Physical Education
The physical education curriculum at Corpus Christi is designed to achieve the aims of the broader National Curriculum in the context of our pupils. Our curriculum will engage, inspire and challenge pupils through equipping them with the knowledge to lead a healthy active lifestyle. We deliver a coherent curriculum, which widens the enrichment experiences and further develops opportunities for our pupils. Pupils develop positive behaviours and personal qualities so they can make a positive contribution to society.
The curriculum will develop pupils’ practical skills in a broad range of physical activities to enhance their personal development, physical ability and leadership qualities. Pupils will engage in competitive scenarios which will allow them to work collaboratively within teams or individually, developing their communication skills further.
The curriculum is sequenced to build on prior knowledge to ensure pupils know more and remember more throughout curriculum topics. As pupils progress, they will develop an appreciation of elite performances and develop the ability to analyse and evaluate performances of themselves and others.
Pupils will learn to be resilient, competitive and confident. They will learn the values of fair play, respect, sportsmanship and discipline. Our curriculum allows pupils to leave school as respectful, kind and gracious young people who can make a positive contribution to society.
“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.”
National Curriculum
Aims
The national curriculum for physical education aims to ensure that all pupils:
- Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games;
- Develop their technique and improve their performance in other competitive sports;
- Perform dances using advanced dance techniques within a range of dance styles and forms;
- Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group;
- Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best;
- Take part in competitive sports and activities outside school through community link or sports clubs.
An extensive extra-curricular programme builds on the PE curriculum and allows opportunities for pupils to take part in competitive sports and activities both in school and outside of school and develop community links with sports clubs.
Subject content Key Stage 3
Pupils will consolidate and extend their knowledge in a range of physical activities chosen to suit their needs. Pupils will build on the motor competences and fundamental movement skills developed at primary school until mastered, then advance into competitive situations through a range of activities. They will develop declarative and procedural knowledge of technique, tactics and strategies to improve their performance in competitive team and individual sports, as well as activities allowing them to express themselves in a non-competitive situation and those which present physical and intellectual challenges. They will develop greater competence in understanding what makes an effective performance and how they can apply these principles to improving their own and other’s work. Pupils will enrich their knowledge of a broad range of activities in depth to become competent in leading a healthy, active lifestyle.
The opportunities are endless for pupils in the Physical Education department. The subject encourages pupils’ self-expression and the mindset of commitment and excellence.
The curriculum is sequenced to build on prior knowledge to ensure pupils know more and remember more throughout curriculum topics. As pupils progress, they will develop an appreciation of elite performances and develop the ability to analyse and evaluate performances of themselves and others. Pupils learn how to develop their fundamental skill in a variety of sports, how to work in a team and how to push themselves to reach their full potential. Sports which pupils experience include;
- Fundamental movement skills;
- Direct competition: netball, basketball, hockey, football, rugby, table tennis, rounders, cricket, tennis, softball;
- Improving technique and performance: athletics, gymnastics, HRE (Health-Related Exercise);
- Dance;
- Outdoor and adventurous activities: orienteering.
Corpus Christi Catholic High Schools PE department is a successful department that provides outstanding extra-curricular opportunities for our pupils. Every year we compete and enter teams in many different tournaments and leagues on a local, regional and national level. We offer a wide range of sports as part of our extra-curricular provision such as Basketball, Girls and Boys Football, Rugby, Netball, Handball, Rounders, Hockey, Rounders and Cricket, as well as other individual sports such as Badminton, Table Tennis, Tennis, Dance, Cross Country and Athletics.
To date, the sports teams have had several successes to celebrate in a range of sports. For example, the Under 14 Boys Basketball team were successful in winning the Lancashire Basketball Cup in 2023. Furthermore, in 2022, the Year 7 Boys Football reached the final of the Preston Cup played at Deepdale, and Under 13 Girls got to the semi-final of the Utilita Cup. Pupils benefit from the incredible dedication of our staff in providing extra-curricular activities and pupils are encouraged daily to take part in after school sports.
