Our PE curriculum provides our students with the ability and confidence to take part not only as participants, but also as leaders. They develoM F 6699p their core skills across a number of sports, understanding both individual and team games, and learning how to devise, plan and implement tactics within a game as both a participant and as a leader. We aim to provide students with the skills and knowledge in a range of sports, as well as within the subject as a whole, to ensure that they are able to enhance their health, build their character, improve their well-being and to find an element of sport which they enjoy, whilst also understanding how physical conditioning relates to improved performance. We encourage all our students to take part in our extra curricular programme which offers opportunities beyond the classroom, as well as in a range of different sports. We provide high-quality coaching for our students to be able to improve their skills and through the enhancement which we offer through our extra-curricular programme, we foster within our students a life-long love of sport and fitness. 

PE Curriculum Journey

PE makes a major contribution to the overall education of young people by helping them to lead full and valuable lives through engaging in purposeful activity. We hope that through your PE lessons and extra-curricular sport you will find an activity that you enjoy and want to continue participating in after you leave school.

At Key Stage 3 students follow the Core Learning PE MapObjectives in PE for each year group

The KS3 scheme of work is devised to develop students’ knowledge and understanding as well as providing enjoyment and willingness to participate in all activities. We encourage all students to evaluate their own performance which enables them to develop tactics and ideas in all areas.

During their journey at Key Stage 4 Level each student will use their knowledge, understanding, skills and values and build on this to develop an maintain their performance in physical activities whilst gaining an understanding oT&L Policy Theory PE Lessonsn how it can benefit their health, fitness and well-being. 

Key Stage 5 students will improve as effective and independent learners and as critical and reflective thinkers that will refine their ability to perform effectively in physical activity and sport by developing skills and techniques.  

PE at GCSE and A Level consists of two externally - examined papers and two non - examined assessment components.  Components one and two will be assessed in May/June in any single year.  Components 3 and 4 may be assessed at any point during the course, with marks submitted by the centre prior to moderation.  Moderation will take place in the same year as the written examination. 

KS3 / KS4 Practical Assessment

All students have 2-PE-lessons per week and at the start of the course will undergo a two-week baseline testing programme at the start of Year 7 to ide4ntify their level of current achievement in line with National Curriculum guidelines. This also includes a health-related-fitness programme and skill-related-fitness tests. Year 7 students follow a varied and challenging programme, consolidating Key Stage 2 work and establishing skills, knowledge and understanding relating to the Year 7, 8 & 9 programme of study. Activities are taught in units of work. On completion of a unit a numerical grade will be awarded by staff based on the students practical ability in that activity.

This plan continues into Year 8 and Year 9, where students will continue to experience a broad and balanced curriculum with a spiralling level of difficulty from the previous year.

Key Stage 3 Pass - Sport 

The Physical Education Pass-Sport enables students to track practical progress through all of the different PE activities during Year 7, Year 8 and Year 9 of Key Stage 3. During practical lessons, students will have chance to record progress in the Pass-Sport during the PE lesson.

Assessment and Tracking 

Students will track their own progress from one activity to the next by using the Practical Assessment Tracker. Students will be assessed in 5-key areas of PE within each activity:

  • Practical SkillsDSC 0165
  • Knowledge of Activity
  • Leadership – S P O R T
  • Analysis of Performance (AOP)
  • Attitude and Effort

PE staff will expect students to be aware of the Core Objectives for each activity. Students will be able to look for these activity displays in the changing rooms and in our teaching areas. It is also important to continually Self-Assess (SA) fitness levels. Whenever a fitness test is completed, students will Self-Assess their own progress by writing:

  • O = Outstanding Progress
  • G/ME = Good/Meeting Expectations
  • RI = Requires Improvement
  • U = Unsatisfactory

Feedback about students progress will be given by PE staff during lessons, at parents evening and reports.

At the end of each academic year, PE teacher’s will indicate whether you are in-line with year group expectations, by explaining who is; Outstanding, Good/Meeting Expectations, Requiring Improvement or Unsatisfactory in that activity.

Coaching and Leadership Roles 

Within every PE lesson, students will be expected to sT&L Policy Practical PE Lessonshow a variety of leadership skills. Students will be organised into groups of 4-7 and each lesson you will need to perform a different coaching task to benefit your group or team.

