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Physical Education
Curriculum Intent
The Physical Education curriculum at Chesham Grammar School encourages students to develop a broad range of skills and gain experience in a wide range of sporting activities.
The curriculum is designed to inspire all students to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for students 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.
By the time that students leave the school we would like them to:
- develop competence to excel in a broad range of physical activities
- be physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives
Key Stage 3
| Year 7 | Year 8 | Year 9 |
|---|---|---|
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Key Stage 3 assessment
- Assessment in PE is carried out each half term and students are assessed on both their knowledge and understanding of each activity and their application of skills and tactics
Key Stage 4
J587 GCSE 9-1 Physical Education
| Year 10 | Year 11 |
|---|---|
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Applied Anatomy and Physiology:
Physical Training:
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* Coursework - Analysing and Evaluating Performance (AEP) 2.1 Socio-cultural influences 2.2 Sports psychology 2.3 Health, fitness and well-being. |
GCSE - Physical Education (Sports Science)
The GCSE physical education course is for those students who have a keen interest in PE lessons and an aptitude for sport. Pupils will be given the opportunity to study and participate in a range of physical activities. The precise programe of activities to be followed will be determined by the general strengths and interests of the group. Whilst aiming to improve the standard of their own performance, knowledge and understanding in a number of sports as a player, the theoretical side of the course will examine aspects of fitness and the body systems, exercise and training, safety, socio cultural influences, sports psychology and applied anatomy and physiology as part of a healthy active lifestyle through a range of teaching strategies.
Assessment Scheme
Weighting
60% Theory
30% Practical
10% Coursework
Exam Board: OCR
30% Applied A&P & Physical Training
30% Socio-cultural influences Sports psychology Health, fitness and well-being
2 x Written papers– 1 hour for both including:
- Multiple choice questions
- Short answer questions
- Scenario, longer answer questions
Practical: Performance in Physical Education 30%
Three practical performances in the role of a player. One performance must be as an individual player, the other performance must be taken from a team activity area, the final choice can be either team or individual. (see chart)
Course work: Analysis of Performance 10%
Students will give feedback on one selected activity through a written report, demonstrating their knowledge and understanding of rules; observing, analysing and evaluating a performance, planning strategies, tactics and practices and planning a personal exercise programme.
Activities and activity groups - three sports (one team, one individual and one either)
| Individual Activity | Comments |
|---|---|
| Amateur boxing | |
| Athletics | |
| Badminton | Cannot be assessed with doubles |
| Canoeing | Cannot be assessed with kayaking, rowing or sculling |
| Cycling | Track or road cycling only |
| Dance | This can only be used for one activity |
| Diving | Platform diving |
| Golf | |
| Gymnastics | Floor routines and apparatus only |
| Equestrian | |
| Kayaking | Cannot be assessed with canoeing, rowing or sculling |
| Rock climbing | Can be indoor or outdoor |
| Rowing | Cannot be assessed with sculling, canoeing |
| Individual Activity | Comments |
|---|---|
| Sculling | Cannot be assessed with rowing, canoeing or kayaking |
| Skiing | Outdoor/indoor on snow; cannot be assessed with snowboarding. Must not be dry slopes |
| Snowboarding | |
| Squash | Cannot be assessed with doubles |
| Swimming | Not synchronised swimming |
| Table tennis | Cannot be assessed with doubles |
| Tennis | Cannot be assessed with doubles |
| Trampolining | |
| Specialist activity | |
| Boccia | |
| Polybat |
| Team Activity | Comments |
|---|---|
| Association Football | Cannot be five-a-side or futsal |
| Badminton | Cannot be assessed with singles |
| Basketball | |
| Camogie | Cannot be assessed with hurling |
| Cricket | |
| Dance | This can only be used for one activity |
| Gaelic Football | |
| Handball | |
| Hockey | Must be field hockey, not ice hockey or roller hockey |
| Hurling | Cannot be assessed with camogie |
| Lacrosse | |
| Netball |
| Team Activity | Comments |
|---|---|
| Rowing | Cannot be assessed with sculling, canoeing or kayaking. This can only be used for one activity. |
| Rugby League | Cannot be assessed with rugby union or rugby sevens - cannot be tag rugby |
| Rugby union | Can be assessed as sevens or fifteen a side. Cannot be assessed with rugby league, cannot be tag rugby. This can only be used for one activity. |
| Squash | Cannot be assessed with singles |
| Table tennis | Cannot be assessed with singles |
| Tennis | Cannot be assessed with singles |
| Volleyball | |
| Specialist activity | |
| Blind cricket | |
| Goal ball | |
| Powerchair football | |
| Table cricket | |
| Wheelchair basketball | |
| Wheelchair rugby |
Please click on the link below to access further information directly from the OCR website:
Additional Information
Students will be given the opportunity to study and participate in a range of physical activities. The precise programme of activities to be followed will be determined by the general strengths and interests of the group.
Pupils on the GCSE PE course should be aiming to improve the standard of their own performance, knowledge and understanding in a number of sports as a player, leader or official, the theoretical side of the course will examine aspects of fitness, exercise and training, safety and applied anatomy and physiology as part of a healthy active lifestyle.