PE

• Short period of sustain exercise.  
• Benefits of warming up  
• How to perform a warmup / cool down  
• Short- and long-term effects of exercise  
• Key muscles and bones  
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

• Fitness testing  
• Components of fitness 
• Aerobic and anaerobic fitness 
• Knowledge of leading and creating fitness programmes  
• Benefits and reasons why we warm up 

• Meet the demands of the environment.  
• Methods of training  
• Principles of training  
• Knowledge of how to improve performance.  
• Linking of fitness to sport specific exercise and training 

The expectation in invasion games would be for students to create space and movement patterns by changing direction or changing pace. To understand and apply the rule and regulations within our key sports. To be able to pass and receive the ball in a closed and open situation and developing confidence in a competitive situation where they can transfer skills across the curriculum. To be able to outwit opponents using learnt defending skills and techniques and to develop the skill of anticipation in a game situation.  

Invasion Games: Basketball, netball, handball, football, rugby, lacrosse, and vortex.  

This links with our Fit to Perform, Fit for Life and Fit to Lead assessment criteria which students get assessed on after every sport. 

Year 7 

• Basic catching, throwing and movement skills.  
• Basic attacking and defending skills.  
• Simple rules  
• Simple tactics 
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8  

• Select, combine, and perform a wide range of catching, throwing and movement skills. 
• Select and combine skills in open and closed situation.  
• Be able to demonstrate a range of skills/tactics and creativity under pressure. 
• Understand and describe rules and regulations. 
• Understand positions within game play. 

Year 9 

• Demonstrate core and advanced skills with control. 
• Confidently apply attacking and defending principles 
• Decision making and problem as an individual and part of a team. 
• Successfully use and apply rules and regulations. 
• Undertake officiating and leadership roles. 
• Reflect on areas of strengths and areas of improvement in own and other performances 

The expectation in net games would be for students to be able to coordinate their bodies to be able to strike a ball or shuttle, as well as learn and demonstrate both the fundamental skills and the strategic aspects required to play these games effectively. Students would be expected to be able to move their bodies to the bounce or flight of the object and be able to strike it when it is either in the air or has bounce. Additionally, students are encouraged to exhibit teamwork, communication, and spatial awareness, which are crucial for success in net games. Through practical lessons and structured match play. Students will learn, develop or master a range of shot, played on both forehand and backhand sides, as well as attacking and defensive shots. More advanced skills such as serving in Tennis and drop shots in badminton will be taught but may be modified. Students will not only improve their physical fitness but also enhance their problem-solving abilities and decision-making skills under game pressure. 

This links with our Fit to Perform, Fit for Life and Fit to Lead assessment criteria which students get assessed on after every sport. 

Year 7 

• Basic hand eye coordination and footwork skills 
• Serving and returning 
• Simple rules and regulations  
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8 

• Select, combine, and perform a wide movement skill. 
• Select and combine skills in open and closed situation.  
• Be able to demonstrate a range of skills/tactics and creativity under pressure. 
• Understand and describe rules and regulations. 
• Understand positions within game play.  
• Coordination and footwork combination 
• Select and combine skills in open and closed situation.  
• Wider range of skills to maintain and win rallies under pressure. 
• Backhand returns and shots  
• Attacking and defending tactics  
• Understand and describing rules and regulations. 

Year 9 

• Demonstrate core and advanced skills with control, agility, and speed to cover the ‘court’. 
• Create time for more advanced skills and tactics. 
• Formations and positioning tactics within full sided games. 
• Explain the importance of warmups. 
• Successfully use and apply rules and regulations within competition. 
• Undertake officiating and leadership roles. 
• Reflect on areas of strengths and areas of improvement in own and other performances. 

The expectation in gymnastics would be for students to learn the fundamental skills of rolls, jumps and balances, and be able to adapt these skills on the floor and using apparatus. Students should be able to link skills together, both individually and in a pair, to create routines and sequences. Students are expected to develop an understanding of how counter tension and counterbalance is used to create pair and group balances, while performing safely and demonstrating correct technique. Students with further develop their individual skills to adapt to the concept of vaulting and negotiating equipment, demonstrating how to take off and land safely.  Students will develop their ability to understand the benefits of warming up and be able to explain why it is important in gymnastics. 

This links with our Fit to Perform, Fit for Life and Fit to Lead assessment criteria which students get assessed on after every sport 

Year 7 

• Fundamentals skills of jumps, rolls, balances, and movement patterns. 
• Individual and pair routines 
• Floor and low apparatus 
• Understanding the etiquette of performance in gymnastics  
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8 

• Select, combine, and perform wider range of gymnastics agilities jumps, rolls, and balances with more control and creativity.  
• Work in pairs or small groups. 
• Understand counter tension and balance and be able to create routines. 
• Perform a warmup and describe the benefits. 

Year 9  

• Demonstrate a wide range of skills on floor and apparatus. 
• Develop vaulting skills and focusing on flight. 
• Creativity within pairs and small groups.  
• Explain the importance of warmups. 

The expectation in striking and fielding would be for students to learn the fundamentals skills of throwing, catching and striking. This is to include hitting with power and accuracy, a different range of low or high catches and throwing with accuracy. Students will be expected to develop an understanding of techniques for performance but also gain an understanding of the rules and regulations of strike and field games. Students will then develop advanced skills such as changing speed, flight and spin in different situations.  

Striking and fielding sports include cricket rounders and softball.  

