Core PE – Curriculum Plan and Rationale

Years 7-11 – 2 hours per week

Activities are taught seasonally and taking into account when fixtures take place against other schools. This is the reason for doing rugby in the autumn term and football in the winter term. Hockey and netball run simultaneously across both terms. This is due to the county tournaments that organisers have placed in both terms due to the follow on competitions.

How the Mission Statement Aims are being met:

  • To provide high quality PE provision for all students not just as a performer, but as a coach or official as well

We do this not only through our core PE lessons, but through our extensive range of extra-curricular sporting opportunities (including House Sport) and a comprehensive range of primary school events that our students lead. Students are expected to take an active role in all lessons in some capacity, even when injured. Of course, we make the exception for serious injuries, but for standard muscle pulls for example, students are expected to get changed and take on the role of a leader, coach or official. We have an open-door policy at our extra-curricular clubs.

  • Encourage lifelong participation in physical activity and provide the platform to achieve this, by:
    1. Excellent and enjoyable learning for all
    2. Teaching excellent and engaging lessons
    3. A well-balanced and carefully structured core PE curriculum – balance between breadth and depth
    4. A comprehensive programme of fixtures and clubs for students to take in, that encompasses a range of sports
    5. Providing an enjoyable and successful D of E experience for students
    6. Develop strong community links with local sports clubs
  • Improve physical literacy of students

Students will be taught to outwit opponents in a range of different sports and develop the skills and techniques to be successful at them. Students will be able to evaluate their performances and the performances of others and suggest ways in which improvements can be made.

  • Educate students so as they are able to look after themselves and stay fit and active and healthy and as part of this, be able to exercise safely and effectively.

Students are taught how to warm-up safely for different activities as well as how to cool-down too. They will be taught to manage their exercise loads and taught effective ways to recover from exercise. Students are taught safe techniques and where they is a strong health and safety element, skills are broken down to ensure safety of students (such as tackling in rugby). Students are also taught to

  • Promote a love of the subject that leads into VIth form and further not just in lessons but through enrichment opportunities too.

Students will experience a wide range of clubs and fixtures against other schools and activities on Challenge Days too. In Year 7 students engage in a problem solving day and, in Year 9 a water sports day at a local venue. Typically students will have 3-4 fixtures against other schools in each sport. There are three opportunities for students to take part in sport representing their House. One in each of the terms, being sports day in the summer term. This will provide students with an opportunity to develop their competitive edge and hone qualities and values such as respect. Students have the opportunity to complete the Silver D of E award starting in Year 9.

Selected Year 10 students and Year 12 A-Level PE students go to the University of Worcester for an annual trip to undertake fitness testing, PE activities and have a tour of the campus and talk to university students about life studying at that level.

  • To make PE accessible for all, participation and inclusion are key.

Achieved by knowledge of the students that we teach and differentiating activities to meet their individual needs. We do this through studying student strategy guides and having open lines of communication with parents and students.

As mentioned above, students are expected to take part in all PE lessons and can do so, if not in the role of a performer, then a coach or official.

The Structure of Core PE

We strive to strike the balance between providing students with a breadth of activities to take part in, whilst also allowing them time to develop their skills and secure Mastery. To that end, students will spend ½ a term to a term on each sport and these vary with the seasons and the structure and make-up of the group.

The structure of a typical lesson in Years 7-9 is: warm-up, skill development and then applying the skills learnt into various conditioned or small-sided game situations.  This brings about the improvement in skills and the ability to outwit their opponents whilst learning techniques and tactics and developing knowledge of the rules and a respectful competitive edge through taking part in the games.

A typical lesson in Years 10-11, will involve warm-up, re-cap on skills and a longer time in game situations. This is how we develop the love of sport that hopefully means students will compete in sport after they leave JMHS. It also serves to help students gain knowledge of the rules of the sport and help to develop them to achieve their best possible grade at GCSE PE (practical).


