PE & Sport Sciences
Intent
Our intent for Physical Education faculty at Tavistock College is to give our students the opportunities and passion to understand why physical activity is important to their physical and mental wellbeing. As part of this we ask the question what does physical activity look like for them in the future? This enables them to make informed lifelong choices, whether this is through participation or competition. We have been in an ever changing and unpredictable climate, which has made a massive impact on both the physical and mental health of our young people which has more now than ever made this question vitally important. To achieve this and encourage active citizens, the Physical Education curriculum gives students experiences to develop their skills and understanding, within a wide breadth of physical activities, focusing on physical, cognitive and social/emotional skills. This can take various forms and encourages and motivates students to personalise their PE experience to enable the ethos and importance of staying both physically and mentally healthy. As well as this, as a PE team we focus on developing our students’ personal characteristics and skills. This encourages students to consider through Physical Education how they can develop confidence, respect, motivation, tolerance for others, integrity and resilience. These characteristics are vital in developing positive role models in our community and work in partnership.
Further information
Key Stage 3
At Key Stage 3, students participate in a structured rotation of diverse activity areas, designed to develop both practical skills and theoretical understanding. This approach enables pupils to build competence in physical performance while also exploring and revisiting key concepts that highlight the benefits of maintaining an active and healthy lifestyle.
The curriculum encompasses a broad range of activities, including both team and individual sports, problem-solving tasks, opportunities to perform at maximum personal effort, and exercises that promote safe and healthy participation. Students are also encouraged to accurately replicate movements and techniques, fostering precision and control.
Throughout the Key Stage 3 journey, students are assessed across multiple domains. These include leadership and teamwork, knowledge of health and fitness, skill acquisition and refinement, decision-making, tactical and strategic awareness, and the ability to analyse and evaluate performance.
Key Stage 4
At Key Stage 4, students follow personalised core PE pathways, providing them with a sense of ownership over their learning and enabling a deeper engagement with a range of physical activity areas. This approach not only enhances practical understanding but also promotes awareness of the various roles and responsibilities within physical activities, such as officiating, coaching, and leadership.
Throughout the KS4 core PE journey, students are assessed across a range of key areas. These include the development of leadership and communication skills, an understanding of the benefits associated with an active and healthy lifestyle, the refinement of physical skills, decision-making abilities, tactical and strategic awareness, and the capacity to analyse and improve performance.
In terms of theoretical PE, this is taught by subject specialists in a variety of topic areas which are revisited across the three years, enabling students to build upon previous knowledge at a higher level and discuss the impact on sporting examples. For level 2 PE there are two courses that can be explored.
Key Stage 4: AQA GCSE PE
This course explores a variety of different topic areas both in a theory and practical setting. There are two final theory exams at the end of Year 11.
Paper 1 – The human body and movement in physical activity and sport
78 marks – 1 hour 15 minutes – 30% of the final grade
Topics covered in the exam are -
- Anatomy and physiology for sports performance
- Movement analysis
- Physical training
- Use of data
Paper 2 – Socio-cultural influences and well-being in physical activity and sport
78 marks – 1 hour 15 minutes – 30% of the final grade.
Topics covered in the exam are -
- Sports psychology
- Socio-cultural influences
- Health, fitness and well-being
There is also a piece of written coursework which looks at analysing the performance of a performer, as well as practical assessments in skill and full context for three activities. This is in a mixture of team and individual activities.
Key Stage 4: OCR Sport Studies
This course encourages students to explore the study of sport and the application to real life practical sport, leadership and evaluation of the skills required there. They will study the following topics
Unit R184: Contemporary issues in sport
In this unit you will learn about a range of topical and contemporary issues in sport, relating to; participation levels and barriers, promotion of values and ethical behaviour, the role of high-profile sporting events, the role of national governing bodies and how technology is used within sport.
Unit R185: Performance and leadership in sports activities
In this unit you will learn how to develop your skills as both a performer, in two different sporting activities, and as a leader in one activity. As a leader you will have the opportunity to plan, lead and review safe and effective sporting activity sessions yourself.
Unit R186: Sport and the media
In this unit you will learn to explore both sides of these media sources and apply real life examples to demonstrate the nature of the relationship between media and sport. You will develop your ability to evaluate and interpret the different ways sport is represented by the media.
