Physical education

In PE KS3 students have 3 hours of PE across the 2-week timetable and at KS4 students have 2 hours of core PE a fortnight as well as having the option of following the GCSE PE course or the Cambridge National in Sports Studies as examination options.

Students are to come to school in their PE kit on the days they have PE so they are prepared for lessons. At KS3 students are primarily taught in single gender groups and at KS4 they are taught in mixed gender option groups.

There are also a number of extra-curricular activities on offer throughout the year to extend learning and provide competition opportunities to our students. These are advertised on the daily bulletin and on the extra-curricular club’s page on the website.

We also have a twitter page where you can follow our updates. @ibstock_PE

In year 7

Students look to develop their basic skills, techniques and tactics in a variety of invasion games, net and wall games, gymnastics, athletics, striking and fielding and swimming.
They develop a basic knowledge and understanding of the simple rules and regulations of different sports and begin to apply these to competitive situations.
Through the different areas of the curriculum they also understand the benefits of regular exercise and the importance of warming up.

Modules covered:

Swimming – netball – badminton – Rugby – gymnastics – football – athletics – rounders – cricket

In year 8

Students are encouraged to work more independently by leading their own warm-ups and practices in small groups. Students are able to perform team games with more fluency and can referee and umpire small sided competitive situations. They begin to develop their creativity and body control in dance activities where they also create and perform their own routines. In athletic activities students will also begin to understand the rules and regulations of different field events and begin to take measurements of jumps and throws in competition.

Modules covered:

Swimming – netball – badminton – Rugby – dance – Basketball – football – athletics – softball – cricket

In year 9:

Students are encouraged to work independently by leading their own warm-ups and practices in small groups. Students are able to perform team games with more fluency and can referee and umpire during a full competitive game situation. Students will also gain an understanding of the different components of fitness needed for different sports and begin to practice different and can perform different fitness tests. In athletic activities students will also understand the rules and regulations of different field events and will be able to take measurements of jumps and throws in competition. They will also be able to suggest ways to improve their performance and the performance of others. Students will also be offered theory taster sessions to introduce content from the CNAT and GCSE PE courses and have the opportunity to become a sports leader.

Modules covered:

Swimming – netball – badminton – Rugby – trampolining – football – Health Related Fitness – rounders – cricket – short tennis – softball

KS4 Core PE

In KS4 PE students have 1 hour of practical PE per week. As this is a non-examination subject, students will follow an option based curriculum where they can choose the sport they want to follow for each half term. The focus of these lessons is around the physical, mental and social benefits of sport and physical activity and lessons will be focused around the following areas:

Rules, regulations and officiating.
Sport Education and Leadership.
Components of fitness.
Tournament organisation and formats.
Warm ups and cool downs.
Skills based concepts.

GCSE PE (OCR)

Students who have selected this option will complete 5 lessons over 2 weeks which will be a mixture of theory and practical sessions. GCSE in Physical Education equips students with the knowledge, understanding and skills to develop their own performance in sport. They develop their understanding of socio-cultural influences on participation in sport, and the benefits of physical activity to health, fitness and well-being.

Please see our GCSE information page for further information. OCR_GCSE_Physical_Education.pdf (ibstockcollege.co.uk)

Cambridge National Sports studies.

Students who have selected this option will complete 5 lessons over 2 weeks which will be a mixture of theory and practical sessions. The course is equivalent to one GCSE. Students study four units during the two years. Each one offers students different opportunities to develop their knowledge and understanding of the practice and theory behind the modern-day sporting world. One of the units is externally examined. In the other three units’ students are assessed through a variety of methods including presentations, written coursework, practical demonstrations and leadership.

Please see our CNAT sports studies information page for further information. KS4_options_Cambridge_Natoinal_level_1_and_2.pdf (ibstockcollege.co.uk)

Assessment in Physical Education

Students will be given an assessment grade and an attitude to learning grade at the end of each sports rotation along with an attitude to learning grade which they will record on their assessment tracker for the year. A students final grade is made up of an average score of all the sports completed across the year.

PHYSICAL EDUCATION ASSESSMENT CRITERIA – YEAR 7

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).