In Year 7 students undergo a baselining scheme of work in which we test the students through a range of activities, grade them and then groups students accordingly (if possible) as a result. We use the results from these lessons as the initial JMHS grade for the students to build upon.

Students will be assessed at the start of each short term scheme of work to gauge their starting stage and then at various points during the course of the scheme at the teacher’s discretion.

Assessment is ongoing, informal, subjective and takes place in lessons. It is done through the use of conditioned games and practises and core tasks. This includes activities such as: Around the World/Table for badminton/table tennis, King/Queen of the Court, pass completion in netball, basketball, handball and self-assessment through game play. Students will be tested on their knowledge of the rules through Q and A or through officiating a small-sided game.

Support of PP Students

PP Students are targeted by teachers and encouraged to attend extra-curricular clubs where appropriate. As a minimum, teachers ensure that PP students are aware of what clubs are on offer and provide extra details is needed.

In terms of PE uniform, PE staff can and do look after the PE uniform of some of the PP students if that support is needed and see that it is washed and available to them at the start of each lesson.

Where items of uniform as missing, PE department ensures that PP students have a full PE uniform and sometimes seek to use PP funding to buy any missing items.

GCSE Physical Education – Curriculum Overview

Key Knowledge

Structure & functions of the musculoskeletal system

Structure & functions of the cardiorespiratory system

Anaerobic & aerobic exercise

Short & long term effects of exercise


Planes & axis of movement

Components of fitness

Principles of training

Optimising training & preventing injury

Effective warm up & cool down

Collecting, presenting and understanding data

Classification of skills

Target setting

Information processing

Guidance & feedback

Mental preparation for performance

Engagement patterns

Commercialisation of sport

Ethical & social issues in sport

Heath, fitness and wellbeing

Sedentary lifestyle

Energy, diet & nutrition

Practical performance (practical grades)

Performance analysis (coursework)


Students selecting Physical Education as a GCSE will be assessed on anatomy and physiology, movement analysis, physical training, socio- cultural issues in sport, psychology of sport, health, fitness and wellbeing and practical sports performance and analysis. This is all achieved by teaching theoretical content and high-quality practical PE.

Students will:

  • Study contemporary topics to develop a well-rounded skill set and prepare them for progression to further studies at level 3 and beyond.
  • Be able to exercise safely and effectively so as they are able to look after themselves and stay fit, active and healthy.
  • Be exposed to wider opportunities and careers relating to physical education and sport and develop soft skills relevant for all work places.
  • Strengthen their PE literacy skills, analytical skills and independent thinking throughout the course.
  • Enhance their numeracy skills by collecting, accurately recording and interpreting data to measure levels of fitness.
  • To continue to develop a lifelong passion for participation in and the study of physical activity.
  • Develop analysis and evaluation skills to complete the non-examination assessment (NEA) in a sport of their choice.
  • Confident, independent thinkers and effective decision makers who can operate effectively as individuals or as part of a team.
  • To experience the study of an aspect of Sports Science in a university setting.

Course Structure 

Year 9
2 lessons a week
Year 10
3 lessons a week
Year 11
2 lessons a week
Students will learn about different body systems and the effects of exercise. The types of fitness and training methods.

Key terminology and command words will be embedded to aid with assessments.

Students will be encouraged and directed to attend extracurricular clubs.

Students will complete half termly assessments throughout the year and a formal examination at the end of the year.

Students will focus on sociocultural influences and issues relating to sports participation. They will also learn about sports psychology principles and how physical activity can benefit health and wellbeing.

Movement analysis will build on prior knowledge from Yr 9.

Students will be encouraged and directed to attend extracurricular clubs

NEA will be started in the summer term.

Students will complete half termly assessments throughout the year and a formal examination at the end of the year replicating the final exams.

Students will complete NEA focusing on performance evaluation.

Practical performance grades will be finalised and video evidence gathered and submitted.

Students will be encouraged and directed to attend extracurricular clubs.

Students will focus on revision of material and application of knowledge to exam questions and exam technique.

Completion of mock exams in the spring term will be two full papers to inform final revision requirements.


