The curriculum is sequenced coherently, allowing the interweaving of topics to support the acquisition of key concepts; it is compatible with the key requirements of the National Curriculum and robust collaboration between primary and secondary phases ensures progression.
Curriculum components are repeated over time, ensuring all pupils practise retrieval, master skills and concepts, develop long term memory and make progress from starting points. Retrieval tasks are built into all lessons to enable pupils to remember more.
The ‘Bigger Picture’ is shared with pupils, providing them with a rationale for their learning and to make links between lessons, allowing them to know more and remember more.
Teachers ensure lessons provide a supportive environment for all pupils including those with SEND, removing barriers to learning and participation through adaptive planning, modelling, scaffolding, explicit instruction and metacognitive strategies.
Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.
Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.
Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values.
The curriculum is enriched to include experiences outside the classroom, such as lunch-time clubs all throughout the year. The clubs match the activities being taught in the current cycle in order to extend the learning and level of the pupil. Several club activities lead to performance and teams which in turn, offer intra and inter-school competition. The different areas of the curriculum are covered as are team and individual sports.
Homework tasks allow pupils to watch live events on person or on television. Pupils can use social media to access information about the activity. This offers extension
PE has its own subject specific numeracy and language for health, fitness and sports specific words, numbers and data. Pupils need to record, track and analyse and interpret when required.
Key Stage 4 Assessment objectives
BTEC Level 2 Award
- know about the components of fitness and the principles of training
- explore different fitness training methods
- investigate fitness testing to determine fitness levels
- understand the rules, regulations and scoring systems for selected sports
- practically demonstrate skills, techniques and tactics in selected sports
- be able to review sports performance
- design a personal fitness training programme
- know about the musculoskeletal system and cardiorespiratory system and the effects on the body during fitness training
- implement a self-designed personal fitness training programme to achieve own goals and objectives
- review a personal fitness training programme
- know the attributes associated with successful sports leadership
- undertake the planning and leading of sports activities
- review the planning and leading of sports activities.