Here are the following coaching roles:

S = Skills Coach: With the guidance from the teacher, students will need to observe and then deliver a skill to the group, correcting technique to ensure the skill is performed correctly.

P = Preparation Coach: Responsible for planning and leading a group warm up, to include a pulse-raiser, mobility and stretches suitable for the activity.

O = Organisation Coach: Leads the group to ensure everyone follows instructions and guidelines of the activity. They’re responsible for organising equipment and communicating with the other coaches.

R = Revision Coach: Reminds the group of the previous lesson and leads a suitable skill specific part of the warm up. They will need to remember any coaching points from the previous or the current lesson.

T = Tactical Coach: Responsible for organising the team during the game situation and suggesting ways to be successful – positions, substitutions, game plan, officiating.

Edexcel A-Level Physical Education Course Outline

From the beginning of the course, students will be marked at A-Level standard, so do not expect your marks to be as high as GCSE straight away. A copy of the marking policy will be given to students for each section.

Homework will be set for every modular aspect taught by each member of staff. Tasks will include past exam questions, background reading or research.

Homework will be given a deadline (usually the following week or lesson). If students find the work difficult, please seek advice.

Records of homework submission are kept by staff and are called upon for:

•        Parents EveningsDSC 0254

•        Reports

•        Progress checks

•        References

Checks will be made to ensure work is up to date and any missing work has been caught up. Regular monitoring of files will occur at random points throughout the year, therefore students must ensure that all work is present, up to date and correct.

The PE Staff expect students to take an active part in the extra-curricular programme and you will need to select one activity which students can assist with. Students will then help run the practices as a coach/umpire alongside the PE Staff.

Every week, students will need to practise your chosen practical options, by either attending the activities on the extra-curricular timetable or by making your own arrangements at your sports club. All other sessions will be theory lessons.

Students can wear A-Level PE Kukri kit when they have a PE lesson for the full day – however this must be the correct SGS Kukri PE kit.

Component 1: 40% Theory

Scientific Principles of PEDSC 0206Edited

           •        Applied Anatomy and Physiology (JFO)

•        Exercise Physiology (JFO)

•        Applied Movement Analysis (JFO)

•        2 hour 30 minutes

•        140 marks

Component 2: 30% Theory

Psychological and Social Principles of PE

           •        Skill Acquisition (MST)

•        Sports Psychology (MST)

•        Sport and Society (JTC)DSC 0214

•        2 hours

•        100 marks

Component 3 and 4: 15% Practical and 15% Coursework

Practical Performance

           •        40 marks Practical Performance in PE

•        40 marks Personal Development Programme

•        Internally assessed, externally moderated


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Key Stage 3 Learning Objectives

Key Stage 3 



In Year 7

In Year 8

In Year 9

Extension Activities



Can play a short rally of up to 10 shots which is mid-court.


Able to use correct short serve technique although not always successfully.


Can correctly select to play shots overhead or underarm based on height of the shuttle.


Has a basic ‘whipping’ action for UAC and OHC.



Can play a rally of 10+ shots.


Hitting action is developing to being in the correct position and technique is clear (ie shots are distinguishable).


Shots are starting to vary in depth and power (ie opponent is being moved from mid-court).


OHC, UAC and high serve and selected at appropriate times.


Beginning to direct the shuttle into space.


Able to maintain a rally moving opponent forwards and backwards in the playing area.


Attacking shots, smash and net play, are used to win points rather than points being won due to mistakes.


Shots are played with power and depth is developing.


Drop shot can be played although it may lack disguise and accuracy.



Able to play shots on backhand (backhand clear and drive).


Direct shots with accuracy.


Drop shot is disguised and effective.


Clears reach the back third of the court.


Doubles is played tactically with front-back and sides effectively used (rotation clockwise).



Able to score half-court singles.


Knows the rules relating to serve.


Can score and officiate half court singles.


Has some knowledge of doubles scoring system.


Score and officiate doubles.


Understand the basic tactics to use whilst playing doubles.


Understand tactical play in doubles; rotation and shot play.


Be able to lead practices.



In Year 7

In Year 8

In Year 9

Extension Activities



Basic passing to a static target.


Use of chest pass, bounce pass and overhead pass.


