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 |
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Skills |
Core skills Being able to complete both long and short serves using a variety of serving techniques Serve - Develop the short serve further
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. Effectively utilising backhand shots such as the overhead clear, drop shot, underarm clear, smash and drive Showing strong footwork and court positioning at all times, especially late in the game. |
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Knowledge |
GCSE concepts related to: Develop the knowledge of the rules of Badminton for singles and doubles. Develop the knowledge of 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. Know how to identify the importance of interval training for a badminton player and how this improves speed and agility, which will enable a player to maintain optimal performance. Develop a knowledge of the short and long term effects of exercise on the cardiovascular, respiratory and muscular system to performance in badminton. |
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Rationale |
In year 8 we continue to develop the core skills learnt in year 7 by continually using the serve and both clears. We then begin to teach new core skills such as the drop shot at the net and the back of the court. More able learners begin to use more backhand shots in these skills and practices. Learners participate in tournaments where these skills both core and advanced can be put into friendly competition. 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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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 - basketball
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Subject: Basketball |
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Skills |
Core Skills Develop a deeper understanding of the importance of stance and footwork. To continue utilising different types of passes (chest, bounce & javelin) and shots (set shot, jump shot and lay-up). Being able to use dominant hand dribbling when attacking an opponent. Showing effective defence when marking players with the ball, whilst using boxing out at the same time as rebounding on offence and defence. Advanced Skills Using advanced shooting techniques such as non-dominant hand lay-up and the hook shot. Performing a strong dribbling technique (both hands), whilst using moves to outwit an opponent such as fake and drive, cross over and cutting. |
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Knowledge |
GCSE concepts related to: Develop knowledge of the rules of Basketball building on rules previously learnt in year 7. Understand the importance of interval training and how this contributes to a fast break or getting back quickly to defend which will enable them to maintain optimal performance. Develop knowledge of how plyometric training will increase overall performance when rebounding or performing a lay-up. Develop a knowledge of the short and long term effects of exercise on the cardiovascular, respiratory and muscular system to performance in basketball. 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 8 we build on the core skills learnt in year 7 by developing the basic skills and incorporating new core passing, dribbling and shooting skills. This allows students to begin to experience a higher level of competition and allow for learners to develop the consistency of successful basketball actions. By the end of year 8 all learners should be able to participate in a game with varying levels of consistency and performance. 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 on to 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 |
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Skills |
Core Skills Continue to develop all learners' understanding of the use of different types of passes and how to perform them. Short side foot passing 1 and 2 touch control. Medium range to longer driven passes. Elevated long passing and crossing. Applying the different forms of dribbling to a practise and facilitated game condition. Incorporate and learn / develop new shooting techniques including driven shot from a stationary ball, moving onto a ball taking a touch then shooting, first time lay off striking, half volleys / volleys and heading. We teach a range of shooting for set pieces and open play. Demonstrate effective defensive play through positioning, tackling and the use of defensive headers. Demonstrate effective attacking play through movement, touch and control, passing, shooting and attacking headers. Advanced skills Continue to advance and progress offensive and defensive movement through man to man marking / being able to lose a defender / movement to create space and triangles. More able students will demonstrate a higher level of consistency and rate of success. Demonstrating increased consistency at set pieces including penalties, free kicks, corners and throw ins. |
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Knowledge |
GCSE concepts related to: Continue to develop the knowledge of the rules of football. The importance of continuous training for a footballer and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. The importance of interval training and how this contributes to attacking and defensive play. How the use of Fartlek training mirrors the physical expectations in a game where footballers will need to use aerobic and anaerobic respiration. The importance of various components of fitness and how they can affect performance in football. Performing 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 8 we continue to build on the core skills learnt in year 7. We begin to develop those passing skills to increase the range and options of skill students can draw upon in practices and games. We aim to increase each learner’s consistency and level of success in all settings whether they are gifted and talented performers or beginners. In these units, pupils focus on how to use basic principles of attack and defence to plan strategy and tactics for football. They work on improving the quality of their skills using various techniques. In all game based 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: Football |
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Skills |
Core Skills Continue to develop all learners' understanding of the use of different types of passes and how to perform them. Short side foot passing 1 and 2 touch control. Medium range to longer driven passes. Elevated long passing and crossing. Applying the different forms of dribbling to a practise and facilitated game condition. Incorporate and learn / develop new shooting techniques including driven shot from a stationary ball, moving onto a ball taking a touch then shooting, first time lay off striking, half volleys / volleys and heading. We teach a range of shooting for set pieces and open play. Demonstrate effective defensive play through positioning, tackling and the use of defensive headers. Demonstrate effective attacking play through movement, touch and control, passing, shooting and attacking headers. Advanced skills Continue to advance and progress offensive and defensive movement through man to man marking / being able to lose a defender / movement to create space and triangles. More able students will demonstrate a higher level of consistency and rate of success. Demonstrating increased consistency at set pieces including penalties, free kicks, corners and throw ins. |
