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Physical Education

KS3 Curriculum

During KS3 students build on what they have learnt in KS1 and KS2, making them more competent and confident in their performance, leading to participation in the more challenging extracurricular sessions.

In KS3 students will participate in four hours of physical education every two-week cycle. Students will have one outside lesson for two hours and two indoor lessons which are an hour each.

Term 1 and 2                                                                                             

In these terms Girls learn about football in their outside lesson while the boys learn about rugby. During the indoor lesson’s girls learn about basketball while the boys learn about badminton.

Term 3 and 4

In these terms Girls learn about netball in their outside lesson while the boys learn about football. During the indoor lesson’s girls learn about badminton while the boys learn about basketball.  

Term 5 and 6

In these terms Girls and Boys learn about athletics in their outside lesson and during the indoor lessons both girls boys learn about rounders/cricket and orienteering and problem solving.

Health and Fitness

During each year, the practical lessons have an underlying health and fitness area which the students learn about. This helps them to understand how their body works and therefore helps them improve their perfromance. It also gives them an insight into what GCSE physical education involves, shifting the idea that you have to be good at sport in order to do well in this coursel. In terms 1 and 2 the students learn about the muscular system and how it responds to exercise and sport, while in terms 3 and 4 the students learn about the cardiorespiratory system and its response to exercise and sport. In terms 5 and 6 the students learn about the different types of fitness and the energy systems and how these are improved tested and used in sport. At the end of each area students will sit a test on the area learnt, revision for which can be found below.

KS3 Test Revision Sheets

Muscle-Revision.docx

Cardiorespiratory-Revision.docx

Energy-systems-and-Fitness-Revision.docx

 

 

Schemes of Work

YR7-Scheme-Of-Work-2.xlsx

YR8-Scheme-Of-Work.xlsx

KS4 Curriculum

During KS4 students learn and tackle more complex and demanding skills and situations, building on the skills and principles learnt in KS3, once again leading to participation in extracurricular activities.  

In KS4 students will participate in two one-hour lessons of physical education every two-week cycle. During the year students will participate in a different activity in each half term. These activities will include:

Fitness

Aerobics

Football

Netball

Rounders

Basketball

Weights/Powerlifting

OAA

Badminton

Athletics

During these activities’ students will be focussing on aspects to help them improve their performance, develop their fitness and enhance their problem solving skills. These aspects are, developing their technique, analysing their performance, applying tactics and strategies, evaluating performance and problem solving. Even though there is a focus in the lessons, as a college we aim to try and keep the lessons fun, active and competitive with the introduction of different activities each half term. This is to try and give the students a positive experience of sport, with the aim that students continue to lead an active healthy lifestyle when they leave college and take away some skills that will help them progress in the work place.

Extra Curricular Sport

At Astor we offer students the opportunity to further develop their confidence, skills and to challenge themselves even more than in the lessons, by offering a variety of extra-curricular clubs at lunchtime and after college. In addition to these extra-curricular clubs we also run interform competitions, as well as getting involved in inter-school, district and Kent competitions, in which we run teams in all years.

Below is a term by term guide to the extra-curricular clubs run at Astor.

Sports-Clubs-Term-1-2.docx

Sports-Clubs-Term-2.docx

Sports-Clubs-Term-3.docx

Sports-Clubs-Term-4.docx

Sports-Clubs-Term-5.docx

Sports-Clubs-Term-6.docx

 

GCSE Physical Education

GCSE Physical Education (AQA)

When choosing GCSE physical education, students get five extra one-hour theory lessons per two-week cycle, to prepare them for two exams and to complete a personal exercise plan.

Exam 1

This is a written exam worth 78 marks, that makes up 30% of the overall grade. The exam is 1 hour and 15 minutes long and covers the following:

The human body and movement in physical activity and sport

  • Applied anatomy and physiology
  • Movement analysis
  • Physical training
  • Use of data

Exam 2

This is also a written exam worth 78 marks and is also worth 30 % of the overall grade. This exam is 1 hour and 15 minutes long and covers the following:

Socio-cultural influences and well-being in physical activity and sport

  • Health, fitness and well-being
  • Sport psychology
  • Socio-cultural influences
  • Use of data

Practical Performance

Students are assessed in three practical areas both internally and externally, which is worth 40 % of the overall grade. The three areas they perform are football/netball, basketball and badminton. Other sports can be assessed instead of the three mentioned, however performers need to be training and competing outside of college and need to be attending the extracurricular clubs for the other school-based activities. Students are given the opportunity to develop their skills in these areas, through their PE lessons, lunch time and after school clubs. Each activity is marked out of 25, the first 10 marks are for the skills in isolation and condition practices. The other 15 marks are awarded to the skills performed in a game.

Included in this area is an analysis of performance where students are assessed on their ability to analyse their own performance and then evaluate it, with the intended outcome being improvement. This area is also out of 25, with the first part being an analysis (strengths and weaknesses), which is out of 15 marks. The second part is an Evaluation (the use of theoretical principles to cause improvement), which is worth 10 marks. (P216 of the spec) This makes the practical and the P.E.P out of 100 marks.

Students are given the opportunity to develop their skills in these areas, through their PE lessons, lunch time and after college clubs. On average students that attend the extra-curricular practices achieve 5-8 marks more than students that do not, which can have a big impact over the three practical activities. Below is the assessment criteria for the sports mentioned.

Association-football-AQA.docx

Netball-AQA.docx

Badminton-AQA.docx

Basketball-AQA.docx

Here are the subject areas covered over the two year course, with some helpful resource links.

