Physical Education
Learning Journey & Sequencing Rationale
In Year 7 and 8 our curriculum is designed so that learners experience a wide range of invasion, net and striking games allowing them to develop an understanding of each sport and develop the fundamental and transferable skills needed to participate in 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.
Unit overview - badminton
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Subject: Badminton Year 7 |
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Skills |
Core skills Being able to complete both long and short serves using a variety of serving techniques. Serve -short /middle with correct technique. Showing an effective return of serve which will allow the performer to see an attacking opportunity. Performing forehand shots including:
Advanced skills Being able to play confident net shots with both forehand and backhand. Showing strong footwork and court positioning at all times, especially late in the game. |
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Knowledge |
GCSE concepts related to: Know how to perform a warm-up and a cool-down, stating the different parts of a warm-up/cool-down and their importance to performance. The use of coordination and agility and how combined they effectively improve performance. The rules of badminton singles. |
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Rationale |
In year 7 we endeavour for all our students to learn the core skills required to play a game of badminton. We put particular emphasis on serving using the flick short technique as it is considered easier. We also focus on overarm and underarm clears which are the main shots in badminton. This enables all learners to play rallies. We also focus on students understanding the rules, so they can begin to play competitive games mainly half court. Badminton plays a vital part in the KS3 and GCSE curriculum at Harrow High School, giving learners a route into a new sport which they may have never experienced before. They will have the opportunity to develop their level of performance in both singles and doubles play. Badminton is an inclusive sport for learners of all abilities, combining high levels of speed, coordination and agility as well as focusing on the importance of cardiovascular endurance and muscular endurance. Learners at Harrow High School will be given opportunities to compete both in and out of school within Badminton extra - curricular clubs and borough competitions. Affiliated clubs (ask a member of the PE Dept. for more information)
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Unit overview - basketball
Subject: Basketball
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Skills |
Core Skills Understanding the importance of stance. Utilising different types of passes (chest, bounce & javelin) and the set shot. Being able to use dominant hand dribbling when attacking an opponent. Showing effective defence when marking players with the ball, whilst beginning to use boxing out whilst rebounding on offence and defence. Advanced Skills Using advanced shooting techniques for Year 7 including the lay-up. Dribbling using both hands, whilst using moves to outwit an opponent such as fake. |
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Knowledge |
GCSE concepts related to: The importance of continuous training for a basketballer and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. The rules of basketball including double dribble, travel and contact. Scoring in basketball. The importance of various components of fitness and how they can affect performance in basketball. Develop an understanding of performing a warm-up and a cool-down, and the different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
In year 7 we aim to develop student’s ability to take part in small games. We develop their core skills to participate in conditioned practices and games. We develop their basic core skills such as the set shot and more simple passing techniques that will allow students to experience some success. More able learners are encouraged to access the higher ended scaffolding parts of learning to develop more advanced skills. Physical Education (PE) develops students’ 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. The PE department at Harrow High school is committed to promoting a lifelong love of physical activity. Basketball is Harrow High School’s most popular extra-curricular sport, with one of the few dedicated basketball coaches across the country. We teach basketball to provide learners a chance to take part in basketball at a participation level, an extra-curricular level, an academy level and even a national level. Basketball is a sport for all abilities, which combines lots of movement and promotes a high level of physical activity within the class. The Harrow High School Basketball Academy is open to all learners, all of whom can have aspirations to replicate past learners, who have represented Great Britain and gone onto play college basketball in America. Affiliated clubs (ask a member of the PE Dept. for more information)
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unit overview - football
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Subject: Football Year 7 |
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Skills |
Core Skills Understanding the use of different types of passes and how to perform them. Short side foot passing 1 and 2 touch control. Applying the different forms of dribbling to a practise and facilitated game condition. Shooting techniques including driven shot from a stationary ball, moving onto a ball taking a touch then shooting, half volleys. We teach a range of shooting for set pieces and open play. Begin to develop basic defensive play using positioning, tackling and the use of defensive headers. Begin to develop basic attacking play using movement passing, shooting and attacking headers. Advanced skills More able learners will begin to use more advanced skills to allow a more effective offensive and defensive movement through man to man marking / being able to lose a defender / movement to create space and triangles. Demonstrating high efficiency at set pieces including penalties, free kicks, corners and throw ins. |
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Knowledge |
