Curriculum Sequencing Documents - Physical Education
Core Themes (Definitions)
Head
Knowledge – The ability to demonstrate what they know about the activity/sport that they are currently studying (facts, information, awareness, grasp of the activity)
Understanding – The ability to understand an activity/sport and make judgements on situations they encounter (thoughts, feelings, judgement, insight)
Rules – The ability to take part in an activity/sport in an appropriate manner
Feedback – The ability to give information to others in a way that will allow them to improve and build upon existing skill set (self/peer assessment, Q&A, formative/summative assessment)
Analysis – The process of breaking down an element of an activity/sport into its ‘parts’
Communication – The process of giving information to another pupil in an appropriate manner
Heart
Effort – The willingness to try in an activity/sport under different environments/circumstances
Resilience – The ability to try and fail in an activity/sport and to find ways to overcome difficulties encountered
Respect – Building a sense of understanding of the thoughts and feelings of others. The ability to use equipment and be in a dangerous environment safely.
Confidence – The belief in ability and appreciation of skills or qualities in an activity/sport
Leadership – Ability to lead/organise a group within a given task/situation
Responsibility – Being accountable for their actions within an activity/sport. The opportunity to act independently and make decisions.
Hands
Physical Ability – The talent that is physically demonstrated within an activity/sport
Fitness Levels – The physical fitness and ability to cope with the demands of the activity/sport
Competitive – The ability to display a strong desire to succeed and to be successful
Technique – The skill set used within an activity/sport and their methods of displaying this.
Tactics – An ability to be able to use different strategies/plan to use different strategies within an activity/sport
Problem Solving – Being able to recognise a problem and think of methods to overcome the problem
| Year 7 | Year 8 | Year 9 |
| Autumn: Head – Communication Heart – Respect Hands - Technique |
Autumn: Head – Communication, Knowledge, Rules Heart – Confidence, Resilience, Responsibility Hands – Technique, Physical Ability |
Autumn: Head – Communication, Knowledge, Understanding, Rules Heart – Confidence, Resilience, Responsibility Hands – Technique, Physical Ability, Tactics |
| Spring: Head – Knowledge Heart – Effort Hands – Physical Ability |
Spring: Head – Communication, Feedback Heart – Confidence, Responsibility, Leadership Hands – Physical Ability, Tactics |
Spring: Head – Communication, Understanding, Feedback, Analysis Heart – Respect, Confidence, Responsibility, Leadership, Hands – Technique, Physical Ability, Tactics, Problem Solving |
| Summer: Head – Feedback Heart – Resilience Hands – Fitness Levels |
Summer: Head – Feedback, Analysis Heart – Effort, Resilience, Leadership Hands – Fitness Levels, Competitive |
Summer: Head – Communication, Understanding, Feedback, Analysis Heart – Responsibility, Respect, Confidence, Effort, Leadership Hands – Fitness Levels, Competitive, Physical Ability, Tactics |
Further factors such as particular groups of students, facilities, weather and the school sports calendar are considered when sequencing the curriculum timetable. Sports/activities have different Units of Work depending on how regularly they are completed on the timetable (e.g. football, netball, HRE have more Units of Work in comparison to badminton and dodgeball). Units of Work are sequenced to enable students to build on previous learning. Unit 1 is focused around introducing the core skills of each sport; Unit 2 is aimed at developing techniques of the skills covered in Unit 1, whilst introducing more advanced techniques, and Unit 3 is based around refining skills and techniques whilst increasing students’ knowledge and understanding of the tactics and strategies used within each sport / activity. If there are significant gaps in knowledge or ability level, then staff are advised to revisit core themes to ensure they are embedded fully before progressing – Units are designed so students have specific ‘tasks’ to complete throughout that Unit of Work, instead of having a lesson by lesson focus, as this can result in students being unable to access the rest of the curriculum.