Catching the ball correctly and showing the triple threat.


Basic dribbling using predominant hand.


Marking an offensive player in a game situation.


Finding space to receive the ball in a game situation.



Competent and controlled passing and receiving to a moving team-mate.


Correct use of bounce pass, chest pass and overhead pass.


Competent dribbling using both hands. Correct set shot technique.


Competent defensive positions and making key interceptions in a game situation.


Ability to find space and create a shooting chance in a game situation.



Good level of control when dribbling and passing, using both hands and correct body position.


Good use of lay-up, demonstrating correct direction, number of steps, hand position and target.


Good offensive positions and will threaten the basket when shooting.


Good understanding of defensive positions and how to steal the ball.


High Level of control when passing and dribbling, using speed and agility to beat an opponent.


Correct technique when performing lay-up and drive to the basket.


Good technique with set-shot, demonstrating, balance, eyes, elbow, follow-through.


Can influence the game during offense and defence.



Basic rules of travelling, double dribble, contact and court markings.


Basic offensive and defensive tactics in a game situation.



Understanding of back-court violation and 3-seconds, 5-seconds, 10-seconds violations.


Appropriate offensive and defensive tactics in a game situation.


Understanding of attack and defensive positions.


Appropriate offensive and defensive tactics in a challenging game situation.


Plan and lead small practices.



Advanced offensive and defensive strategies/tactics in a challenging game situation.


Evaluate and refine individual and team performances.



In Year 7

In Year 8

In Year 9

Extension Activities




Basic stance.

Basic footwork.

Attacking shots to the leg side.



Some control in run-up.

Basic control of line and length.



Basic stops and simple throws.

Simple catches evident.



Basic forward and backward defensive shots.

Attacking shots more evident but sometimes inconsistent because of footwork.



Well co-ordinated run up.

Reasonable control of line and length.

May demonstrate some spin.



Long barrier.

Accurate throws.



Correct technique for defensive and attacking shots.

Appropriate shots to a variety of balls.



Correct technique and rhythm.

Control of line and length.

Some spin, seam or swing movement.



Able to anticipate and adjust position to stop the ball.

Consistent catching and throwing ability.



High level of technique for attacking and defensive shots.

Able to control shots and place the ball.



Full run-up with correct technique showing good control and consistency with line and length.



Able to use both hands when stopping and picking up the ball.

Very competent in all aspects of fielding.



Performs basic skills in the game.


Understands scoring system of Kwik Cricket games.


More effective in game situation.


Understands the scoring of pairs cricket.


Able to influence the game as a batter or bowler.


Able to make adjustments according to game situation.


Able to exert considerable influence on the game.


High level of skill and tactical awareness even under pressure.




In Year 7

In Year 8

In Year 9

Extension Activities



Passes accurately with correct part of foot.


Dribbling ball under close control and changing direction.


Shows basic control in isolation.


Use of body to protect the ball from a defender.


Block tackling.


Passes accurately with both feet and over long distances.


Dribbling all under close control using both feet at different speeds.


Side tackling. Jockeying and closing down players.


Shooting with power and accuracy.


Decision making, when and where to move. Choice of pass to make.


Passes ball with accuracy while on the move, demonstrating correct technique/timing while making various passes.


Can run at opponent and dribble past with close control of the ball.


Able to control with either foot, and use chest and thigh as means of control.


Use of skills is evident under pressure.


Displays accuracy with all types of pass and demonstrates different types of pass using correct technique/timing.


Shows high level of balance and ball control when dribbling past an opponent.


Able to ‘wrong foot’ opponent using feint 


Able to control with all parts of body and apply this frequently in pressurised competitive situations.


Can shoot with accuracy and power with a high success rate.



Positional play for

3 v 3 / 4 v 4/ 5 v 5 matches.


Spatial awareness.


Triangle shapes to support player on the ball.


Throw-ins, offside, basic systems of play.


Positional play for 7 v 7 up to 11 v 11 matches.


Tactical play; long ball, wingers, corners.


Goal keeping skills.


Referee games.


Able to exert an influence on game in both attack and defence. 


Effectively and confidently officiate a small sided game showing good understanding of the rules.


Shows outstanding level of tactical awareness and anticipation.