Our PE department also host annual sports days, Primary School competitions where our Sports Studies and GCSE PE pupils will help run these days.
Every year more and more people take up sport and physical education is an extremely important part of society, so having access to outstanding facilities, exceptional teaching and independent learning ensures that pupil’s reach their highest potential.
Physical Education is not just a way of satisfying a pupil’s athletic flair, the skills learnt in this subject help to develop independent thought and can open the door to exciting career and recreational opportunities as they progress through their education.
Term 1
| Group | Sport 1 (4 weeks, 8 lessons) | Sport 2 (4 weeks, 8 lessons) | Sport 3 (5 weeks, 10 lessons) |
|---|---|---|---|
| Girls | Netball | Badminton | Football |
| Boys | Basketball | Handball | Rugby |
| Mixed | Handball | Fitness | Badminton |
Term 2
| Group | Sport 1 (4 weeks, 8 lessons) | Sport 2 (4 weeks, 8 lessons) | Sport 3 (3 weeks, 6 lessons) |
|---|---|---|---|
| Girls | Hockey | Handball | Dance |
| Boys | Football | Table tennis | Hockey |
| Mixed | Table tennis | Hockey | Football |
Term 3
| Group | Sport 1 (4 weeks, 8 lessons) | Sport 2 (4 weeks, 8 lessons) | Sport 3 (4 weeks, 8 lessons) |
|---|---|---|---|
| Girls | Rounders | Athletics | Tennis |
| Boys | Athletics | Tennis | Cricket |
| Mixed | Tennis | Athletics | Softball |
At Corpus Christi we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability, as is required by each subject discipline. To achieve this, Heads of Department should agree clear expectations for how subject knowledge and understanding will be demonstrated through oracy and literacy. This will allow all teachers to ensure that pupils show a deep understanding of their subjects using appropriate subject vocabulary. This is modelled by teachers and explained to pupils to continually reinforce the expected standard.
Heads of Department must ensure that appropriate reading strategies are implemented to meet the demands of their subjects. The strategies adopted must be informed by the demands of the intended scheme of work, pupils’ reading ages, and the key principles of the Corpus Christi approach to ensure pupils are supported in developing their reading, literacy, and oracy across the curriculum. Reading is differentiated across the curriculum to meet the needs of different ability groups, not only to support access to the curriculum but to also develop fluency and deepen understanding.
At Corpus Christi, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. Subsequently, this will allow teachers to measure the progress made by pupils through the curriculum, in relation to learning outcomes set out in schemes of work. In measuring the extent to which pupils have acquired knowledge and a secure understanding, teachers will be able to identify gaps in learning, to inform future teaching and planned interventions.
At Corpus Christi, all assessments must be suitably challenging whilst meeting the needs of all pupils. Suitable points for summative assessment are chosen by each Head of Department ensuring that they are embedded into the planned curriculum. Assessments are differentiated to ensure all academic groups can demonstrate their understanding and have the opportunity to make outstanding progress through the curriculum. It is the responsibility of each teacher to ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils.
This course is ideally suited to those who have a particular talent or enthusiasm for physical activities and are capable of pursuing a theoretical course of study in anatomy, physiology and exercise, sporting issues within our society and education involvement within our society.
Course Outline
The practical section of the course focuses on the development of performance in a number of the following sports: Badminton, Trampolining, Athletics, Cricket, Football, Gymnastics, Dance, Rock climbing.
The theoretical component is divided into two separate exams, both worth 30% of the overall GCSE; the content is taught over the two years.
Year 10 Scheme of Work Outline (Paper 1)
- Know the name and location of 19 bones within the human body.
- Understand and apply examples of how the skeleton provides or allows 6 main functions.
- Know the definition of a synovial joint.
- Know the elbow and knee hinge joints.
