To instil a lifelong passion for being physically active, engaging in a broad range of sports and arming students with powerful knowledge about how to treat their body so they remain active and healthy.
Key Concepts
Communication
Related Concepts
Adaptation and choice
Link to assessment
A & C
ATLs
Thinking and communication
Links to prior learning
The very beginning point of the curriculum. Pupils are introduced to two types of behaviour: Sportsmanship and Gamesmanship. Throughout the module/year, teachers must emphasise the importance of demonstrating sportsmanship, in addition to sporing etiquette, when participating in sport/physical activity. The emphasis for this module is routine. Teachers to ensure sportsmanship, and the display of respect, is evident in all lessons, referring to why sport is a positive tool when rules are upheld.
Core declarative knowledge: What should students know?
- What are rules?
- What is Sporting Etiquette?
- What is Sportsmanship?
- What is Gamesmanship?
Core procedural knowledge: What should students be able to do?
- Be able to provide various examples of both sportsmanship and gamesmanship within the world of sport.
- Be able to explain why rules govern a sport of their choosing.
- Be able to expand on why it is necessary for all athletes and sports people to abide by the rules, demonstrate sporting etiquette, and uphold the values of sportsmanship
Key Concepts
Change
Related Concepts
Movement and environment
Link to assessment
A & D
ATLs
Research and thinking
Links to prior learning
- All aspects of sporting performance require a good level of health and fitness.
- Pupils, from the outset, will be clear with the definitions to ensure clarity and understanding moving forwards.
- The components of fitness are a sensible place to begin, due to said components being used within every single PE lesson. Pupils need to understand what they are, and why they are important in different contexts.
- Moving forwards, this will be extremely beneficial when looking to justify answers and provide feedback to a performer when observing their performance.
Core declarative knowledge: What should students know?
- What is the definition of Health and Fitness?
- What are the six, skill-related components of fitness and their definitions?
- What are the four, health-related components of fitness and their definitions?
- What are some examples of the components of fitness within sport?
Core procedural knowledge: What should students be able to do?
- Be able to categorise, explain and provide examples of the components of fitness within different sporting contexts.
- To recognise that not all athletes require the same components of fitness and understand why.
Key Concepts
Development
Related Concepts
Refinement and systems
Link to assessment
A & B
ATLs
Social and self management skills
Links to prior learning
Pupils will be able to transfer this knowledge into real-life situations, where healthy choices are desired and preferred, whilst a recognition that everyone, regardless of career, needs to ensure they find a healthy balance.
Core declarative knowledge: What should students know?
- What are the macro and micro nutrient food groups?
- What proportions of each food group does an individual require?
- What does a healthy, balanced lifestyle look like?
Core procedural knowledge: What should students be able to do?
- Be able to plan healthy meals that factor in macro/micronutrient proportions for themselves.
- Be able to understand and explain why each food group is important and the role of them.
Key Concepts
Relationships
Related Concepts
Balance and systems
Link to assessment
A & D
ATLs
Social and self management skills
Links to prior learning
- Pupils will be able to transfer knowledge from the previous knowledge of the different macro/micro nutrient food groups into that of an athlete.
- Pupils will be able to understand how sportspeople tailor their diet to support them with the realms of their activity, inked to the components of fitness.
Core declarative knowledge: What should students know?
- What is nutrition?
- How does nutrition in sport differ from an everyday healthy diet?
- How nutrition impacts athletes performance.
Core procedural knowledge: What should students be able to do?
- Be able to differentiate how macro/micronutrient groups differ in proportions for athletes.
- Be able to plan healthy meals which allow athletes to train and perform successfully.
Key Concepts
Identity
Related Concepts
Balance and adaptation
Link to assessment
A & B
ATLs
Research and thinking
Links to prior learning
- Pupils will require an understanding of a healthy lifestyle, looking at both a healthy diet and being physically active.
- Have an understanding of the various components of fitness and the difference types of exercise that are available.
Core declarative knowledge: What should students know?
- What is a lifestyle choice?
- What is a sedentary lifestyle?
- Explain how physical inactivity can affect our lifestyle and why being physically active will support a lifestyle free from illness.
Core procedural knowledge: What should students be able to do?
- Be able to understand the importance of leading a physically active lifestyle and the consequences of being sedentary can do to our health both mentally and physically.
- Being able to be physically active by planning and carrying out various forms of exercise.
