Physical Education
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, care and respect. We aim to ensure that all pupils:
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develop competence to excel in a broad range of physical activities
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are physically active for sustained periods of time
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engage in competitive sports and activities
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lead healthy, active lives
At MYP level: Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
At KS4 level: Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.
British values are taught a number of ways in Physical Education lessons, from teaching tolerance and respect through team work and sportsmanship, to the rule of law, where students explore the many rules and regulations of the sports they participate in.
|
Term and duration |
Unit Title |
Module title |
Global context Key concept Related concepts |
Statement of Inquiry |
Assessment objectives |
AtL skills |
IB learner profile |
|
M1 12 weeks
M1 12 weeks L1 6 weeks
L1/L2 6 weeks |
UNIT 1 INVASION GAMES |
Rugby Hockey Football |
Fairness and development
Communication
Interaction and perspectives |
For a team to function effectively, all team members must know the laws of the game to interact and communicate efficiently and clearly. |
A: Knowing and understanding C: Applying and performing
|
Communication Interpret and use effectively modes of non-verbal communication |
Communicators Principled |
|
M2 L1 12 weeks
|
UNIT 1 NET GAMES |
Netball
Basketball
|
Fairness and development
Communication
Interaction and systems |
Clear systems of communication and interactions develops effective individuals and teams. |
A: Knowing and understanding C: Applying and performing |
Communication skills Interpret and use effectively modes of non-verbal communication
|
Communicators Caring |
|
M1 6 weeks |
UNIT 2 HEALTH RELATED EXERCISE
|
Cross country Fitness |
Scientific and technical innovation
Change
Environment and energy |
How does our body change as we adapt to our environment and improve our energy? How can we use technical innovation to track this? |
B: Planning for Performance C: Applying and performing D: Reflecting and improving performance
|
Self-management Demonstrate persistence and perseverance
Research Process data and reports |
Inquirers
Reflective
|
|
L1/L2 6 weeks |
UNIT 3 AESTHETICS |
Dance Gymnastics Trampolining |
Personal and cultural expression
Relationships
Movement and refinement |
"There may be people with more creativity and competency than you, but there’s no excuse for anyone to work harder than you do.” Why is perseverance vital in sport?
|
B: Planning for performance C: Applying and performing D: Reflecting and improving performance |
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams Give and receive meaningful feedback |
Open-minded
Reflective |
|
6 weeks |
UNIT 3 RACKET SPORTS |
Table tennis Badminton Tennis |
Personal and cultural expression
Relationships
Movement |
Personal expression and movement impacts on performance |
A: Knowing and understanding C: Applying and performing
|
Social skills Give and receive meaningful feedback |
Knowledgeable
Reflective |
|
S1 S2
6-12 weeks |
UNIT 4 STRIKING AND FIELDING |
Cricket Softball Rounders |
Scientific and technical innovation
Identity and culture
Refinement and interaction
|
Striking and fielding skills need refinement in order to generate risks and understand consequences, developing positional identities.
|
C: Applying and performing
|
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams
|
Balanced
Risk-takers |
|
S1 S2 6-12 weeks |
UNIT 4 TRACK AND FIELD |
Athletics |
Identities and relationships
Development
Adaptation |
Development and advances in technology create opportunities and challenges in equal measure
|
C: Applying and performing
|
Self-management Demonstrate persistence and perseverance Practise delaying gratification |
Open-minded
Risk-takers |
|
Term and duration |
Unit Title |
Module title |
Global context Key concept Related concepts |
Statement of Inquiry |
Assessment objectives |
AtL skills |
IB learner profile |
|
M1 12 weeks
M1 12 weeks L1 6 weeks
L1/L2 6 weeks |
UNIT 1 INVASION GAMES |
Rugby Hockey Football |
Fairness and development
Communication
Interaction and perspectives |
Participants in sport can bring different perspectives to the development and application of rules.
|
A: Knowing and understanding C: Applying and performing
|
Communication Interpret and use effectively modes of non-verbal communication |
Communicators Principled |
|
M2 L1 12 weeks
|
UNIT 1 NET GAMES |
Netball
Basketball
|
Fairness and development
Communication
Interaction and systems |
Communication and interactions within team systems allows for both security and freedom. |
A: Knowing and understanding C: Applying and performing |
Communication skills Interpret and use effectively modes of non-verbal communication
|
Communicators Caring |
|
M1 6 weeks |
UNIT 2 HEALTH RELATED EXERCISE
|
Cross country Fitness |
Scientific and technical innovation
Change
Environment and energy |
How can HRE help performers in other sports and environments?
