Physical Education

Learning Journey & Sequencing Rationale

Core Pathway

Our KS4 curriculum is designed to promote a healthy and active lifestyle where learners develop a long-lasting love for physical activity and sport.

Physical Education develops learners' competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. Our PE curriculum enables all learners to enjoy and succeed in many kinds of physical activity as well as developing abilities that will allow them to succeed in higher education and careers. At Harrow High School we endeavour to use Physical education as a means to help learners to develop the skills, knowledge, and competencies to live healthy and physically active lives at school and develop a lifelong love for physical activity. Through years 7 to 11 we equip learners with scientific knowledge about the different body systems, types of fitness and training, and healthy lifestyles. This knowledge is developed alongside physical skills and ability that allow all to engage in sports and exercise safely and competently both in and out of school.

GCSE Pathway

It is our intent within the delivery of GCSE Physical Education to prepare Year 10 and 11 learners for the future by equipping them with the knowledge to lead a physically and mentally healthy and active lifestyle while increasing their knowledge, understanding and practical ability in sport. We aim to develop our learners' understanding of the body systems, the functions of the mind in sport and analyse sporting movements. It is expected that learners are ambitious to achieve the best grades possible in order to extend their sporting and academic careers. At GCSE practical level we continue their physical learning journey developing the advanced skills learnt in Year 9. Learners focus on sports where they get the most ‘value added’ in order for better access to assessments. All GCSE learners are expected to attend co-curricular clubs and should be participating in sports clubs outside of school.

KS4 PE Curriculum Learning Journey

GCSE PE Curriculum Learning Journey

Sequencing

Year 10 sequencing rational

Our specification runs in line with the recommendations set out by the exam board AQA.

After an introductory lesson teaching about the requirement and assessment objectives in PE. We Begin learning 3.1.1 Anatomy & Physiology. This is an introduction to the human body and allows learners a basis in which to apply the other units and is a good basis from which to teach learners how to apply theoretical and scientific concepts to sport. It is also a complicated unit at times so allows us to revisit learning in the next term using interleaving and daily reviews.

We are then able to introduce Movement analysis which is touched on in Anatomy and Physiology for example types of movement and contraction. This initial knowledge allows learners to access new information and apply it to mechanical advantage and planes and axis, and apply it to sport.

Once learners have been taught the previous units such as the Muscular System, types of movement and contractions they can then access the unit on Physical training applying the Science learned from Anatomy and Physiology to modules such as methods of training and components of fitness that they can apply to sport.

Time	Topic	Practical: ^{Other sports that may be assessed will be taught in order to make assessments. However, teaching time will not focus on these areas (e.g. badminton, basketball and football).}
Y10, Term 1	Unit 3.1.1 Anatomy & Physiology	Handball Trampolining Netball
Y10, Term 2	Unit 3.1.2 Movement Analysis	Volleyball Table Tennis Netball
Y10, Term 3	Unit 3.1.3 Physical Training	Handball Netball Table Tennis

Unit overview - autumn term

Subject: Sports, Anatomy & Physiology
Skills	Understanding of the basic structures and functions of body systems that are particularly important to physical activities and sports. Evaluating the effects of the short and long-term effects of exercise on these systems, and how these effects can impact on physical fitness and performance. Ability to collect and use data, analyse movement and apply their knowledge and understanding, using examples from physical activity and sport Application of knowledge and understanding of the short and long-term effects of exercise on muscles and bones, the heart and the respiratory system. They will be able to apply understanding of these effects to examples from a range of physical activities and sports. Extended writing skills – knowledge of how 9 markers and 6 markers are marked. What AO1 / 2 / 3 content needs to be included and how to best structure their answers.
Knowledge	Names and locations of major bones Functions of the skeleton Types of Synovial joint Types of movements at hinge joints and ball and socket joints Components of joints Location of major muscle groups The role of muscles in movement Structure and function of the cardio vascular system Structure and function of the respiratory system Aerobic and Anaerobic exercise Short term effects of exercise on all the body systems Long term effects of exercise on all the body systems
Rationale	This unit will prepare learners for the further study of PE or sports science courses as well as other related subject areas such as biology and there is also a very close cross curricular link to Science. Learners will also develop the transferable skills that are in demand by further education, Higher Education and employers in all sectors of industry. The content of this unit will equip learners with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. This will require them to develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. And understand how the physiological state affects performance in physical activity and sport. This unit introduces and explores some of the physical factors which underpin participation and performance in physical activities and sports. Learners will start to explore the ways in which parts of the human body work and function during physical activity and the physiological adaptations that can occur due to diet and training. It is hoped that this will encourage them to continue to participate in physical activity through understanding the physical benefits for them.