GCSE-Scheme-Of-Work-YR1-1.xlsx

GCSE-Scheme-Of-Work-YR2.xlsx

PE Kit and Equipment

Sports equipment

Being organised for their PE lessons is something that we as a department encourage the students to be, as it not only benefits everybody in the lesson but is also a valuable skill students take away from Astor that will benefit them throughout their life.

Below is the equipment they need to bring to all their lessons.

Boys Equipment

Black Astor shorts 

White Astor T-shirt 

Black and amber rugby shirt

Black football socks

Gumshield (for rugby)

Clean trainers

Football boots (for football and rugby)

In addition, boys can wear black or dark blue tracksuit bottoms over their shorts when it's cold.

Girls Equipment 

Black Astor shorts and/or plain black leggings 

White Astor T-shirt

Black and amber fleece

Black football socks

Clean trainers

In addition, girls can wear black or dark blue tracksuit bottoms over their shorts/leggings when it's cold.

GCSE and A Level Equipment

For GCSE and A level sport students get to wear a personalised PE top with the course on the back and their initials on the front. For GCSE PE it is a blue and white sports top and for A level it is black and white. These are worn with the Astor black shorts (boys) Astor shorts and/or black leggings (girls) with dark blue/black tracksuit bottoms over the top if it is cold.

Sports tops can be ordered through the PE department.

Safety is always a priority in lessons, therefore hair must be tied back, all jewellery taken of/out, no chewing gum and fingernails kept short.

Athletics

In terms 5 and 6 students will learn about athletics and how to analyse their own and others performance to improve technique and therefore the outcome. During this time they will also learn the rules and health and safety associated with the different events. Whilst doing this in the lesson, students can gain bronze, silver and gold athletics awards. The standards for these awards can be seen below.

Lesson-Standards.docx

Over the years at Astor college many of the students have gone on to exceed these standards and achieve college records. Below is a list of the college records to date.

Boys-College-Records.docx

Girls-College-Records.docx

A Level Physical Education

A LEVEL PHYSICAL EDUCATION (AQA)

When choosing the A level Physical education course, students study in 9 lessons per two-week cycle, to prepare them for the two written exams and performance analysis and development programme that they write.

Exam 1

Factors affecting participation in physical activity and sport

This is a written exam is worth 105 marks, which makes up 35% of the overall grade, lasts 2 hours and covers the following:

  • Applied anatomy and physiology.
  • Skill acquisition Section
  • Sport and society

Exam 2

Factors affecting optimal performance in physical activity and sport

This is a written exam is worth 105 marks, which makes up 35% of the overall grade, lasts 2 hours and covers the following:

  • Exercise physiology and biomechanics
  • Sport psychology
  • Sport and society and technology in sport

 

Non-exam assessment

Practical performance in physical activity and sport

This part of the course is worth 90 marks and makes up 30% of the overall grade. There are 45 marks from the practical and 45 marks from the analysis and evaluation.

In the role of the player/performer or coach students must analyse two components of a physical activity. One component must be physiological and the other can either be a tactical or technical component.

Practical Performance

Students are assessed as a performer or coach in the full sided version of one activity in the following skills:

Area of assessment 1: Technical quality – aspect 1 (15 marks).

• Area of assessment 2: Technical quality – aspect 2 (15 marks).

• Area of assessment 3: Application of strategic/tactical awareness (15 marks).

 

 

Written/verbal analysis of performance. 20 marks

Performance analysis assessment (analysis and evaluation) Students are required to analyse and evaluate, using appropriate theoretical content included in the specification, a performance as either player/performer or coach, in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another, as long as it is in an activity that is from the specification. This can be completed either:

• in a purely written format, or

• via a combination of a written format (eg continuous prose/PowerPoint slides etc) and additional verbal explanation (eg expanding on PowerPoint presentation/interview).

Students will be assessed on their performance analysis assessment in the following two skills:

Analysis (20 marks)

• Evaluation (25 marks)

Students will be assessed against the levels of response grids. Analysis Students should identify and explain two weaknesses: one from Area of assessment 2 and one from Area of assessment 3. The weaknesses can be in their own performance or the performance of another. For each area of assessment, students may choose just one weakness (to show depth of knowledge) or more than one weakness (to show breadth of knowledge), but students must analyse weaknesses consistently in order to meet the bands in the assessment criteria. Weaknesses must:

• link to either the core or advanced skills/tactics at A-level

• be from a competitive context

• be analysed in relation to the desired outcome (this may be a comparison to an elite performer, correct technical model or own/others' successful performance).

In the role of coach, the student will analyse others' performances within a fully competitive game/ formal conditions and discuss the impact that their weakness(es) have on the performance being analysed.

Evaluation 25 marks

Students must demonstrate their knowledge of theoretical cause(s) and correction(s) for each of the weaknesses identified, ie the weakness(es) from Area of assessment 2 and the weakness(es) from Area of assessment 3. They must demonstrate depth of theoretical understanding across both weaknesses. All causes and corrective measures used by the students must be from the theoretical content within the specification.

 

 

Interform Sport

During the year all students are given numerous opportunities to challenge themselves. One of the ways this opportunity is given, is through interform competitions, where forms in all years compete in a range of sports listed below:

Football

Netball

Badminton

Basketball

Cross Country

Rounders

Athletics - Sports Day

Over the year the points from each event accumilate, with the overall winners from each year group being announced and trophies presented after Sports Day in July.