Take on the role of captain showing the ability to confidently organise and lead during a game.



In Year 7

In Year 8

In Year 9

Extension Activities



Log roll, egg roll, forward roll, teddy bear roll, shoulder roll.


Point balances on 3,4,5 points.


Patch balances.


5 shapes when jumping.


Start and end positions.


Headstand to “teapot” (knees on elbows).


Backwards roll.


2 and 3 point balances: supported headstand and/ or handstand.


Movement performed with tension and fluency.


Safe landing from apparatus (springboard and trampette).


Basic flight actions from trampettes; pencil, straddle, tuck, pike.


Land on box safely on knees.


Land on box using correct technique – 2 footed.


Side vault on buck. Straddle vault on buck and box.


Headspring on low box top with support.


Forward roll on box top. Round off on mats. Headstand with a variety of shapes.


Show a variety of ways to get in and out of forwards and backwards rolls and headstand.


Headspring with support or unassisted.




Through vault on horse, buck and box.


Round off on box.


Original and dynamic movements.


Handstand – held for 3 seconds.



Components of a sequence


Lifting and lowering technique using mats and benches.


Support handstand, headstand.


Put out apparatus correctly.


Support partner on back or legs safely.


Correct and safe grip.


Support for forward roll on box top and basic landing.


Coaching warm up drills.


Coaching techniques and skills.



In Year 7

In Year 8

In Year 9

Extension Activities



Competent shoulder, bounce and side pass.


Pass to a player in space.


Receive the ball front on.


Dribble using the dominant hand.


Basic standing shooting technique.


Movement into appropriate space to get ball down the court.


Able to receive to the side and front on.


Footwork shows changes of pace and direction.


Able to use feint dodge to get round a player.


Pass the ball to a moving player.


Dribble using the dominant hand with control and beginning to use non-dominant hand.


Basic jump shot technique.


Able to dribble with either hand showing change of direction and pace.


Uses a well-timed side step to effectively get past a defender in order to shoot.


Effective brace step within jump shot technique, good height shown.


Defensive blocking technique.



Footwork is faultless.


Can drive with speed and control.


Can drive towards the goal at either side.


Correct shooting technique that shows power and accuracy – jump shot for height and length.


Exploits the goal keeper’s weaknesses.


Evidence of support play and movement off the ball.



Zone defence – 6:0


Man to man marking tactics.


Recall basic rules: double dribble, 3 steps, 3 seconds, throw in, goal throw, free throw, ball to foot.


Show basic 5:0 +1 man marker defence tactics.


Can recall positions – Wing, halfback, centre and pivot and understand their basic roles.


Apply the rules: 7m and 9m throws, defence fouls, passive play.


Clear understanding of their position’s requirements.


Coach other’s to develop their skills.


Umpire half-court games.


Set attacking plays.


Officiate full sided games.


A variety of set plays regarding quick restart, 9m free throw situations and jump balls.


Vary defence/offence formation




In Year 7

In Year 8

In Year 9

Extension Activities



Competent push pass and slap hit.


Receive the ball on open stick side and use basic footwork.


Bring ball under control whilst stationary and on the move.


Maintain good ball control able using the open stick



Good push pass, slap hit and hit adjusting footwork to give direction and accuracy.


Receive ball and bring under control on both open and reverse stick side.


Use of reverse stick whilst moving with the ball.


Passing the ball to moving player.


Good push pass, slap hit and flick and hit adjusting footwork to give direction and accuracy.


Able to demonstrate a roll out and v drag to outwit opponent.


Able to demonstrate jab and open and reverse stick tackles.


Adopts strong, low balanced position when tackling.


Performs push, slap hit, hit and flick with accuracy, direction and power.


 Brings ball under control quickly and efficiently (cushions) to strongest side when receiving.


Makes effective use of push and Indian dribble in order to get past a defender using a dodge or well-timed pass.


Able to ‘time’ a tackle with a good success rate of winning the ball.



Basic understanding of roles of attack, midfield and defence positioning on pitch.


Recall basic rules: feet, push back, stick tackle.


Understanding of main tactics involved in chosen position.


Apply the rules: self- pass and long corner.


Short corner set up and rules.


Umpire small sided games (half pitch 7v7) and apply rules.


Coach others to develop their skills


Evidence of support play and movement off the ball.


