Physical education

General Overview

At Key Stage 3 (KS3), students receive four hours of Physical Education across a two-week timetable. In Key Stage 4 (KS4), students have with three hours of core PE per fortnight, with the additional opportunity to choose GCSE PE as an examination subject.

All students are required to wear the Ibstock School Red PE Kit to ensure they are fully prepared for lessons.

In KS3, students are primarily taught in form groups, allowing for consistency and peer collaboration. At KS4, lessons are delivered in mixed-gender option groups, providing a varied and inclusive learning environment.

Throughout the academic year, a wide range of extra-curricular sports and activities are offered to extend learning beyond the classroom and to provide competitive opportunities for students. Details of these clubs are regularly shared via the student daily bulletin.

Stay up to date with our latest news, events, and sporting achievements by following us on X (formally known as Twitter): @ibstock_PE

KS3 Curriculum Intent

Our intent in Physical Education is:

“To develop knowledge and skills, as well as to create positive experiences, in order to instil a lifelong appreciation of the importance of physical activity.”

At Ibstock School, our PE curriculum is designed to inspire a generation and promote lifelong participation in physical activity. We aim for all students to:

Enjoy their PE experience

Succeed through a broad range of opportunities

Develop essential life skills such as teamwork, resilience, leadership, and communication

Through a carefully structured and inclusive curriculum, students are given the chance to reach their full potential and improve their physical, mental, and social wellbeing.

PE lessons are active, engaging, and challenging. They offer opportunities for students to take on varied roles, including performer, coach, and official, and often involve competitive scenarios that help build confidence and character.

Our overarching goal is to ensure every student leaves school with the skills, motivation, and positive mindset to remain physically active throughout their lives.

Activities Taught at KS3:

Athletics

Badminton

Basketball

Football

Gymnastics

Health Related Fitness

Hockey

Netball

Pickleball

Rugby

Table Tennis

Trampolining

Swimming (including water rescue skills)

Striking and fielding games – Cricket, Rounders and Softball

World Games

These activities provide a balanced and engaging curriculum that supports skill progression, fitness, and enjoyment.

KS3 PE Assessment

At Key Stage 3, students build on the physical development and skills acquired during Key Stages 1 and 2. They become increasingly competent, confident, and skilled in a wide range of physical activities and begin to apply these techniques across different sports and situations.

The core objective at KS3 is to foster a love for Physical Education through exposure to a wide variety of activities. Our curriculum promotes the development of:

Knowledge, skills, and understanding across a range of physical activities

Personal character through our assessment criteria:

Physical ME – mark out of 20

Social ME – Working Towards / On Target / Above Target

Emotional ME – Working Towards / On Target / Above Target

Physical ME:

Students will develop core and advanced skills, deepen their understanding of rules and techniques, and improve decision-making and tactical awareness in both individual and team activities.

Social ME:

Communication – within PE can be verbal, non-verbal, or visual. You will be expected to articulate clearly and confidently, using key terminology accurately and effectively.

Empathy – you are expected to demonstrate empathy in PE by being supportive and encouraging of your peers, offering constructive feedback, and showing respect in both competitive and cooperative scenarios.

Respect – in PE means acknowledging the rights and wishes of others, and you will demonstrate this by caring about their thoughts, feelings, and beliefs.

Emotional ME:

Confidence – in PE means believing in your ability, especially when outside of your comfort zone, and showing a willingness to try new activities and skills without hesitation.

Independence – means being open to learning and making positive decisions without relying on others, which you will demonstrate by being PE ready and taking responsibility for your own learning.

Resilience – means having a challenge mindset, facing difficulties positively, and believing in your ability to overcome them.

KS4 Core PE Curriculum Intent

Our intent in KS4 Core PE is to develop knowledge and skills, as well as to create positive experiences, in order to instil a lifelong appreciation of the importance of physical activity.

At Ibstock School, our PE curriculum seeks to inspire a generation to engage in lifelong physical activity. We want all students to enjoy their experience, succeed in their learning, and develop essential life skills through a broad and inclusive programme.

We provide a wide range of opportunities that enable students to reach their full potential while improving their health and wellbeing. PE lessons are designed to be active, incorporate competitive scenarios, and challenge students by allowing them to take on a variety of roles.

KS4 Core PE Assessment

Students will receive an Attitude to Learning grade using the following scale:

-Leading Learner 

   -Independent Learner            

   -Standard Learner Expectations 

   -Not Yet Meeting Standard Learner Expectations 

   -Serious Cause for Concern 

In KS4 Core PE, students are assessed using the following criteria:

Bringing their Ibstock PE kit to every lesson
Taking up leadership roles (e.g., leading warm-ups, drills, umpiring/refereeing)
Helping to set up equipment
Coaching others by providing feedback and encouraging peers
Participating to the best of their ability

GCSE PE

OCR GCSE PE is an exciting and dynamic course that combines practical sport with theoretical understanding of the human body, physical activity, and performance. It is ideal for students who have a keen interest in sport, health, fitness, and physical activity — both in and out of school.