GCSE concepts related to: The importance of continuous training for a footballer and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. The rules of football including the Offside rule. Develop a knowledge of the components of fitness and the importance of specific components applying them to how they can affect performance in football. How to perform a warm-up and a cool-down, stating the different parts of a warm-up/cool-down and their importance to performance. The role the skeletal system plays in enabling you to take part in football safely. |
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Rationale |
In Year 7 we develop all of our student’s core skill base allowing them to participate in conditioned practices and games. All students learn how to perform basic core skills correctly such as passing and shooting, giving them the skill base needed to experience success and a foundation to develop from. More able learners are progressed at a faster rate. They work on improving the quality of their skills using various techniques. In all game activities, pupils think about how to use skills, strategies and tactics to outwit the opposition. Football is an inclusive sport for all learners of all abilities, combining high levels of speed, coordination and agility. Learners at Harrow High School will be given opportunities to compete both in and out of school at football, with almost all male GCSE learners choosing Football as one of their three sports to be assessed in. Affiliated clubs (ask a member of the PE Dept. for more information)
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unit overview - handball
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Subject: Handball |
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Skills |
Core Skills Students learn to use different types of passes when stationary whilst moving and utilising different types of two-handed catches. To learn effective shooting technique from a stationary position and when on the move. Standing shot, over arm, sling Positional tactics Defence formations (man for man) Utilising effective offensive and defensive movement to incorporate the use of feinting with the body, a pass or a shot. Advanced skills Develop the ability to catch with one hand and dribble using both hands. Learn to shoot with both hands. |
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Knowledge |
GCSE concepts related to: The rules of handball. Defensive and Attacking strategy. The importance of continuous training for a handball player and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. The various components of fitness and how they can affect performance in handball. How to perform a warm-up and a cool-down, stating the different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
Handball plays a vital part in the KS3 and GCSE curriculum at Harrow High School, giving them a route into a new sport which they may have never experienced before. In Year 7 students begin to learn the core skills needed to play handball. The aim in Year 7 is to equip students with the skills necessary to play in a Handball game and to experience success. We aim for all students to achieve the core skills taught and will advance more able learners with more complex skills so they are able to experience success more consistently. Handball is an inclusive sport for all learners of all abilities, combining high levels of speed, coordination and agility. Learners at Harrow High School will be given opportunities to compete both in and out of school at handball, with over 70% of GCSE learners choosing handball as one of their three sports to be assessed in. Affiliated clubs (ask a member of the PE Dept. for more information)
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unit overview - methods of training
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Subject: Methods of Training |
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Skills |
Core lessons Understanding Continuous training (bleep test & cooper run) Performing several different methods of training, including
Advanced content covered Relating methods of training to sporting examples and their impact. Performing different methods of training then stating the relevant components of fitness and why they are important. |
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Knowledge |
GCSE concepts related to: Develop knowledge of the different methods of training, what components they develop and sports would utilise them. Knowing the different components of fitness to the different methods of training, then having a knowledge to provide relevant sporting examples. Know how to perform a warm-up and a cool-down, stating the different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
In year 7 we begin to develop learners' understanding of a number of training methods. We introduce the method and get students to begin attempting it. We develop their understanding of the component trained and what types of sports may utilise it. The aim of this unit is to up skill students and their understanding so that they could train independently. We teach a variety of different methods of training to encourage learners to take part in physical activity outside of school. Participation in physical activities such as weight training, HIIT and circuit training increase dramatically once learners leave education due to various factors. At Harrow High School we give learners different routes to help ensure they stay physically active post education. Activities such as boxing, weight training and circuit training have proved immensely popular across all groups of learners at Harrow High School, with many learners taking part in these activities during lessons and in extra-curricular clubs. We also teach methods of training as part of our GCSE integration programme, giving learners a chance to experience GCSE concepts in a practical lesson. Physical Education (PE) develops students’ 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. The PE department at Harrow High school is committed to promoting a lifelong love of physical activity. Affiliated clubs (ask a member of the PE Dept. for more information)