Officiate full sided game (11v11).


Evaluate and refine the performance of their team. Plan small practices.




In Year 7- competent/good

In Year 8 – Very good

In Year 9

Extension Activities



Correct footwork (landing 1-2) and pivoting.


Handling - Catching the ball confidently, ball control.


Selecting the correct pass: chest, over head, bounce or shoulder.


Accurate passing and timing of the pass.


Defending the pass - Marking the ball. (Stage 2)


Evasion – Dodging and moving into space to receive the ball.




Landing and moving into the correct throwing position. Correct technique used.


Passing accurately to a moving target.


Losing a defender to receive the ball straight or square.


Losing a defender using at least 2 methods.


Shooting technique – basic technique, stepping in and stepping back.


Defending the player (Stage 1)


Defending the player and the ball.


Denying space (stage 3).


Shooting technique revised.


Holding space to create movement onto the ball.


Running pass and correct footwork


Tactical play – centre passes and backline passes.


Moving the ball straight and square.


Driving and clearing to create space on court.


Advanced footwork (turn in the air, landing on outside foot with body turned in direction of pass).



Exerting influence on game in attack and defence.


Anticipation and peripheral vision used.


Zonal defence





Know where most of the positions stand and are  allowed.


Recall basic rules: footwork, centre pass, throw in, held ball.


On court: some success in dominating opponent


Know all the positions and roles.


Passing order.


Apply the rules: over a third, contact and obstruction.


Understand positional requirements.


Patterns of passing and basic tactics and set play (centre passes).


Umpire small sided games (half court) and apply rules.


Apply tactical changes


Evaluate and refine the performance of their team.


Plan and lead small practices.




In Year 7

In Year 8

In Year 9

Extension Activities



Able to orientate the map (keep it facing north) within a coned exercise.


Navigate along a single track path.


Navigate themselves using the cardinal points.


In pairs find control points in order on a 7 point orienteering course.


Able to orientate the map whilst moving through each control point.


Thumb the map when moving slowly (cone exercise)


Able to measure distances on a map. Use handrails to navigate around a familiar area.


Begin to move through points with greater speed.


Orienteer as an individual on a points course with a 70% > success rate.


Rough orienteer using catching features.


Fine orienteer over short distances using detailed map reading.


Use attack points to develop aiming off and shows confidence in taking short cuts off the paths.


Performs skills at greater speed, and can use partial views of an entire map to navigate. Orienteer as an individual on a 10 point course with a 70% > success rate.


Has greater confidence and performs skills at greater speed with few errors.


Uses a compass to take bearing, direction and reference, whilst estimating distances with accuracy.


Demonstrates use of appropriate pacing and begins to use competitive techniques.


Orienteer as an individual on a 10+ point course with a high success rate 80% >.



Understanding of orientating the map to the terrain.


Recognise basic map symbols and understands basic orienteering terms.


Knows the cardinal points (N, S, E, W, NW, NE, SW, SE).


Understand more complex orienteering terms.


Basic understanding of how to use features on a map to ensure they are on the correct route.


Able to coach others in basic orienteering techniques.


Can evaluate their own and other’s performance and suggest ways to improve.


Evaluate and refine the performance of their team.


Plan and lead small practices.




In Year 7

In Year 8

In Year 9

Extension Activities



Be able to hit the ball (1-2 out of 5).


Catch balls using 2 hands.


Stop a ball using long barrier.


Throw a ball accurately between posts.


Throw underarm.


Throw overarm.


Field on a post, in the deep and at backstop


Hit the ball with increasing consistency (3-4 out of 5).


Hit the ball over distance.


Bowl good balls consistently.


Throw overarm with increasing speed and over varying distances.


Vary bowls with spin and height.


Catch with 1 hand.


Catch high balls.


Hit the ball consistently (4-5 out of 5).


Hit the ball beyond the pitch.


Attempt to direct the ball into space.


Vary bowling with spin and donkey drop.


Throw overarm from the deep field with speed and accuracy.


Catch balls hit or thrown at varying heights and speeds.


Direct the ball into space with depth and power.


Backhand hit the ball consistently.


Bowl the ball tactically and use the bowling square.


Field the ball with speed and accuracy.


Play in a variety of positions.