Key concept
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Related concept
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ATLs
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Declarative knowledge
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Procedural knowledge
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Links to prior learning
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Link to assessment
A & B
Key Concepts
Systems
Related Concepts
Adaptation & systems
Link to assessment
A & C
ATLs
Thinking and communication
Links to prior learning
The very beginning point of the curriculum. Pupils are introduced to two types of behaviour: Sportsmanship and Gamesmanship. Throughout the module/year, teachers must emphasise the importance of demonstrating sportsmanship, in addition to sporing etiquette, when participating in sport/physical activity. The emphasis for this module is routine. Teachers to ensure sportsmanship, and the display of respect, is evident in all lessons, referring to why sport is a positive tool when rules are upheld.
Core declarative knowledge: What should students know?
- What are cuts and the treatment required from a minor cut to a large cut.
- The danger of leaving a cut untreated/dirty and the effects that this can have on our overall health.
Core procedural knowledge: What should students be able to do?
- Being able to recognise when self or others have injured themselves through a cut, actively being able to treat cuts or make judgement calls if further help is necessary.
Key Concepts
Change
Related Concepts
Movement & interaction
Link to assessment
A & C
ATLs
Communication and social skills
Links to prior learning
The very beginning point of the curriculum. Pupils are introduced to two types of behaviour: Sportsmanship and Gamesmanship. Throughout the module/year, teachers must emphasise the importance of demonstrating sportsmanship, in addition to sporing etiquette, when participating in sport/physical activity. The emphasis for this module is routine. Teachers to ensure sportsmanship, and the display of respect, is evident in all lessons, referring to why sport is a positive tool when rules are upheld.
Core declarative knowledge: What should students know?
- What are the major bones within the human body?
- What are the major muscles within the body?
- What is an antagonistic pair?
- How do muscles create movement?
Core procedural knowledge: What should students be able to do?
- Be able to recognise how movement is initiated by a muscle when it contracts
- Be able to identify the muscles used to bring about movement within a sporting technique
- Be able to recognise the major bones that encompass general sporting movement
Key Concepts
Relationships
Related Concepts
Energy & Balance
Link to assessment
A & C
ATLs
Social and self management skills
Links to prior learning
The very beginning point of the curriculum. Pupils are introduced to two types of behaviour: Sportsmanship and Gamesmanship. Throughout the module/year, teachers must emphasise the importance of demonstrating sportsmanship, in addition to sporing etiquette, when participating in sport/physical activity. The emphasis for this module is routine. Teachers to ensure sportsmanship, and the display of respect, is evident in all lessons, referring to why sport is a positive tool when rules are upheld.
Core declarative knowledge: What should students know?
- Why is it important to undertake a warm-up before physical activity?
- What are the main components (parts) of a warm up and cool down?
- What are the benefits of a cool down?
Core procedural knowledge: What should students be able to do?
- Be able to devise and lead an appropriate warm-up for the physical activity they are undertaking.
- Be able to recognise and explain why a warm-up is important and how a cool down can benefit our recovery.
Key Concepts
Change
Related Concepts
Function & Balance
Link to assessment
A & B
ATLs
Thinking and communication
Core declarative knowledge: What should students know?
- What is aerobic exercise?
- What is anaerobic exercise?
- What are the immediate, short, and long term effects of exercise on the body?
Core procedural knowledge: What should students be able to do?
- Be able to recognise the effects exercise has on the body within the immediate, short and long-term.
Key Concepts
Relationships
Related Concepts
Perspective & Choice
Link to assessment
A & D
ATLs
Social and self management skills
Links to prior learning
The very beginning point of the curriculum. Pupils are introduced to two types of behaviour: Sportsmanship and Gamesmanship. Throughout the module/year, teachers must emphasise the importance of demonstrating sportsmanship, in addition to sporing etiquette, when participating in sport/physical activity. The emphasis for this module is routine. Teachers to ensure sportsmanship, and the display of respect, is evident in all lessons, referring to why sport is a positive tool when rules are upheld.
Core declarative knowledge: What should students know?
- What is emotional wellbeing?
- How can lifestyle choices affect emotional wellbeing?
- The importance and understanding of looking after our emotional wellbeing.
Core procedural knowledge: What should students be able to do?
- Be able to reflect and challenge personal lifestyle choices and check in with themselves in regards to their own emotional wellbeing.
- Be able to understand the importance and relevance of consistently doing this.
Key Concepts
Change
Related Concepts
Adaptation and choice
Link to assessment
A & B
ATLs
Research and thinking
Core declarative knowledge: What should students know?