Unit overview - spring term

Subject: Sports, Movement Analysis
Skills	Application of the three classes of lever and will be able to use examples from physical activities and sport to show where these levers might operate to produce movement. Understanding of the mechanical advantage provided by levers in movement. Conceptualising the three planes of movement and be able to give examples of these levers from different physical activities and sports. Application of Frontal, transverse and longitudinal axes of rotation to examples from physical activities and sports. Extended writing skills – knowledge of how 9 markers and 6 markers are marked. What AO1 / 2 / 3 content needs to be included and how to best structure their answers.
Knowledge	Lever systems – know the three classes of lever and their use in physical activity and sport Mechanical advantage Planes of movement – know the location of the planes of movement and their application in physical activity and sport Axes of rotation – know the location of the axes of rotation and their application in physical activity and sport Sporting examples for all aspects of movement analysis
Rationale	Learners will start to explore the ways in which parts of the human body work and function during physical activity and the physiological adaptations that can occur due to diet and training. The study of these topics will aid learners in the development of both their own practical performance and that of others. Learners will develop the ability to collect and use data, analyse movement and apply their knowledge and understanding, using examples from physical activity and sport. Biomechanics is most useful in improving the performance of an athlete through improving the technique rather than relying on physiological capacity and physical built. Learners will discover that human movement is the most important contributor to performance. Sports biomechanics studies human motion during exercise and in sports. Learners will develop an understanding of how Physics and the laws of mechanics are applied to athletic performance and how biomechanics can be applied to individuals, analysing their movements and coaching them for more effective movement during exercise and sports movement.

Unit overview - summer term

Subject: Physical training
Skills	Identification the components of fitness when observing sports: Recall the definitions of principles of training and be able to apply them to personal exercise/training programmes: Application of the definition of the elements of FITT (Frequency, Intensity, Time, Type) and be able to relate these elements to personal exercise/training programmes Analysis of the different types of training, definitions and examples of who would use them and why: Demonstrate the key components of a warm-up Justification of the physical benefits of a warm-up, including effects on performance: Application of examples of the key components of a cool down. Evaluate the physical benefits of a cool down Relate how the risk of injury in physical activity and sport can be minimised and be able to apply examples, Extended writing skills – knowledge of how 9 markers and 6 markers are marked. What AO1 / 2 / 3 content needs to be included and how to best structure their answers.
Knowledge	Components of fitness Be able to collect and use data relating to the components of fitness. Principles of training Injury in sport
Rationale	Learners will develop their knowledge and understanding of the components of fitness required for physical activities and sports and how each can be measured. This is really interesting for those learners with an interest or involved in sport. They are able to analyse sport and consider different ways that they can measure and improve fitness. Learners will also be able to apply their knowledge of training principles to personal exercise/training programmes to improve fitness, along with the knowledge of how to optimise training and helping to prevent injury. Learners will develop their knowledge and understanding of the components of fitness, including cardiovascular endurance, muscular endurance, speed, strength, flexibility and agility. Learners will be able to define each component and be able to apply using a range of practical examples from physical activities and sports. Learners will also develop their knowledge of suitable tests for each component. Learners will be able to collect and use data related to the identified components of fitness. Learners will develop their knowledge and understanding of the principles of training. They will be able to define each principle and be able to apply each to personal exercise/ training programmes. Learners will develop their knowledge and understanding of how to optimise training using the FITT principle and different types of training. Learners will develop their knowledge and understanding of the key components and physical benefits of the warm-up and cool down applied to physical activities and sports.

Knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.