- Know the shoulder and hip ball and socket joints.
- Know the 6 types of movement at the hinge / ball and socket joints and apply them to examples from physical activity/sport.
- Know the name and location of the 11 main muscle groups within the human body.
- Apply the use of the 11 main muscles groups to physical activity/sport.
- Know the definitions and roles of an agonist, antagonist, and fixator.
- Explain antagonistic muscle action.
- Apply the roles of an agonist, antagonistic, fixator and antagonist muscle action to physical activity/sport.
- Know the 3 classes of lever and their use in physical activity/sport.
- Know the definition of mechanical advantage.
- Know the location of the 3 planes of movement in the body ad their application to physical activity/sport.
- Know the location of the axes of rotation in the body and their application to physical activity/sport.
- Know the roles of ligaments, cartilage and tendons.
- Know the double-circulatory system (systemic and pulmonary).
- Know the role of red blood cells and different types of blood vessels.
- Understand the pathway of blood through the heart.
- Know the definitions of heart rate, stroke volume and cardiac output.
- Understand the pathway of air through the respiratory system.
- Know the role of the respiratory muscles in breathing.
- Know the definitions of breathing rate, tidal volume and minute ventilation.
- Know the definitions of aerobic exercise and anaerobic exercise.
- Apply practical examples of aerobic and anaerobic activities.
- Understand the short-term effects of exercise and be able to apply the effects to examples from physical activity/sport.
- Understand the long-term effects of exercise and be apply to apply the effects to examples from physical activity/sport.
- Know the 10 main components of fitness.
- Understand the definition of each component of fitness.
- Apply practical elements of where each component of fitness is particularly useful in sport.
- Know suitable tests for each component of fitness.
- Collect and use data relating to each component of fitness.
- Know about different types of data & how to read data.
- Know the following definitions of principles of training and apply them to personal exercise/training programmes.
- Know the definition of FITT and apply the elements to personal exercise / training programmes.
- Know the different types of methods of training (definitions and examples).
- Understand the key components of a warm.
- Know the physical benefits of a warm up.
- Understand the key components of a cool down.
- Know the physical benefits of a cool down.
- Understand how the risk of injury in physical activity and sport can be minimised and apply examples.
- Know potential hazards in a range of physical activity and sport settings and be apply to apply examples.
Year 11 scheme of work outline (Paper 2)
- Be familiar with current trends in participation in physical activity and sport.
- Understand how different factors such as cultural, image, resources, people and social-economics can affect participation.
- Understand strategies which can be used to improve participation.
- Apply examples from physical activity / sport to all participation issues.
- Understand the influence of the media on the commercialisation of physical activity and sport and different types of media.
- Know the meaning of commercialisation, including sport, sponsorship and the media (the golden triangle).
- Understand the influence of sponsorship on the commercialisation of physical activity and sport and apply examples.
- Know the 10 main components of fitness.
- Understand the definition of each component of fitness.
- Apply practical elements of where each component of fitness is particularly useful in sport.
- Know suitable tests for each component of fitness.
- Collect and use data relating to each component of fitness.
- Know about different types of data & how to read data.
- Know the definition of motor skills.
- Understand and apply examples of the characteristics of skilful movement.
- Know continua used in the classification of skills.
- Apply practical examples of skills for each continuum along with justification of their placement of both continua.
- Understand and apply examples of the use of goal setting.
- Understand the SMART principle of goal setting with practical activities.
- Apply the SMART principle to improve and/or optimise performance.
- Know mental preparation techniques and be able to apply practical examples.
- Understand types of feedback and be able to apply practical examples.
- Know what is meant by health, fitness and wellbeing.
- Understand the different health benefits of physical activity and the consequences of a sedentary lifestyle including physical, emotional, social.
- To be apply the above to different age groups.
- To respond to data regarding health, fitness and well-being.
- Know the definition of a balanced diet.
- Know the components of a balanced diet.