Overview of the course can be found here: https://www.ocr.org.uk/qualifications/gcse/physical-education-j587-from-2016/

What Will Students Learn?

The course is designed to develop students’ knowledge, skills, and understanding of:

Applied Anatomy and Physiology – How the body systems work and respond to exercise.

Physical Training – Principles of training, fitness components, and how to improve performance safely and effectively.

Socio-cultural Influences – The impact of media, sponsorship, and culture on participation in sport.

Sports Psychology – How motivation, goal setting, and mental preparation influence performance.

Health, Fitness and Wellbeing – Understanding the benefits of an active lifestyle and making informed choices about health.

How Is the Course Assessed?

The OCR GCSE PE course is assessed through a combination of written exams and practical performance:

60% Theory (Two written exams):

Paper 1 (30%) – Physical factors affecting performance

Paper 2 (30%) – Socio-cultural issues and sports psychology

30% Practical Performance:

Students are assessed in three sports (one team, one individual, and one of either)

Evaluation and analysis of performance to improve effectiveness (coursework)

10% Coursework:

A written piece focused on analysing and evaluating performance in one chosen sport

Who Is This Course For?

GCSE PE is ideal for students who:

Enjoy sport and physical activity

Are enthusiastic about learning how the body works

Participate in sport both in and outside of school

Are considering careers in sport, physiotherapy, coaching, teaching, fitness, or health

Future Pathways

Students who successfully complete GCSE PE often go on to study:

A Level Physical Education

BTEC Level 3 Sport

Careers and apprenticeships in the sport, health and fitness industries

Practical Assessment

The practical assessment is a key part of the OCR GCSE PE course and makes up 30% of the final grade. Students are assessed in three different sports or physical activities: one must be a team activity, one an individual activity, and the third can be from either category. Performance is assessed based on the student’s ability to apply relevant skills, techniques, and tactics in a competitive or formal setting. Students are expected to demonstrate consistent performance under pressure, showing a clear understanding of the rules and strategies of each sport. It’s important that students participate regularly in their chosen activities, both in and outside of school, to develop and refine their performance. Sports must be selected from the approved OCR list to be eligible for assessment.

Practical information including lists of sports and criteria for each can be found here: https://www.ocr.org.uk/Images/234827-gcse-guide-to-non-exam-assessment.pdf

Coursework (AEP)

As part of the OCR GCSE PE course, students complete a piece of coursework known as the AEP – Analysis and Evaluation of Performance, which accounts for 10% of the final grade. In this task, students select one of their assessed sports and critically analyse their own performance, identifying strengths and areas for improvement. They then create a detailed action plan to enhance their performance over time, applying knowledge from areas such as training methods, fitness components, and goal setting. The AEP allows students to demonstrate their understanding of the theoretical content in a practical, real-world context, and encourages them to think like a coach or sports scientist. It is completed under controlled conditions and is assessed by teachers and moderated by the exam board.

OUR Extra Sporting Opportunities

At our school, we are proud to offer a wide range of extra sporting opportunities beyond the regular physical education curriculum. Students can take part in after-school clubs, inter-school competitions, and specialist coaching sessions in sports such as football, netball, athletics, basketball, and more. These activities are designed to promote teamwork, resilience, and a healthy lifestyle, while also helping students discover and develop their individual talents. Whether a beginner or a budding athlete, every student is encouraged to get involved and enjoy the benefits of an active, engaged school life.

I am…	Range of Skills	Quality of Skills	Physical Attributes	Decision making
Working Above (4-7 Marks or above)	I can demonstrate many core skills and few advanced skills in isolation and under competitive pressure in performance situations.	I can perform core skills with limited consistency and some accuracy, control and fluency. I can perform some advanced skills with limited consistency and often lack accuracy, control and fluency.	I can demonstrate sufficient levels of fitness and psychological control to perform with some effectiveness.	I can select and use appropriate skills on some occasions and sometimes apply team strategies/ tactics/ compositional ideas demonstrating some understanding of the activity. I demonstrate limited awareness of the rules/regulations of the activity during performance and I demonstrate limited awareness for the safety of myself and others. I demonstrate limited awareness of the strengths, weaknesses and actions of other players and performers My communication with others is limited. (team activities only).
On Target (1-3 Marks)	I can demonstrate some core skills for the activity in isolation and under competitive pressure in performance situations. I attempt very few, if any of the advanced skills for the activity.	I can perform core skills inconsistently with limited accuracy, control and fluency. If I attempt advance skills they are performed with little success.	I demonstrate limited levels of fitness and psychological control during performance.	I rarely apply team strategies/ tactics/ compositional ideas demonstrating little understanding of the activity. I demonstrate little awareness of the rules/regulations of the activity during performance and I demonstrate little awareness for the safety of myself and others. I demonstrate little awareness of the strengths, weaknesses and actions of other players and performers and I rarely communicates with others. (team activities only)
Working Towards (0 marks)	I cannot perform the core skills in isolation of a competitive situation for the activity.	I cannot perform the core skills with any accuracy, control and fluency.	My physical fitness and psychological control during performance is very low.	I have no awareness of the rules regulations or tactical elements of the activity.