- What is a goal?
- How do you set realistic goals?
- Why there is a need for goal setting?
Core procedural knowledge: What should students be able to do?
- Be able to reflect on personal and academic life, create realistic goals with time frames to achieve.
- Be able to apply this within PE lessons and a sport setting, as well as focusing on the importance for athletes to set goals.
Key Concepts
Systems
Related Concepts
Adaptation & systems
Link to assessment
A & C
ATLs
Thinking and communication
Core declarative knowledge: What should students know?
- What is a fracture?
- What is the primary care required for a suspected fracture?
- What further steps should be taken for a fracture?
Core procedural knowledge: What should students be able to do?
- Be able to identify a suspected fracture and take necessary steps to secure the fracture (depending on where in the body) and then what steps to take.
Key Concepts
Communication
Related Concepts
Environment and systems
Link to assessment
A & C
ATLs
Thinking and communication
Links to prior learning
With a healthy, active lifestyle at the forefront of each and every lesson, pupils know the importance (physically, mentally, and socially) of regular participation in physical activity, and therefore by understanding the barriers that some face, will encourage a greater awareness/exposure to the challenges that need to be tackled.
Core declarative knowledge: What should students know?
- What effects participation in physical activity?
- What barriers are there to participation?
Core procedural knowledge: What should students be able to do?
- Pupils will be able to understand why initiatives are used to increase participation in different communities.
- Pupils will recognise the challenges certain groups face when wanting to partake in physical activity/sport.
- Pupils will be able to suggest ways in which barriers can be overcome when wanting to increase participation.
Key Concepts
Change
Related Concepts
Space and function
ATLs
Research and thinking
Link to assessment
- With participation (and barriers to) introduced during the previous module, pupils will now be able to recognise the external influences that come from media sources..
- Pupils understand why physical activity is important and now they will be exposed to the influence sponsors, media outlets, and technology have on participation.
Links to prior learning
- Pupils will understand the ‘Golden Triangle’ and how this affects participation.
- Pupils will be able to identify media sources that promote/inhibit participation in physical activity/sport.
- Pupils will be able to conclude as to whether technology has made a positive or negative impact on a sport of their choice.
Core declarative knowledge: What should students know?
- The commercialisation of sport can create opportunities and barriers to participation.
Core procedural knowledge: What should students be able to do?
- What is commercialisation?
- How does sponsorship/the media affect participation?
- How has technology evolved within the sporting world?
Key Concepts
Development
Related Concepts
Adaptation and refinement
Link to assessment
A & D
ATLs
Social and self-management skills
Links to prior learning
- Pupils will be able to identify a variety of prohibited substances and understand the advantage they would give the performer.
- Pupils will be able to recognise positive/negative behaviours that are associated with spectators.
Core declarative knowledge: What should students know?
- The behaviour of those within the realm of sport must support fairness.
Core procedural knowledge: What should students be able to do?
- How does player conduct affect the image a sport has?
- What are prohibited substances within sport?
- How can spectator behaviour affect the image a sport has?
Key Concepts
Global interactions
Related Concepts
Environment & choice
Link to assessment
A & D
ATLs
Research skills and thinking
Core declarative knowledge: What should students know?
- What is hooliganism?
- What are key reasons for combating hooliganism in sport?
- The effects of hooliganism in sport can have on the wider society.
Core procedural knowledge: What should students be able to do?
- Be able to identify hooliganism behaviour in both a sporting environment and within everyday life, understanding the need to eliminate it due to the further dangerous implications it can have
Key Concepts
Systems
Related Concepts
Function & balance
Link to assessment
A & B
ATLs
Research and self management skills
Core declarative knowledge: What should students know?
- What is an injury?
- What is the procedure for treating common injuries?
Core procedural knowledge: What should students be able to do?
- Be able to act upon injuries for both self and others
- Understanding what is required and the importance of what can happen to our bodies if injuries are not taken care of effectively.
Key Concepts
Systems
Related Concepts
Adaptation & systems
Link to assessment
A & C
ATLs
Thinking and communication
Core declarative knowledge: What should students know?
- What is CPR?
- What is a defibrillator?
- Why is CPR important and why it is important for all individuals to know how to perform CPR effectively.
Core procedural knowledge: What should students be able to do?
- Be able to recognise when an individual requires CPR or a defibrillator and perform CPR.
- Be able to recognise the different techniques required between adults and babies when performing CPR.