Internal Assessment

Students will complete half termly assessments in lessons. The content will be to measure understanding of learning from that half term and previous terms where appropriate. Past exam question will be used to ensure accuracy in assessment and marking. End of year tests will also be used to measure learning and gaps in knowledge.

Formal Assessment

Two papers to be completed during the summer exam period in May. Paper 1 – Anatomy and physiology, movement analysis and physical training. Paper 2 – Sports psychology, socio-cultural influences and health, fitness and wellbeing. Both papers are 78 marks for 75 minutes total of 60% of final grade. Non-exam assessment (NEA) is worth 40%, equally split between performance evaluation coursework and three practical sports grades from both individual and team activities. NEA is marked internally but externally moderated by AQA.


All students in year 10 are given a revision guide to support their learning and students have access to an online text book via Kaboodle.

Within the classroom setting, students are directed to key terms that will be used throughout the lesson and encouraged to use them where possible. In addition to subject specific vocabulary, students are taught frequently used command words and shown how to approach these in exam questions.

Students are required to calculate heart rate intensities, interpret graphs and fitness test results and compare against normative data. Additional support and simple practice will be provided for students to enable independence for the exam.

SEND and Pupil Premium
Pupil Premium students will be given access to a free textbook to take home for the entirety of the course. Teachers will ensure students are strategically seated next to a positive role model, targeted questioning will be used and additional support with homework and coursework will be available, plus the use of booster sessions. If required, additional one to one support session can be arranged at the teacher’s discretion.


In order to challenge middle to high ability students, they are actively encouraged to apply their learning to longer answer exam questions and more complex topic areas. Links to A level are also discussed in more detail to enable them to achieve the higher grades and inspire them to study at level 3.

A Level PE – Curriculum Intent 

Three distinct theoretical areas run concurrently. Separate exam papers for each with no synoptic linking between strands required. Concepts in each are built gradually with frequent review and connection (where appropriate) throughout both Y12 and Y13.

The Physiological aspect of study involves developing the understanding of how systems’ structures relate to their function. This runs through the study of all the body systems with the skeletal and muscular system being jointly taught and similarly the respiratory and cardiovascular systems.  Key knowledge such as short term responses and long term adaptations to exercise run throughout the course starting with the muscular system and then developing during the study of the other body systems. Basic understanding of aerobic and anaerobic respiration and activity are gradually developed as central concepts in understanding training types, training thresholds, recovery and ergogenic aids.

Within the Psychological component key skill acquisition themes such as learning theories and stages of learning are introduced in their basic forms then re-visited, refined and connected during the study of other topics such as Guidance and Feedback. Themes of Motivation and Aggression are revisited and developed further as the later theme of Goal/Target setting is connected to them. The recurring psychological perspectives of Trait theory and Social Learning theories of acquiring behaviours are introduced in Y12 during the study of Personality so that key characteristics and a critical appreciation of each theory are grasped. These perspectives are subsequently used to inform more specific theories of Aggression and Leadership and Confidence in sport.

Socio-cultural themes are taught solely in Year 12, with a revision and exam preparation period built in to Year 13. This allows proportionate delivery of content. Socio-cultural factors are learnt in chronological order as the development from pre-industrial to 21st century is key to understanding all other topics. In term 3 technology in sport is studied earlier than prescribed so that it can be utilised and applied in the development in Y12 of the Evaluation and Analysis of Performance for Improvement (EAPI is a non-examination assessment coursework). Globalisation as a 21st century topic leads appropriately on to hosting global events.

EAPI Overview

This is a non-examined assessment that account for 15% of the overall grade. Students need to analyse a performance from a sport of their choice and then apply theory learnt to what they have seen. In Year 12, students are taught the elements of the course that can be applied to any performance. These will then be revisited at various times during the course.

EAPI – Year 12

Students need to understand the elements of speech: strengths and weaknesses analysis, followed by 8 –week plan of major identified weakness, coaching points and progressive practices. Students are then taught theoretical elements that can be applied to any performance and then how to apply them to gain maximum marks.