- Understand the effect of diet and hydration on energy use in physical activity.
- Apply practical examples from physical activity and sport to diet and hydration.
Assessment
Assessment involves a 40% practical performance in three different sports chosen from their best practical marks. The practical mark includes an assessed piece of coursework based on the strengths and weaknesses of one of their chosen sports.
The two exams involve a mixture of multiple choice/objective test questions, short answer questions and extended answer questions.
Cambridge National Sports Studies
Unit R186: Sport and the media
- Understand the three different types of broadcast media and how they increase sporting media coverage
- Understand how print media / written press increase sporting media coverage
- Understand how digital and social media increase sporting media coverage
- Understand the positive effects that participation have on sport
- Understand how media raises the profile of sport
- Understand the positive effect that education has on sport
- Understand the positive effect that revenue has on sport
- Understand how external factors affect the decline on spectatorship and live sporting events
- Understand how ethical appropriateness of sports sponsorships affect the decline on spectatorship and live sporting events
- Understand how assists with the widening wealth divide in sport
- Understand how wider global issues and media demand can affect the decline on spectatorship and live sporting events.
- Understand how media coverage of inappropriate behaviour affects sports and performers
- Understand how media coverage of sporting heroes who come under scrutiny and criticism can affects sports and performers
- Understand how the media pressures athletes to look a certain way and its effect on mental health.
Unit R185: Performance and Leadership in Sports Activities
- Produce a detailed activity log book of practical performance in a wide range of activities
- Understand and identify the effect of key components on individual sporting success
- Be able to analyse skills and tactics of a performance
- Create methods that support improvements within a Training Programme
- Identify ways to measure improvement
- Application of the supporting methods in a training programme
- Create a training programme log to help measure improvement
- Impact on improving performance
- Understanding and describing the structure of a practical lesson
- Demonstrate and understand the importance of safety checks and warm up’s
- Planning of an activity
- Creating and describing different drills and progressions within a sporting activity
- Planning and creating a conditioned game within a sporting activity
- Identify and demonstrate elements of a cool down and Emergency Procedures
- Describe and produce a contingency plan within a sporting activity
- Produce and understand what a risk assessment is and identifying potential hazards
- Identifying the severity, residual risk rating and who is at risk of potential hazards
- Identifying the ways of reducing the risk from the hazard
- Identifying Emergency Procedures in Place (1 lesson)
- Identifying Child Protection and Safeguarding Needs
- Practical demonstrations of organising a sports activity session
- Practical demonstrations of leading/delivering a sports activity session
- Pupils delivering sessions
- Evaluation of What Went Well within the delivery of session
- Evaluation of what did not go well within the delivery of the activity session
- Analyse improvements for the future planned activity session
- Identify and describe what could be used to develop leadership skills for the future
Unit R184: Contemporary Issues in Sport (Exam)
- Identify and describe User groups
- Identify possible barriers to participation
- Identify possible barrier solutions
- Identify and explain how factors which can positively and negatively impact upon the popularity of sport in the UK
- Identify emerging/new sports in the UK
- Identifying Sporting values
- Understanding of the Olympic and Paralympic movement
- Identify and describe different sporting values, initiative and campaigns
- Understand the importance of etiquette AND sporting behaviour
- Understand the use of Performance Enhancing Drugs (PEDs) in sport describe the effects linked to sport for each type.
- Identify and describe the features of a major sporting event
- Identify the positive and negative pre-event aspects of hosting a major sporting event
- Identify the potential positive and negative aspects of hosting a major sporting event
- Explain what NGB’s do for their sport
- Identify differ types of technology in sport and explain the role they play in sport
- Identify and describe the positive effects of the use of technology in sport
- Identify and describe the negative effects of the use of technology in sport
- Identify and describe the positive and negative effects of technology on the spectator experience
For further information regarding the Physical Education curriculum please contact:
Mr Addison-Jones, email: nadd@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