Key Stage 5: BTEC Sport Level 3 Extended Certificate
Unit 1 – Anatomy and Physiology
This unit allows students to appreciate how each of these body systems function, they will explore the structure of the skeletal, muscular, cardiovascular, respiratory and energy systems as well as additional factors which affect sport and exercise performance.
Unit 2: Fitness Training and Programming for Health, Sport and Well-being
In this unit, the students will explore the process required for screening clients and assessing their lifestyle and nutritional intake. How to interpret this information will then be examined. From this information they will explore how to make judgements on a specific individual’s current lifestyle and then suggest modifications to help improve the individual’s fitness, health and overall well-being. Fitness training methods will be examined for each component of physical and skill-related fitness. The selection of appropriate training methods for a selected individual and their application into a training programme will then be explored.
Unit 3: Professional Development in the Sports Industry
In this unit, students will research the different possible careers and the associated job roles in the sports industry, then action plan their development towards achieving a selected career aim. They will analyse their own skills and identify how to develop them into a career using a career plan. They will take part in application and interview assessment activities for a selected career pathway. They will evaluate their own performance to gain an understanding of the generic employability and specific-technical knowledge and skills required to access and progress in a selected career pathway in the sports industry.
Unit 4: Sports Leadership
This unit aims to develop your confidence in a variety of different roles when leading sport. The students will be guided through the requirements of effective leadership, and this will develop their knowledge and understanding of the leader’s role, the key skills, qualities and characteristics. You will be required to take on the role of a leader and demonstrate the necessary range of skills for the selected leadership role independently and as part of a team.
Key Stage 5: BTEC Sport Level 3 Diploma
Including the previous four units, the diploma also includes:
Unit 5: Application of Fitness Testing
The students will explore the principles of fitness testing and examine the factors affecting the selection and administration of tests, including validity, reliability and suitability of tests. They will explore a range of fitness tests and the administration process of each fitness test. You will consider the selection of appropriate tests for specific sports performers and demonstrate your ability to conduct a range of fitness tests.
Unit 6: Sports Psychology
The students will look at individual psychological factors that can influence performance and how a group can influence the outcome a sports team produces and how motivation can be developed and influenced. They will examine how arousal, anxiety, stress and self-confidence can affect performance and how these need to be controlled to achieve optimum performance. Finally, you will explore the psychological skills and programmes that can be used to improve performance.
Unit 10: Sports Event Organisation
The students will develop your knowledge of the planning, promotion and delivery of different types of sports events. They will develop their own proposal for a sports event and implement a plan to deliver a sports event. As a result of this they will plan, promote and deliver this event. They will also carry out a review of the sports event, drawing on information collected both during and at the end of the event
Unit 22: Investigating Business in the Sport and Active Leisure Industry
Students will investigate industry trends, changes and other developments such as technology, to explore how they can affect the performance, and ultimately the success, of businesses. You will use given data and other information to make recommendations on how a business should adapt and develop to take full advantage of market opportunities, while at the same time looking at how to reduce the potential effects of threats and risks. To complete the assessment task within this unit, you will need to draw on your learning from across your programme.
Unit 23: Skill Acquisition in Sport
Students will develop an understanding of skilled performance and will examine how sports performers are able to take information from their environment. They will explore the key theories of how individuals learn skills and how new skills can be presented, using different strategies to facilitate their learning.
Curriculum Plans
Sport Level 3 Y12 Curriculum Plan
Sport Level 3 Y13 Curriculum Plan
Curriculum time allocation
KS3 - 4 hours a fortnight
KS4 - 6 hours a fortnight (option)
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in PE and Sport Sciences
Planning
When planning in lessons we consider the cognitive load and development of learning. In a practical context modelling is used to reinforce key skills and how to develop these. During the modelling there will be narration of what is expected in the task and the consistency of this during lessons. These core skills are built upon each year, helping students prepare for that specific lesson content as well as to build upon previous learning. In a theoretical setting the resources planned also consider cognitive load and expectations during tasks. The lesson power points show learning journeys, so the students are aware of the current lesson content. This will also indicate the previous learning and what is upcoming in that topic area. There will also be modelling planned for with examples shown of how to complete and expectations around written work.
In PAVE directorate meetings, as well as link leadership meetings the team discuss pupils with SEND and how to respond effectively with their needs. This also includes checking for progress, whether this is the form of data, lesson drop-ins or looking at student work. This will indicate if we need to adapt and adjust in terms of planning and strategies around this or relevant CPD.