PHYSICAL EDUCATION ASSESSMENT CRITERIA – YEAR 8

I am…	Range of Skills	Quality of Skills	Physical Attributes	Decision making
Working Above(8-12 Marks or above)	I can demonstrate most core skills and some advanced skills in isolation and under competitive pressure in performance situations.	I can perform core skills consistently with a good standard of accuracy, control and fluency. I can perform some advanced skills with some consistency and a good standard of accuracy, control and fluency.	I can demonstrate appropriate levels of fitness and psychological control to perform effectively.	I can successfully select and use appropriate skills on some occasions and I can apply appropriate team strategies/ tactics/ compositional ideas demonstrating a good understanding of the activity. I can demonstrate good awareness of the rules/regulations of the activity during performance and I can demonstrate good regard for the safety of myself and others. I can demonstrate good awareness of and respond to the strengths, weaknesses and actions of other players and performers and I am a good communicator with others. (team activities only).
On Target(4-7 Marks)	I can demonstrate many core skills and few advanced skills in isolation and under competitive pressure in performance situations.	I can perform core skills with limited consistency and some accuracy, control and fluency. I can perform some advanced skills with limited consistency and often lack accuracy, control and fluency.	I can demonstrate sufficient levels of fitness and psychological control to perform with some effectiveness.	I select and use appropriate skills on some occasions and I sometimes apply team strategies/tactics/compositional ideas demonstrating some understanding of the activity. I demonstrate limited awareness of the rules/regulations of the activity during performance and demonstrate limited awareness for the safety of myself and others. I demonstrate limited awareness of and response to the strengths, weaknesses and actions of other players and performers and communicate with others. (team games only)
Working Towards(1-3 marks)	I can demonstrate some core skills for the activity in isolation and under competitive pressure in performance situations. I attempt very few, if any of the advanced skills for the activity.	I can perform core skills inconsistently with limited accuracy, control and fluency. If I attempt advance skills they are performed with little success.	I demonstrate limited levels of fitness and psychological control during performance.	I rarely apply team strategies/tactics/compositional ideas demonstrating little understanding of the activity. I demonstrate little awareness of the rules/regulations of the activity during performance and demonstrate little awareness for the safety of themselves and others. I demonstrate little awareness of and respond to the strengths, weaknesses and actions of other players and performers and I rarely communicate with others (team activities only).

PHYSICAL EDUCATION ASSESSMENT CRITERIA – YEAR 9.

I am…	Range of Skills	Quality of Skills	Physical Attributes	Decision making
Working Above (13-17 marks or above)	I can demonstrate all core skills and many advanced skills for the activity in isolation and under competitive pressure in authentic performance situations.	Core skills are performed with a very good standard of accuracy, control and fluency. The advanced skills I perform are performed with some consistency and a very good standard of accuracy, control and fluency.	I demonstrate appropriate levels of physical fitness and psychological control to perform very effectively.	I can successfully select and use appropriate skills on many occasions and apply appropriate team strategies/ tactics/ compositional ideas demonstrating a very good understanding of the activity. I can demonstrate a very good awareness of the rules/regulations of the activity during performance and I can demonstrate a very good regard for the safety of myself and others. I can demonstrate very good awareness of and respond to the strengths, weaknesses and actions of other players and performers and I show very good communication with others. (team activities only)
On Target (8-12 marks)	I can demonstrate most core skills and some advanced skills in isolation and under competitive pressure in performance situations.	I can perform core skills consistently with a good standard of accuracy, control and fluency. I can perform some advanced skills with some consistency and a good standard of accuracy, control and fluency.	I can demonstrate appropriate levels of fitness and psychological control to perform effectively.	I can successfully select and use appropriate skills on some occasions and I can apply appropriate team strategies/ tactics/ compositional ideas demonstrating a good understanding of the activity. I can demonstrate good awareness of the rules/regulations of the activity during performance and I can demonstrate good regard for the safety of myself and others. I can demonstrate good awareness of and respond to the strengths, weaknesses and actions of other players and performers and I am a good communicator with others. (team activities only).
Working Towards (4-7 marks or below)	I can demonstrate many core skills and few advanced skills in isolation and under competitive pressure in performance situations.	I can perform core skills with limited consistency and some accuracy, control and fluency. I can perform some advanced skills with limited consistency and often lack accuracy, control and fluency.	I can demonstrate sufficient levels of fitness and psychological control to perform with some effectiveness.	I select and use appropriate skills on some occasions and sometimes apply team strategies/tactics/compositional ideas demonstrating some understanding of the activity. I demonstrate limited awareness of the rules/regulations of the activity during performance I demonstrate limited awareness for the safety of myself and others. I demonstrate limited awareness of and response to the strengths, weaknesses and actions of other players and performers and I show limited communication with others (team activities only).