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Knowledge |
GCSE concepts related to: Continue to develop the knowledge of the rules of football. The importance of continuous training for a footballer and how this improves cardiovascular endurance, which will enable them to maintain optimal performance. The importance of interval training and how this contributes to attacking and defensive play. How the use of Fartlek training mirrors the physical expectations in a game where footballers will need to use aerobic and anaerobic respiration. The importance of various components of fitness and how they can affect performance in football. Performing 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 8 we continue to build on the core skills learnt in year 7. We begin to develop those passing skills to increase the range and options of skill students can draw upon in practices and games. We aim to increase each learner’s consistency and level of success in all settings whether they are gifted and talented performers or beginners. In these units, pupils focus on how to use basic principles of attack and defence to plan strategy and tactics for football. They work on improving the quality of their skills using various techniques. In all game based 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 - methods of training
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Subject: Methods of Training Year 8 |
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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. Develop their performing different methods of training then stating the relevant components of fitness and why they are important. Analysing methods of training to health, diet and nutrition and what is a healthy, active lifestyle. Being able to apply principles of training to warm-ups and cool downs. |
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Knowledge |
GCSE concepts related to: The course content relates directly to the different methods of training, giving GCSE specific activities each lesson. We develop the understanding of the different components of fitness and principles of training to the different methods of training, then give relevant sporting examples. Understanding what health, diet and nutrition is and why lifelong physical activity is important. Knowledge of how to prevent injury within different methods of training. 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 8 we continue to develop learners' understanding of the principles of training. We allow students to take part in different training methods and incorporate fitness testing into our lessons. This allows students to be able to assess the impact of training on different components. Again our aim is that students can learn enough to access training effectively and 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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Unit overview - netball
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Subject: Methods of Training Year 8 |
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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. Develop their performing different methods of training then stating the relevant components of fitness and why they are important. Analysing methods of training to health, diet and nutrition and what is a healthy, active lifestyle. Being able to apply principles of training to warm-ups and cool downs. |
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Knowledge |
GCSE concepts related to: The course content relates directly to the different methods of training, giving GCSE specific activities each lesson. We develop the understanding of the different components of fitness and principles of training to the different methods of training, then give relevant sporting examples. Understanding what health, diet and nutrition is and why lifelong physical activity is important. Knowledge of how to prevent injury within different methods of training. 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 8 we continue to develop learners' understanding of the principles of training. We allow students to take part in different training methods and incorporate fitness testing into our lessons. This allows students to be able to assess the impact of training on different components. Again our aim is that students can learn enough to access training effectively and 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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Unit overview - table tennis
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Subject: Table Tennis |
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Skills |
Core skills Begin to introduce different forms of 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, slice and chop). Application of spin on strokes including topspin and backspin. 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, loop or counter hit. Being able to effectively defend and stay in the point using blocks and lobs. Understanding and being able to apply sidespin and corkspin to attacking and defensive shots. |
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Knowledge |
GCSE concepts related to: The rules of table tennis including service rules. Know how power and coordination need to work effectively together to maximise performance. Understand the importance of muscular endurance and look at what particular muscles are being used. Continue 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. |
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Rationale |
In year 8 we aim to advance all skills further compounding the core skills and adding a more diverse range of shots and techniques to learners arsenals that they can use in rallies and competitive scenarios. We begin to incorporate more complex practices that students may use at a higher level of performance, for example the four-shot rally. 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 |
Unit overview - volleyball
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Subject: Table Tennis |
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Skills |
Core skills Begin to introduce different forms of 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, slice and chop). Application of spin on strokes including topspin and backspin. 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, loop or counter hit. Being able to effectively defend and stay in the point using blocks and lobs. Understanding and being able to apply sidespin and corkspin to attacking and defensive shots. |
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Knowledge |
GCSE concepts related to: The rules of table tennis including service rules. Know how power and coordination need to work effectively together to maximise performance. Understand the importance of muscular endurance and look at what particular muscles are being used. Continue 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. |
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Rationale |
In year 8 we aim to advance all skills further compounding the core skills and adding a more diverse range of shots and techniques to learners arsenals that they can use in rallies and competitive scenarios. We begin to incorporate more complex practices that students may use at a higher level of performance, for example the four-shot rally. 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 |
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.