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Physical education - A level / BTEC / CSLA

Year 12 (A level)

Term Topics taught and learning outcomes
Term 1.1
  • Develop knowledge of anatomy and physiology securing an understanding of the musculoskeletal system including movement analysis, muscle contractions, fibre types and impact of physical activity.
  • Develop knowledge skill acquisition securing an understanding of the classification of skills, abilities and factors affecting involvement in physical activity.
  • Develop knowledge of socio-cultural studies securing an understanding of physical activity as an 'umbrella term' including physical recreation, outdoor recreation, physical education, outdoor education and sport.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 1.2
  • Develop knowledge and understanding of basic concepts of biomechanics including types of motion, Newton's laws of motion, force and centre of mass.
  • Develop knowledge and understanding of the development of motor skills and the use of practice methods relating to individuals at different stages of learning.
  • Develop knowledge and understanding of sport and culture including surviving ethic sports in the UK, public schools, American football and Australian rules football.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 2.1
  • Develop knowledge and understanding of the cardiovascular system (heart elements) including structures of the heart, the cardiac cycle and conduction system, definitions, values and responses to exercise.
  • Develop knowledge and understanding of information processing during the performance of skills in physical activity including memory and reaction time.
  • Develop knowledge and understanding of funding for sport, national governing bodies, the sports development pyramid and minority groups in sport.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 2.2
  • Develop knowledge and understanding of the cardiovascular system (vessels elements) including venous return, vascular shunting and the impact of the physical activity on the cardiovascular system.
  • Develop knowledge and understanding of skill motor control and its impact on developing effectiveness in physical activity including feedback and open and closed loop control.
  • Develop knowledge and understanding of drugs in sport, modern technological products, sports media and violence in sport.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 3.1
  • Develop knowledge and understanding of the respiratory system including mechanics of breathing, gaseous exchange and the impact of physical activity on the respiratory system.
  • Develop knowledge and understanding of learning skills in physical activity including the impact of motivation, arousal and theories of learning and reinforcement.
  • Develop knowledge and understanding of the Olympic games including its development, commercial effects and national building attributes.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 3.2
  • Develop and secure knowledge of course content through independent revision and completion of past papers for their AS PE exam.

ASSESSMENT

Past exam papers, in particular, 10 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Year 12 (CSLA)

Term Topics taught and learning outcomes
Term 1.1
  • Identify and demonstrate what makes a good sports leader.
  • Describe the key features of a model session including; a warm up, skill development, performance/game, cool down and plenary.
  • Identify and demonstrate how to teach a simple warm up, using peer-assessment to identify strengths and areas for improvement within delivery.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Term 1.2
  • Identify and demonstrate the key features of organising and planning a simple sports session.
  • Apply knowledge of organisation, planning and the key features of a model session in order to plan and deliver a simple sports session.
  • Evaluate performance in the delivery and planning of a simple sports session.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Term 2.1
  • Identify and demonstrate how to adapt a session to suit the needs of all participants.
  • Identify, describe and demonstrate the importance and process involved within risk assessment.
  • Apply knowledge of organisation, planning and the key features of a model session to plan and deliver a sports session, evaluating performance in the delivery and planning.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Term 2.2
  • Identify and describe the importance of a healthy lifestyle, including the benefits of regular exercise and components of fitness.
  • Identify and describe the structure of local sport and agencies and the opportunities for sport and recreation.
  • Apply knowledge of organisation, planning and the key features of a model session in order to plan and deliver a sports/fitness session, evaluating performance in the delivery and planning.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Term 3.1
  • Identify and describe the key features involved in running a competition.
  • Apply knowledge of the key features in running a competition to prepare to run a lower school sports day.
  • Apply knowledge of organisation, planning and the key features of a model session.Plan and deliver a sports/fitness session, evaluating performance in the delivery and planning.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Term 3.2
  • Apply knowledge of running a competition in order to run a lower school sports day.
  • Evaluate performance within the running of a sports day.
  • Apply knowledge of organisation, planning and the key features of a model session in order to plan and deliver a sports/fitness session, evaluating performance in the delivery and planning.

ASSESSMENT

Students will be continually assessed on completion of CSLA portfolio and delivery of practical sessions.

HOMEWORK

Students will be responsible for ensuring that all worksheets for sections covered are completed fully and in detail.