This links with our Fit to Perform, Fit for Life and Fit to Lead assessment criteria which students get assessed on after every sport 

Year 7 

• Acquire and develop basic catching, throwing, movement and stopping the ball. 
• Acquire and develop how to contact the ball. 
• Simple tactics  
• Simple rules and regulations (scoring). 
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8 

• Select, combine, and perform a wider range of catching, throwing and movement skills. 
• Be able to contact the ball with more consistency and power. 
• Develop attacking and defending tactics.  
• Understand and describing rules and regulations. 

Year 9  

• Demonstrate a wide range of skills including flight and spin of bowl. 
• Demonstrate wider range of skills including flight, spin, direction, and timing of strike. 
• Demonstrate advanced decision making when batting and fielding. 
• Formations and positioning tactics within full sided games. 
• Successfully use and apply rules and regulations. 
• Undertake officiating and leadership roles. 
• Reflect on areas of strengths and areas of improvement in own and other performances. 

The expectation in adventure activities would be for students to develop their leadership skills and become confident when working with others. Over KS3 students will cover a leadership unit, sports education unit and orienteering. These will focus on students working as part of a team and be able to solve problems, communicate with others and plan and led warmups and sessions to others. Students will understand what makes a good leader and the qualities needed for success using the STEP principle. Students will develop their active listening skills to process and act upon verbal instructions. This links with our Fit to Lead assessment criteria which students get assessed on after every sport.   

Year 7  

• Acquire and develop basic leadership skills – verbal and non-verbal communication.  
• Understand the STEP principle.  
• Be able to lead small groups. 
• Be able to work as part of a team. 
• Be able to understand the qualities of a good leader.  
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8 

• Select, combine, and perform a wide leadership skill.  
• Be able to demonstrate a range of creative ideas to plan and lead warmups and drills.  
• Understand and describe rules and regulations. 
• Be confident when leading small groups for warmups of skills sessions within lessons.  
• Be confident being an official within activities. 

Year 9  

• Demonstrate a wide range of skills with control and some fluency in open and closed situations. 
• Successfully use and apply rules and regulations.  
• To understand how to read a map, move your body round the map and to view and understand what the different ‘keys’ represent.  
• Map reading skills. 
• Undertake officiating and leadership roles. 
• Reflect on areas of strengths and areas of improvement in own and other performances. 

The expectation in athletics would be for students to learn and develop their knowledge and understanding of each event. Students will know how to perform a range of running techniques from sprints to middle distances, types of throws and jumps. Students will understand and apply the rule and regulations within each event with a focus on starts, lanes, take offs and how to measure times and distances. Students will be able to perform to their maximum under pressure and be officials throughout the unit.  

This links with our Fit to Perform, Fit for Life and Fit to Lead assessment criteria which students get assessed on after every sport 

Year 7 

• Acquire and develop core techniques of running, jumping and throwing. 
• Simple tactics  
• Simple rules and regulations  
• Understanding the safety and importance of warming up. 
• Be able to time and record correctly.  
• Copy and demonstrate teacher led warmups. 
• Recall and state key teaching points of key skill. 
• Using sports-specific vocabulary, identify strengths and areas of improvement for own and others’ performance. 

Year 8 

• Select, combine, and perform more advanced running, jumping, and throwing techniques.  
• Understand and describing rules and regulations of events.  
• Be able to measure time and distance of races and jumps/throws accurately.  

Year 9 

• Demonstrate a wide range of skills with control and some fluency in open and closed situations. 
• Successfully use and apply rules and regulations. 
• Undertake officiating and leadership roles. 
• Reflect on areas of strengths and areas of improvement in own and other performances. 

Athletics, Badminton, Basketball, Cricket, Football, Gymnastics, Gym, Handball, Lacrosse, Netball, Multi Sports, Rugby, and Tennis   

Sports scientist and analyst  

Sports lawyer, agent, development officer  

PE teacher, coach, instructor, manager, or physiotherapist  

Sports journalist, broadcaster/presenter, or marketing 

Revision Guides   

OCR GCSE PE 9-1  

BBC Bitesize - OCR  

GCSE Physical Education - OCR - BBC Bitesize  

Films and TV 

Last Dance – Netflix Last Chance U: Basketball  The Redeem Team  

Welcome to Wrexham – Disney Plus  

All or Nothing – Prime  

Icarus Netflix -GCSE PE Year 11 students   

McGregor Forever – Netflix Conor McGregor: Notorious  

F1 – Drive to Survive   

14 Peaks: Nothing is impossible  

Fever Pitch! The Rise of the Premier League  

Full Swing      

The English Game: History of football  

The Game Changer (Diet and Nutrition)  

Supersize me   

Katie (Female Boxer)  

Coach Carter   

Air  

Stop at Nothing (Doping in Sport)  

Million Dollar Baby  

The Blind Side   

Books 

Youth Sport Trust Physical Challenge   

Tyson Fury   

Jessica Ennis   

Bradley Wiggins: My Time    

Michael Phelps: No Limits  

Any Middleton: The Fear Bubble & Mental Fitness    

Eat Sweat Play   

Ultimate Football Heroes   

YouTube 

Ronda Rowsey’s (MMA)  

The Body Coach – Fitness  

Jurgen Klopp’s Journey To the Top  

Thierry Henry Football  

Is Professionalism Killing Sport?  

Born to Run  

Kobe Bryant – The Black Mamba   

Serena Williams  

Lance Armstrong – Cycling Greatest Fraud in History   

Other Links (social media)  

Instagram – gwpedept  

Twitter - @PE_GlenWin   

YouTube - gwphysicaleducation -GW Physical Education - YouTube