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We aim to prioritise the return to full sport safely, in school, and the wider community level to remove a lot of barriers and mitigate risks. In the PE department at HHS we intend to implement a 3-step approach to sport and exercise: 1. ‘Prepare to Train’ We have already achieved this mark according to government and governing body guidelines. If we needed to, we could go backwards to this phase. In this phase we intend to work on the knowledge of rules, fitness and basic motor skills necessary to function in each sport. 2. ‘Prepare to Play’ We are in this phase in contact sports. In this phase we intend to teach and practice skills in small groups and play small sided games. This will be used in individual sports in order to enable learners to compete in conditioned games, for example working on the backhand drive in TT. 3. ‘Play’ In more individual sports, such as table tennis and badminton, we are able to progress into the play phase with certain restrictions applied by governing bodies and the risk assessments they have rigorously carried out in their sport. As guidelines for team sports change, so will our ability to begin more competitive full scenarios after recapping and developing specific skills. By applying these three phases to each sport, we can close the gap in learning. Through recapping previously learned rules / knowledge and skills we will rebuild each individual’s skills and knowledge of the sport enabling them to apply themselves to the tasks in a sporting context. |
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Unit overview - netball
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Subject: Netball |
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Skills |
Core Skills Being able to begin to use correct footwork at all times including pivoting. Learn passing techniques such as
Showing effective catching and begin to use the basic shooting technique. Being able to apply all these skills in a competitive scenario. Learn some of the positioning rules. Advanced Being able to catch the ball on the run and whilst in the air. Utilising the above passing techniques over a middle and longer distance. |
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Knowledge |
GCSE concepts related to: The rules of Netball including footwork and obstruction. The importance of continuous training for a netball player and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. How hand eye coordination is vital for a netball player, and how this must be combined with reaction time for optimal performance. The different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
In year 7 we begin to teach the core skills such as the chest pass and basic shooting technique, so all students can play in a competitive scenario. We condition games, so they are free flowing and gradually build up into some more confining rules such as positioning. We introduce the pivot and begin to try and get students to apply the footwork rule whilst playing. Pupils will focus on developing, implementing and refining team and individual game plans with the goal of outwitting an opponent. Pupils will focus on developing and implementing attacking and defending strategies and techniques. All game activities involve pupils thinking about how to use skills, strategies and tactics to outwit the opposition. Netball is an inclusive sport for all learners of all abilities, combining high levels of speed, coordination and agility. Learners at Harrow High School will be given opportunities to compete both in and out of school at netball, with almost all female GCSE learners choosing Netball as one of their three sports to be assessed in. Physical Education (PE) develops students’ 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. The PE department at Harrow High school is committed to promoting a lifelong love of physical activity. Affiliated clubs (ask a member of the PE Dept. for more information)
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We aim to prioritise the return to full sport safely, in school, and the wider community level to remove a lot of barriers and mitigate risks. In the PE department at HHS we intend to implement a 3-step approach to sport and exercise: 1. ‘Prepare to Train’ We have already achieved this mark according to government and governing body guidelines. If we needed to, we could go backwards to this phase. In this phase we intend to work on the knowledge of rules, fitness and basic motor skills necessary to function in each sport. 2. ‘Prepare to Play’ We are in this phase in contact sports. In this phase we intend to teach and practice skills in small groups and play small sided games. This will be used in individual sports in order to enable learners to compete in conditioned games, for example working on the backhand drive in TT. 3. ‘Play’ In more individual sports, such as table tennis and badminton, we are able to progress into the play phase with certain restrictions applied by governing bodies and the risk assessments they have rigorously carried out in their sport. As guidelines for team sports change, so will our ability to begin more competitive full scenarios after recapping and developing specific skills. By applying these three phases to each sport, we can close the gap in learning. Through recapping previously learned rules / knowledge and skills we will rebuild each individual’s skills and knowledge of the sport enabling them to apply themselves to the tasks in a sporting context. |
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Unit overview - table tennis
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Subject: Table Tennis |
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Skills |
Core skills Effective use of serving and returning a serve
Being able to use offensive strokes on the backhand
Being able to use offensive strokes on the forehand
Being able to use defensive strokes on the forehand and backhand (block). Begin the early understanding and attempted application of spin on strokes including topspin and backspin. Begin to develop the ability to assess their opponent to figure out strengths and weaknesses and use this information to outwit their opponent. Advanced skills Being able to effectively attack the other player using a high toss serve. Being able to effectively defend and stay in the point using blocks. Understanding and being able to apply top spin and back spin to attacking and defensive shots. |
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Knowledge |
GCSE concepts related to: Rules of Table tennis including service and scoring. The relevant methods of training to improve a table tennis players performance, in particular, circuit training.