Year 12 (BTEC Sport)

Term Topics taught and learning outcomes
Term 1.1
  • UNIT 1 - Develop knowledge and understanding of the skeletal system including locations, structures and functions of different bones and joints.
  • UNIT 7 - Develop knowledge and understanding of components of fitness and fitness tests to measure this. Students must explain the advantages and disadvantages of these tests.
  • UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Students will understand the different types of laws and how they affect different individuals within sport.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 1.2
  • UNIT 1 - Develop knowledge and understanding of the muscular system including locations of muscle groups and detailed sporting analysis which explores muscle movement, contractions and fibre types.
  • UNIT 7 - Develop knowledge around how to monitor fitness through the use of health monitoring tests and health screening questionnaires.
  • UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Pupils will carry out two separate risk assessments.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 2.1
  • UNIT 1 - Develop knowledge and understanding of the cardiovascular and respiratory systems including detailed explanations of structures and function of both body systems.
  • UNIT 7 - Develop knowledge around how to monitor fitness through the use of health monitoring tests and health screening questionnaires.
  • UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Pupils will understand the operating procedures involved in reducing risk in sport.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 2.2
  • UNIT 1 - Develop knowledge and understanding of energy systems including descriptions of all three systems and how they can be applied to varying sports performances.
  • UNIT 7 - Develop an understanding around how to safely administer fitness tests whilst being able to compare and analyse results obtained.
  • UNIT 3 - UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Pupils will understand the operating procedures involved in reducing risk in sport.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 3.1
  • UNIT 2 - Develop knowledge and understanding of the acute and long term effects of exercise on the skeletal, muscular, cardiorespiratory and energy systems.
  • UNIT 9 -Develop an understanding around skills techniques and tactics in two different individual sports.
  • UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Students will evaluate their session taking account of the safety procedures which were put into place.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 3.2
  • UNIT 2 - Develop knowledge and understanding of the acute and long term effects of exercise on your own skeletal, muscular, cardiorespiratory and energy systems through analysis of physiological data collected.
  • UNIT 9 -Develop an understanding around skills techniques and tactics in two different individual sports.
  • UNIT 3 - Develop knowledge and understanding of assessing risk in sport. Pupils will evaluate their session taking account of the safety procedures which were put into place.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

 

Year 13 (A level)

Term Topics taught and learning outcomes
Term 1.1
  • Develop knowledge of sports psychology and secure an understanding of theory relating to personality and aggression including key terminology definitions and psychological theories.
  • Develop knowledge of historical studies and secure an understanding of popular recreation particularly taking account of gender and class.
  • Develop knowledge of exercise physiology and energy, work and power. Understand the role of ATP in energy production. Apply understanding of anaerobic and aerobic energy systems to exercise.

ASSESSMENT

Past exam papers, in particular, 20 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 1.2
  • Develop knowledge and understanding of theory relating to leadership. Developed knowledge should include key terminology definitions and psychological theories.
  • Develop knowledge and understanding of rational recreation including how conditions changed post industrialisation. Compare the characteristics of popular and rational recreation.
  • Apply the concept of an energy continuum to a range of sports and physical activities. Understand recovery from exercise and the role lactic acid plays in the onset of muscle fatigue.

ASSESSMENT

Past exam papers, in particular, 20 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 2.1
  • Develop knowledge and understanding of theory relating to achievement motivation and development of approach behaviour. Developed knowledge should include key terminology definitions and psychological theories.
  • Develop knowledge and understanding of all three stages of public school development. Developed knowledge should focus on technical developments, social relationships and values.
  • Consolidate use of principles of training and periodisation of training to enable an athlete to achieve excellence in performance. Develop understanding of ergogenic aids.

ASSESSMENT

Past exam papers, in particular, 20 mark questions will be used to track student progress.
Mock EPIP assessment.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 2.2
  • Develop knowledge and understanding of theory relating to attitudes and group processes. Developed knowledge should include key terminology definitions and psychological theories.
  • Develop knowledge and understanding of how bathing/swimming, football, athletics, cricket and tennis have developed in time (case studies).
  • Secure deep knowledge of aerobic capacity and strength, including definitions, factors affecting these areas, how to test and train them and physiological adaptations made and their impact on lifestyle.

ASSESSMENT

Past exam papers, in particular, 20 mark questions will be used to track student progress.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 3.1
  • Develop knowledge and understanding of theory relating to leadership. Developed knowledge should include key terminology definitions and psychological theories.
  • Develop knowledge and understanding of PE in schools including the 1902 model course, 1933 curriculum, 1950s moving and growing curriculum as well as the emergence of the national curriculum in the 1980s.
  • Secure deep knowledge of flexibility and body composition, including definitions, factors affecting these areas, how to test and train them and physiological adaptations made and their impact on lifestyle.