Cover bases.



Batting technique.


Backstop technique.


Bowling technique.


Overarm throwing technique.


Rules: no balls, scoring, backwards hit.


Rules and tactics:


Magic triangle and obstruction.


Backstop technique to overarm throw.


Able to coach others in basic orienteering techniques.


Can evaluate their own and other’s performance and suggest ways to improve.


Batting orders.


Planning fielding positions to maximise outfielders.


Batting and 2nd base umpiring and scoring with confidence.



In Year 7

In Year 8

In Year 9

Extension Activities



Stationary pass to both left and right.


Can receive a pass whilst stationary.


Perform correct technique for tackling in a controlled situation.


Able to carry the ball correctly into contact and land correctly when tackled.


Can pass whilst moving to both sides consistently.


Able to receive the ball whilst running.


Perform correct technique for tackling whilst opponent is running with the ball.


Able to present the ball when tackled towards own team in a controlled manor.


Uses a variety of passes and can select/apply the correct one for various situations.


Demonstrates the ability to draw a man and time a pass/run to beat a defender.


Demonstrates sound technique in contact to secure the ball either through rucking or mauling skills.


Performs a variety of passes with consistency in a game situation. Creating space for team mates.


Demonstrates dominance in the tackle creating the opportunity for turnovers.


Significantly Influences play by creating opportunities for team mates using evasion skills and communication.



Basic understanding of laws associated with passing, receiving and offside.


Know the safety principles and correct technique for tackling.


Understanding basic of defensive and attacking shapes.


Understand the generic roles of forwards and backs in a rugby team.


Understanding of positional roles in Rugby Union.


Knowledge of laws

Associated with the tackle and situations arising after it.


Understanding of tactics and strategies and their influence on the game.


Evaluate and refine the performance of their team.


Plan small practices.

Table Tennis



In Year 7

In Year 8

In Year 9

Extension Activities



Basic grip.


Basic forehand and backhand push.


Correct service action.


Basic body movement.


Some static play in game situation.


Rallies won by unforced errors.


Correct grip and competent action when playing forehand and backhand push.


Shows two different types of service.


Technically correct footwork and effective in game situation.


Maintain steady rally in a game and some rallies are won with effective shots.


Good grip and action to suit style of play.


Good range of strokes showing power, control and accuracy.


Demonstrates back spin with backhand chop and top spin with forehand drive.


Uses appropriate footwork in a game situation.


Anticipates opposition and makes adjustments.


Good grip allowing a variety of shots with good technique.


Full range of shots showing, power, control, accuracy and spin.


Demonstrates a variety of serves showing spin.


Good footwork showing speed, balance and rhythm.


Maintains long and successful rallies.



Understanding of basic scoring and positions around the table.


Understanding of fitness required for table tennis.


Full understanding of scoring system for singles and doubles.


Appropriate attacking shots to win a rally.


Good understanding of tactical play.


Able to switch from defence to attack effectively.


High level of skill and tactical awareness.


Able to exert influence on game in attack and defence.




In Year 7

In Year 8

In Year 9

Extension Activities



Competent forehand and backhand return from hand feed or racket feed at service line.


Can play a short rally of up to 5+ shots from service line.


Able to use correct short serve technique although not always successfully.


Basic underarm serve.


Understanding of ready position.


Can play a rally of 10+ shots.


Forehand and backhand action is developing to being in the correct position and technique is clear (correct follow through).


Shots are starting to vary in depth and power (i.e. opponent is being moved from mid-court).


Can attempt forehand and backhand volleys.


Attempts basic overarm serve.


Able to maintain a rally moving opponent forwards and backwards in the court.


Can play effective forehand and backhand volleys with power and depth is developing. Drop shot can be played although it may lack disguise and accuracy.


Lob is used effectively when opponent is out of position


Correct overarm serve technique attempted on first serve.


Able to play shots with topspin.


Attempts to slice.


Direct shots with accuracy.


Able to maintain a rally from the baseline.


Doubles is played using correct positions for attack and defence (rotation of serve).


Serve may begin to show slice and topspin.



Able to score half-court singles.


Knows lines and areas of court.


Can score and officiate half court singles using correct tennis scoring system.


Has some knowledge of doubles scoring system.


Score and officiate doubles.