|
B: Planning for Performance C: Applying and performing D: Reflecting and improving performance
|
Self-management Demonstrate persistence and perseverance
Research Process data and reports |
Inquirers
Reflective
|
|
L1/L2 6 weeks |
UNIT 3 AESTHETICS |
Dance Gymnastics Trampolining |
Personal and cultural expression
Relationships
Movement and refinement |
“To uncover your true potential, first find your own limits, then have the courage to blow past them.” Why are your strengths and weaknesses not any more important than others? |
B: Planning for performance C: Applying and performing D: Reflecting and improving performance |
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams Give and receive meaningful feedback |
Open-minded
Reflective |
|
6 weeks |
UNIT 3 RACKET SPORTS |
Table tennis Badminton Tennis |
Personal and cultural expression
Relationships
Movement |
The development of skills requires correct movement patterns and a good relationship with your doubles partner. |
A: Knowing and understanding C: Applying and performing
|
Social skills Give and receive meaningful feedback |
Knowledgeable
Reflective |
|
S1 S2
6-12 weeks |
UNIT 4 STRIKING AND FIELDING |
Cricket Softball Rounders |
Scientific and technical innovation
Identity and culture
Refinement and interaction |
How are skills transferred to and from other sports and how?
|
C: Applying and performing
|
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams
|
Balanced
Risk-takers |
|
S1 S2 6-12 weeks |
UNIT 4 TRACK AND FIELD |
Athletics |
Identities and relationships
Development
Adaptation |
Why is the history, present and future of the Olympic and Paralympic games important to the identity and development of a country?
|
C: Applying and performing
|
Self-management Demonstrate persistence and perseverance Practise delaying gratification |
Open-minded
Risk-takers |
|
Term and duration |
Unit Title |
Module title |
Global context Key concept Related concepts |
Statement of Inquiry |
Assessment objectives |
AtL skills |
IB learner profile |
|
M1 12 weeks
M1 12 weeks L1 6 weeks
L1/L2 6 weeks |
UNIT 1 INVASION GAMES |
Rugby Hockey Football |
Fairness and development
Communication
Interaction and perspectives |
What makes an effective system of communication during game play?
|
A: Knowing and understanding C: Applying and performing
|
Communication Interpret and use effectively modes of non-verbal communication |
Communicators Principled |
|
M2 L1 12 weeks
|
UNIT 1 NET GAMES |
Netball
Basketball
|
Fairness and development
Communication
Interaction and systems |
Umpires who communicate and interact clearly with performers promotes a just system. |
A: Knowing and understanding C: Applying and performing |
Communication skills Interpret and use effectively modes of non-verbal communication
|
Communicators Caring |
|
M1 6 weeks |
UNIT 2 HEALTH RELATED EXERCISE
|
Cross country Fitness |
Scientific and technical innovation
Change
Environment and energy |
How can changes in our heart rate demonstrate our fitness level? |
B: Planning for Performance C: Applying and performing D: Reflecting and improving performance
|
Self-management Demonstrate persistence and perseverance
Research Process data and reports |
Inquirers
Reflective
|
|
L1/L2 6 weeks |
UNIT 3 AESTHETICS |
Dance Gymnastics Trampolining |
Personal and cultural expression
Relationships
Movement and refinement |
“In life, there is no such thing as impossible; it’s always possible.” How can equipment increase the value in your performance? |
B: Planning for performance C: Applying and performing D: Reflecting and improving performance |
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams Give and receive meaningful feedback |
Open-minded
Reflective |
|
6 weeks |
UNIT 3 RACKET SPORTS |
Table tennis Badminton Tennis |
Personal and cultural expression
Relationships
Movement |
How can the relationship between our personal expression and movements lead us to be successful in a match? |
A: Knowing and understanding C: Applying and performing
|
Social skills Give and receive meaningful feedback |
Knowledgeable
Reflective |
|
S1 S2
6-12 weeks |
UNIT 4 STRIKING AND FIELDING |
Cricket Softball Rounders |
Scientific and technical innovation
Identity and culture
Refinement and interaction
|
Should both genders be able to play rounders, softball and baseball together? Can Development and advances in technology create opportunities and challenges in equal measure? |
C: Applying and performing
|
Social skills Delegate and share responsibility for decision making Manage and resolve conflicts Work collaboratively in teams
|
Balanced
Risk-takers |
|
S1 S2 6-12 weeks |
UNIT 4 TRACK AND FIELD |
Athletics |
Identities and relationships
Development
Adaptation |
How are sports adapted to make them more exciting for media purposes?
|
C: Applying and performing
|
Self-management Demonstrate persistence and perseverance Practise delaying gratification |
Open-minded
Risk-takers |
At GCSE level, we follow the Edexcel Physical Education GCSE exam board. Students have four theory lessons, and two practical GCSE theory lessons a week. Please see the link below for the Edexcel Physical Education specification.
Sports leaders - Alongside the GCSE course we also offer a Level 2 Sports Leaders UK course. This involves a combination of theoretical lessons, and practical leadership. We attend sporting events with local primary schools and take part in primary PE lessons. For the specification please click the link below.
Core PE - In Year 10 and 11, students are offered a variety of sports to participate in during their CORE PE lessons. Students enjoy having more choice over the sports they take part in. Lessons are usually structured with a warm-up, some drills-based practice, and competitive games.
We have an extensive list of extra-curricular sports clubs at Hockerill. Please see the full clubs list. Like other schools, we follow competitive seasons, but also offer several recreational clubs. Our clubs are before College, during lunchtime, and after College. We also run a large fixtures programme for multiple sports and attend all local district competitions. We also attend several National competitions throughout the academic year.
We have an annual Sports Awards dinner, where we celebrate the years sporting achievements including individual and team colours and trophies.