to see how the body operates through every movement made.
Learners will complete this unit exploring the various levers in the body and they relate to sporting movement such as performing a bicep curl. Learners must be able to identify the load, fulcrum and effort. Learners must be able to identify the class of lever and the advantage and disadvantage of each type.
|Sports technology- Unit 3
In this topic learners will understand how and why technology is used in sport and how this impacts various consumers such as the performer, coach, spectators.
Learners will explore how the use of technology impacts the outcome of results in competition.
|Psychology of sport & Physical activity- Unit 4
In this unit students will know and understand how to set goals.
Learners will explore the information processing model, types of feedback and varying levels of guidance at different stages of learning.
This unit seeks to enable learners with an understanding of how learning happens, barriers they may face at the different stages of learning and how to overcome them
|Psychology of sport & Physical activity- Unit 4 continued.
In this topic, learners will understand the importance of mental preparation & motivation.
Learners will then progress to classification of practical skills and the different types of practice.
|Socio-cultural issues in Physical Activity Unit -5
In this unit learners will explore socio-cultural issues in sport. This unit deals with the factors affecting participation: race& ethnicity, age, peers, family, disability, access etc.
This unit also seeks to explore factors that provision, factors that affect performance.
The differences between the between the factors affecting participation, factors that affect provision and factors affecting performance, both controllable and uncontrollable factors.`
|Socio-cultural issues in Physical Activity Unit -5 continued
This topic allows learners to explore personal experiences that impact upon their participation.
Learners will progress to considering the influence of a school programme, extra-curricular and wider curriculum.
Learners will also consider participation in relation to physical literacy, physical activity health and well-being. This will build upon some aspects taught in Unit 1.
This unit also highlights performance in relation to commercialisation and the links between media and commercialisation. Learners will make the link with sport technology taught in Unit 3 ie Sport technology.
Finally, learners will consider performance in relation to gamesmanship, sportsmanship, deviance and data analysis.
Learners will revise of unit 1 & 2 and use of past papers
Learners will complete the revision of unit 2 & 3 with use of past papers
Revision of units 4 & 5 and use of past papers. Sharpening and exam preparation- past paper questions
Sharpening and exam preparation past paper questions
|Impact: Leaners are formatively assessed throughout the year. For practical lessons, learners are assessed every 6-8 weeks depending on the half-term for each discipline (6 for the year). These grades are looked at as a whole which helps to inform planning and close gaps in learning. All the grades for the disciplines taught before the school’s assessment window are averaged and a final grade is given. We take into consideration that some learners are gifted at certain types of sports, hence they excel in these areas.
Students who are able to transfer skills across disciplines and take opportunities to lead in their groups are more likely to make progress.