ASSESSMENT

Past exam papers, in particular, 20 mark questions will be used to track student progress.
Final EPIP assessment.

HOMEWORK

Students will complete past exam questions linking to each strand of the PE specification. 
They will also be set independent learning tasks such as prior reading and online research relating to specific content areas.

Term 3.2

End of course

Year 13 (HSLA)

Term Topics taught and learning outcomes
Term 1.1
  • Develop understanding of sports leadership skills and qualities and how they may be adapted for different situations.
  • Compare self to outstanding leaders in sport and evaluate personal leadership strengths and weaknesses.
  • Show appreciation of the role physical activity can play in the development of an active and healthy lifestyle.

ASSESSMENT

Ongoing assessment of HSLA portfolio and practical leadership development opportunities.

HOMEWORK

Completion of leadership log hours, including practical session planning.

Term 1.2
  • Consolidate knowledge of planning and leading sport and fitness sessions to young people.
  • Understand factors that should be appreciated when planning activities for children and when planning a fitness session. Plan and lead fitness sessions.
  • Initiate early HSLA festival planning.

ASSESSMENT

Ongoing assessment of HSLA portfolio and practical leadership development opportunities.

HOMEWORK

Completion of leadership log hours, including practical session planning.

Term 2.1
  • Develop knowledge and understanding of community factors and sports leadership.
  • Appreciate a range of sports organisations and their roles. Research a number of local community sports organisations and bodies and how they impact on participation.
  • Further develop HSLA festival planning.

ASSESSMENT

Ongoing assessment of HSLA portfolio and practical leadership development opportunities.

HOMEWORK

Completion of leadership log hours, including practical session planning.

Term 2.2
  • Develop knowledge and understanding of disability and sport.
  • Understand factors that should be appreciated when planning activities for disabled athletes. Plan and lead disability sport sessions.
  • Confirm final HSLA festival plans.

ASSESSMENT

Ongoing assessment of HSLA portfolio and practical leadership development opportunities.

HOMEWORK

Completion of leadership log hours, including practical session planning.

Term 3.1
  • Deliver a successful HSLA festival.
  • Evaluate the success of the HSLA festival.
  • Complete and hand in HSLA portfolios.

ASSESSMENT

Final assessment of HSLA portfolio and practical leadership development opportunities. Successful delivery of HSLA summer festival.

HOMEWORK

Completion of leadership log hours, including practical session planning.

Term 3.2

End of course

Year 13 (BTEC Sport)

Term Topics taught and learning outcomes
Term 1.1
  • Unit 11 - Develop an understanding of the digestive system and the key terms involved within it.
  • Unit 9 - Develop an understanding around rules and regulations of two different individual sports and apply them to different situations.
  • Unit 17- Develop understanding of the effect personality and motivation can have on sports performance through the explanation and evaluation of different theories.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 1.2
  • Unit 11 - Develop an understanding of energy intake and expenditure as well as their relationship with energy balance.
  • Unit 9 - Develop an understanding around self analysis of two individual sports by identifying strengths and weaknesses through different methods of assessment.
  • Unit 17- Develop understanding of the effect personality and motivation can have on sports performance through the explanation and evaluation of different theories.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 2.1
  • Unit 11 - Develop an understanding of the importance of hydration in sport.
  • Unit 9 - Develop an understanding around self analysis of two individual sports by identifying strengths and weaknesses through different methods of assessment.
  • Unit 17- Develop knowledge and understanding of stress and anxiety and the effect they can have on sports performance.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 2.2
  • Unit 11 - Develop an understanding of the components of a balanced diet, providing practical applications for all components.
  • Unit 9 - Develop an understanding around peer analysis of two individual sports by identifying strengths and weaknesses through different methods of assessment.
  • Unit 17- Develop knowledge and understanding of factors which can influence group dynamics and the impact they can have on sports performance.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 3.1
  • Unit 11 - Develop an understanding of how to create a two week diet plan and explain the components which have been included.
  • Unit 9 - Develop an understanding around peer analysis of two individual sports by identifying strengths and weaknesses through different methods of assessment.
  • Unit 17- Plan and complete a psychological skills programme to enhance sports performance. Students should do this through a developed knowledge of psychological skills testing.

ASSESSMENT

Students will be assessed using a range of assessment strategies including written tasks, presentations and video evidence.

HOMEWORK

Students will be set tasks to complete independently relating to specific assignment briefs. These will be set against pass, merit and distinction criteria.

Term 3.2 End of course