The importance of agility and when a performer would need to change direction quickly in a game. Know how to perform a warm-up and a cool-down, stating the different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
In year 7 we introduce the skills necessary for students to play games. This includes the ability to serve and play basic backhand shots. Once this ability has been secured we gradually introduce more complex actions such as forehand, spins and pace of shots. More able learners progress more quickly and are advanced to more complex skills. We aim to have all learners able to play competitive games and rallies within their own skill level by the end of year 7. Table Tennis plays a vital part in the KS3 and GCSE curriculum at Harrow High School, giving learners a route into a new sport which they may have never experienced before. They will have the opportunity to develop their level of performance in both singles and doubles play. Table Tennis is an inclusive sport for learners of all abilities, combining high levels of speed, coordination and agility as well as focusing on the importance of cardiovascular endurance and muscular endurance. Learners at Harrow High School will be given opportunities to compete both in and out of school within Table Tennis extra-curricular clubs and borough competitions. Physical Education (PE) develops students’ 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. The PE department at Harrow High school is committed to promoting a lifelong love of physical activity. Affiliated clubs (ask a member of the PE Dept. for more information) PE after school clubs, Wembley and Harrow Table Tennis clubs – range of affiliated clubs. |
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We aim to prioritise the return to full sport safely, in school, and the wider community level to remove a lot of barriers and mitigate risks. In the PE department at HHS we intend to implement a 3-step approach to sport and exercise: 1. ‘Prepare to Train’ We have already achieved this mark according to government and governing body guidelines. If we needed to, we could go backwards to this phase. In this phase we intend to work on the knowledge of rules, fitness and basic motor skills necessary to function in each sport. 2. ‘Prepare to Play’ We are in this phase in contact sports. In this phase we intend to teach and practice skills in small groups and play small sided games. This will be used in individual sports in order to enable learners to compete in conditioned games, for example working on the backhand drive in TT. 3. ‘Play’ In more individual sports, such as table tennis and badminton, we are able to progress into the play phase with certain restrictions applied by governing bodies and the risk assessments they have rigorously carried out in their sport. As guidelines for team sports change, so will our ability to begin more competitive full scenarios after recapping and developing specific skills. By applying these three phases to each sport, we can close the gap in learning. Through recapping previously learned rules / knowledge and skills we will rebuild each individual’s skills and knowledge of the sport enabling them to apply themselves to the tasks in a sporting context. |
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Unit overview - volleyball
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Subject: Volleyball |
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Skills |
Core Develop the main shots to play a rally or competitive match for their age group.
Being able to select the most appropriate shot at a given time. The ability to play a 3 shot rally. Begin to understand positioning and the rotation between different positions at relevant times and apply them to practices. The ability to serve underarm. Being able to react to teammates' shots to maintain a rally. Using teamwork and communication. Advanced skills Utilising advanced serves such as overarm serve. Being able to use defensive shots such as a block and anticipating where the ball goes. |
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Knowledge |
GCSE concepts related to: The importance of plyometric training for a volleyball player and how this improves speed and power. The rules of volleyball.
The importance of specific components of fitness to a player. Know the different parts of a warm-up/cool-down and their importance to performance. |
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Rationale |
In year 7 we develop the core shots required for learners to access the sport of volleyball. We focus on the set and the dig. We begin to apply these in small conditioned practices and small conditioned games. Our aim is to promote their skill base and understanding so that they can play a semi competitive game with altered rules for year 11-12-year-old players. Pupils will focus on replicating and developing techniques as well as implementing and refining strategic play to outwit opponents. Pupils will be able to demonstrate the essential elements of attack and defence. In net games, it is the player's aim to get the ball to land in the target area so that the opponent cannot return it. Pupils should be able to accurately score and officiate volleyball games. Volleyball is an inclusive sport for all learners of all abilities, combining high levels of speed, coordination and teamwork. Learners at Harrow High School will be given opportunities to compete both in and out of school at volleyball. Physical Education (PE) develops students’ 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. The PE department at Harrow High school is committed to promoting a lifelong love of physical activity. Affiliated clubs (ask a member of the PE Dept. for more information)
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We aim to prioritise the return to full sport safely, in school, and the wider community level to remove a lot of barriers and mitigate risks. In the PE department at HHS we intend to implement a 3-step approach to sport and exercise: 1. ‘Prepare to Train’ We have already achieved this mark according to government and governing body guidelines. If we needed to, we could go backwards to this phase. In this phase we intend to work on the knowledge of rules, fitness and basic motor skills necessary to function in each sport. 2. ‘Prepare to Play’ We are in this phase in contact sports. In this phase we intend to teach and practice skills in small groups and play small sided games. This will be used in individual sports in order to enable learners to compete in conditioned games, for example working on the backhand drive in TT. 3. ‘Play’ In more individual sports, such as table tennis and badminton, we are able to progress into the play phase with certain restrictions applied by governing bodies and the risk assessments they have rigorously carried out in their sport. As guidelines for team sports change, so will our ability to begin more competitive full scenarios after recapping and developing specific skills. By applying these three phases to each sport, we can close the gap in learning. Through recapping previously learned rules / knowledge and skills we will rebuild each individual’s skills and knowledge of the sport enabling them to apply themselves to the tasks in a sporting context. |
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Knowledge Organisers
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.