At the Darley Centre we believe that Physical Education should inspire all students to succeed in sport and other physically-demanding activities. It provides opportunities for our students to become more physically competent in ways which supports their health, fitness and wellbeing. Our curriculum offers all students the chance to compete in sport and other activities which build character and help to embed values such as teamwork, fairness and respect.
Students should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop their confidence and interest to get involved in exercise, sports and activities, continuing these in later life and understand and apply the long-term health benefits of physical activity.
We achieve this by:-
- Exploring and developing a variety of tactics and strategies to overcome opponents in team and individual games.
- Developing techniques and improving performance in competitive sports and physical activities.
- Taking part in outdoor and adventurous activities which present intellectual and physical challenges that encourage students to work in a team, building on trust and develop skills to solve problems, either individually or as a group.
- Analysing and evaluating their own and others’ performances and demonstrating improvements.
- Encouraging participation in sports and activities outside school through community links or sports clubs.
- Creating a sufficiently safe environment to encourage risk taking, acknowledging that we can learn from making errors.
- Developing students’ subject specific vocabulary.
- Setting challenging targets with high expectations for all pupils.
- Offering a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
- Enabling students to apply their knowledge and skills developed in Physical Education to other areas of the curriculum and real life.
Students at their current stage of study are on track to reach their end of stage targets which are formulated on aspirational expectation from their KS3 assessment levels. We make an informed prediction from our holistic assessments based on our subject mapping of expectation across the Physical Education curriculum. Assessments are made through considering the four areas of:
- Leading healthy, active lifestyles.
- Developing competence to excel in broad range of physical activities.
- Use a range of tactic and strategies to overcome opponents in direct competition
- Analyse and evaluate own performance and that of others and demonstrate improvements across a range of physical activities to achieve their maximum.
Teaching and learning is consolidated further by a rigorous system of AFL being encompassed in all lessons. This facilitates a greater pupil involvement in the learning process allowing them to gain confidence, take risks and achieve a higher standard of learning. Students regularly peer assess to support their peers improve their performance and to support their own ability to evaluate performances.
Cross curricular links: –
The Physical Education curriculum takes full advantage of links with other subject areas, we make the most of these because deep learning requires the transference of knowledge and skills from one topic of learning to another. Once students can transfer their learning across topics and subject areas then they are mastering what they know and how to apply their understanding and skills. Physical Education incorporates many other subjects such as mathematics, literacy, biology, geography and PSCHE.
Students learn methods of analysis and evaluation that are widely applicable to other subject areas helping their thinking in all subjects. They develop an array of skills comprising of how to outwit an opponent, how to work as a team and problem solve whilst instilling a resilience and self-confidence to persevere. Through developing these skills and qualities students will be equipped with the knowledge and understanding to overcome adversity and succeed.
- Students receive two Physical Education lessons per week, each lesson lasts 45 minutes.
- Learning objectives are shared, explained and referred to throughout the lesson.
- A variety of teaching and learning styles are used.
- Lessons are differentiated to meet individuals’ needs.
- Students are encouraged to be independent learners and think creatively to problem solve.
The Role of the subject leader
- To take the lead in policy development.
- To support colleagues.
- To monitor progress in Physical Education e.g. leading staff CPD, scrutiny of work, analysis of formal assessment data.
- To take responsibility for the choice, purchase and organisation of resources.
- To be familiar with current thinking concerning the teaching of PE, and to disseminate to colleagues.
Badminton, net/court games.
Football, invasion games.
Table tennis, net/court games.
Indoor cricket, striking/fielding games.
Outdoor and adventurous activities.
Dodgeball, net/court games
Boccia, target games.
Basketball, invasion games.
Short tennis, net/court games.
Rounders, striking/fielding games.
Volleyball, net/court games.
Futsal, invasion games.
Foot golf, target games.
Unihoc, invasion games.
Netball, invasion games.
Gymnastics, floor activities
The Darley Centre
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