EAPI – Year 13

In Year 13, the work students produced in Year 12 is revisited. Time is spent cementing the structure for the speech and firming up what theoretical elements the students wish to use. We record the speeches at the end of December in Year 13 in order to give the students the best chance of doing well. This involves plenty of time practising elements of the speech and securing enough theoretical elements to achieve the highest grades.

Year 12 Overview

Term Physiological Factors Psychological Factors  Socio-Cultural Themes  NEA coursework (EAPI)

Term 1

  • Skeletal System
  • Muscular system
  • Cardiovascular
  • Skill Classification
  • Practice Types
  • Learning Theories
  • Stage of learning, Guidance
    & Feedback
  • Emergence and
    of modern
    sport and
    socio-cultural factors
  • Pre-industrial Britain
  • Post-industrial Britain
  • 20th century Britain
  • 21st century Britain
  • Globalisation of Sport
  • Performance Analysis
  • Energy systems
  • Fibre types
  • Assertion and aggression
  • Gamesmanship v sportsmanship
  • Stages of learning
  • Use of technology in sport – equipment and clothing
  • Social facilitation
  • Role of public schools

Term 2

  • Respiratory system
  • Newton’s Laws
  • Forces
  • Free body Diagrams
  • Technology
  • Stability
  • Levers & efficiency
  • Personality
  • Attitudes
  • Motivation
  • Anxiety
  • Aggression
  • Audience effects
  • Global Sporting Events
  • Background, aims and
    values of modern
  • Role of BOA, IOC
    and Paralympics
  • Political exploitation of
    Olympic games
  • Impact of hosting global sporting events
  • Modern Technology in Sport
  • Elite and participation level
  • Positive and negative impact on different groups
  • Advertising
  • Golden triangle
  • 8 Week Plan
  • Periodisation
  • Ergogenic aids
  • Consolidating work done
    so far

Term 3

  • Linear Motion
  • Angular Motion
  • Axis rotation
  • Fluid mechanics
  • Projectile Motion
  • Groups & Teams
  • Team Performance
  • Goal Setting
  • Connecting Goal
    setting to aggression, motivation and
    NEA work.
  • Ethics and Deviance in Sport
  • Drugs in Sport
  • Gambling
  • Violence
  • Commercialisation &
  • Impact of commercialisation
    on different groups
  • Media coverage of sport
  • Relationship between sport, sponsorship and media
  • Routes to Sporting Excellence
  • Talent ID to sporting excellence
  • Role of school, clubs and universities
  • Role of UK sport and national institutes
  • 8 Week Plan (cont.)
  • Nutrition
  • Types of training
  • Types of guidance
  • Principles of training
  • Motivation
  • Types of feedback
  • Consolidating work done
    so far


Year 13 Overview 

Term Physiological Factors Psychological Factors  Socio-Cultural Themes  NEA coursework (EAPI)

Term 1

  • Energy Systems
  • Recovery
  • Exercise at altitude
  • Exercise in heat
  • Memory models
  • Attribution
  • Confidence


  • Review work done in Year 12
  • Look over theoretical elements covered thus far
  • Select 20 elements to apply to the performance
  • First attempt at the full speech

Term 2

  • Injury Prevention
  • Injuries
  • Injury Treatment
  • Injury rehabilitation
  • Stress and Anxiety
    Effects on performance
  • Stress management techniques.
  • Goal setting revisited.
  • Leadership theories
  • Leadership types
  • Develop synoptic links
    between paper 3 topics
  • Revision and exam preparation
  • Record full speech

Term 3

  • Revision of topics
  • Exam practise questions
  • Focus on 20 marker
    and application
    of knowledge
    to question
    in the correct time
    scales to match exam
  • Developing Synoptic
    links within paper 2 topics (Y12 and Y13 work)
  • Revision & exam preparation


  • Revision & exam
  • Revision & exam preparation


Key Stage 3 and 4 National Curriculum Audit for PE