The PE schemes of learning link to the development of skills, knowledge and understanding. This also relates to a wide breadth of activities and relevant topical areas the students can discuss and understand.
In terms of teacher planning, we will complete class plans for the teaching groups including the use of ILP’s and ECHP’s this will form the use of different strategies to support the student’s learning. The plans are referred to by the teacher but also reviewed by the PAVE leadership team and in co-ordination with the SEND team.
Before each lesson
The individual needs of the students are checked by the team and any changes will be reviewed in terms of strategies being employed in their teaching. There will be a set seating plan and grouping plan used by the teachers and reflected on their knowledge of the students and specific SEND needs within a group.
As part of this seating plans in theory settings and groupings in a practical setting will also be reviewed by the team and adjustments made when necessary.
We regularly check Arbor for changes to individual needs and refresh our knowledge of required strategies.
Entry routine
The entry routines in PE are consistent and have a focus of the PE team meeting and greeting the students in a positive way. In a theoretical setting the teacher will meet the students by the classroom door and welcome them. In a practical setting this is done outside the PE block before the students go to the changing rooms. This enables the PE team to support any student’s issues or concerns promptly at the start of the lesson and to support in a positive way. In terms of routines thresholding is used where students are met with a positive and warm welcome. This will be at the classroom door for theory lessons or outside practical areas such as changing rooms.
It is important to build positive relationships, and this warm and positive approach encourages this. The students will transition into entry routines which will start with retrieval tasks. This takes place both in theory and practical settings these routines focus on previous learning whether this is recent recall or spaced practice. In a practical environment this will be part of the warm-up or practical starter to give the students time to think about the question posed. These will be available to see in theory lessons and verbally posed in practical lessons. This may take many forms including individually in silence or in group situations encouraging debate and discussion.
During teaching
During PE lessons the PE team will use a variety of teaching and learning strategies using the framework for learning. This will included direct instruction where the students will experience new ideas and concepts and new vocabulary around this. These ideas will be modelled live both in a theory or practical setting to enable to students to get a visual template of how to complete the task. In guided learning tasks the students will through the task with the PE staff, this is narrated to show the students the thought process at that moment of time. When the students are working independently, they have the opportunity work on their own to practice mastering the specific task. At this time the PE teachers will circulate consistently, looking for misconceptions or any individual support. This will enable the PE team to see the work being produced and any gaps that occur. The use of short marking in theory lessons will support this. The use of feedback will also be consistent, so there are opportunities for the students to gain feedback on how to take their work to the next level. This can be through targeted questioning or short marking. There is also the opportunity for instant feedback when the students are performing both individually and in a group environment. This will check for understanding and give the information required to improve that piece of work. There will be a series of questioning techniques being used and when using cold call strategies there is a prompt or time for identified students to check for accurate responses.
Having the confidence to share ideas and views are important, and a positive learning environment will support this.
When there is a TA present in lessons the teacher will communicate with them on how they can best support the learning in that lesson. This will be accompanied by the TA knowledge of the specific students and what works well in different situations. It is important, particularly in practical lessons for the TA’s to be involved in the doing part and this is shown in their lessons through positive working relationships.
To ensure consistency in behaviour, the College’s STAR behaviours system is used. This is narrated to the students with the expectations around this explained. This is done in a positive and warm way and sets consistency in both theory and practical lessons.
At the end of the lesson exit routines will be consistently used to finish the lesson in an appropriate way and set the standards to continue for the next lesson. This will include reinforcing expectations but also being positive about the day ahead and finishing the lesson in a positive way. As a result, thresholding will take when the lesson finishes.
After each lesson
After the lesson the PE teachers will review the lesson and consider how to move forward in line with the sequencing of lessons already set. If misconceptions are evident for SEND students in a lesson this is reviewed and could lead to adapting lesson content moving forward. Any misconceptions can also be addressed in retrieval tasks, both from recent previous learning and spaced practice to reinforce previous misconceptions. Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore enabling students to extend their work. If there are any concerns about specific learning experiences for students there is a positive relationship between the PE team and the SEND team, communicating and working together to resolve these issues.
After each assessment
Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore students are given developmental areas to work on too. Key areas of misconceptions are also retaught after assessments.
Reading and literacy in PE and Sport Sciences
Subject contact
Mr Elliot Parker