Understand the basic tactics to use whilst playing doubles.


Understand tactical play in doubles; rotation and shot play.


Be able to lead practices



Key Stage 4 Learning Objectives


The course followed is the EDEXCEL Physical Education and consists of:

Practical Performance Component – 40%

During the course, the students will cover a variety of activities including badminton, basketball, athletics, hockey, netball, football and rugby. There may also be opportunity for swimming, climbing and trampolining amongst other activities.

Students are assessed for sporting ability and they must have sport specific knowledge, to demonstrate ways of improving performance. It is expected that students will have a very good standard of fitness and a high skill level in at least three of the sports covered.

Assessment of the practical component:

30%    Students are assessed on their performance in three activities; at least one must be a team activity, one must be individual activity, the final activity can be a free choice.

Students will be assessed against set assessment criteria.

10%    Students must complete a Personal Exercise Programme (PEP) which involves:

  • Aim and planning analysis
  • Carrying out and monitoring the PEP
  • Evaluation of the PEP

If students have an area of expertise that is not covered within school time, they can still choose to be assessed in that activity.

Written Examination – 60% (to be taken at the end of Year 11)

Classroom based theory lessons will develop knowledge of anatomy, physiology, sports injuries, fitness training, diet, safety and a wide range of contemporary issues.

It is strongly advised that students selecting this course are participating in at least 2 sports at school and/or club level.

To complement GCSE Physical Education, students must take an active role in sport outside school hours, making full use of extra-curricular clubs.

If the course becomes oversubscribed then the following criteria will be used as a guide for selection:

  • Commitment to PE during Key Stage 3 – attitude, organisation, attendance and punctuality.
  • Commitment to at least three activities at a competitive level (in or out of school).


During Key Stage 4, students are required to participate in three lessons of Physical Education during the two-week timetable.

In Year 10 and Year 11, students will be given the opportunity to choose a variety of practical activities to participate in, which are similar to those from Key Stage 3, but at a more rigorous level; and they will be assessed according to the Edexcel GCSE PE practical mark descriptors.

At the start of the Summer Term in Year 10, students can then decide if they want to continue with this format within their PE lessons or opt for a more recreational route. The list of activities which students can decide to participate in are: football, hockey, basketball, netball, rugby, badminton, handball, orienteering, fitness, lacrosse, trampolining, volleyball, rounders, athletics, tennis and softball.


Key Stage 5 Learning Objectives

Units of Study

The Physical Education course will follow the Edexcel/Person Qualification for A-Level PE. This is a full 2-year A-Level Course and there is no 1-year AS- PE option.  During the course students will have the opportunity to learn:

Applied Anatomy and Physiology

Students will understand the anatomical/structural and physiological/functional roles performed in the identified systems of the body.

Exercise Physiology and Applied Movement Analysis

Students will understand the importance of diet and nutrition pre-, during and post-physical activity. Students will also understand how to prevent and rehabilitate from injury, and be able to demonstrate an understanding of movement analysis through the use of examples to include linear motion, angular motion, projectile motion and fluid mechanics.

Skill Acquisition

Students are required to show an understanding of the nature and development  of skills in sport. This understanding could be enhanced and developed through applied practical experiences in the role of either coach and/or performer.

Sport Psychology

Students will have an understanding of the role that sports psychology has in facilitating optimal sporting performance of an individual athlete, sports teams and individuals in the teams. Central to this topic will be the ongoing debate offering explanations between either nature or nurture or the interaction of both.

Sport and Society

Students will understand the dynamic relationship between sport and society. They will understand the parallels between societal changes and sport and will utilise this knowledge and understanding to consider historical and contemporary events and trends  and potential future developments. Students will understand the relationship between media and sport and the role of social media.

Career Paths in PE and Sport

This course seeks to provide a bridge to Higher Education from Key Stage 4 and from GCSE Physical Education for those who have followed a course to that level.

PE can be linked with a variety of other subjects at A- Level. The subjects taken alongside PE can influence the choice of career path within sport.

Links With Art Links With Science / Maths
  • Teaching
  • Leisure Management 
  • Sports Development
  • Coaching
  • Professional Sport
  • Sports Public Relations
  • Sports Journalism 
  • Sports Medicine / Physiotherapy 
  • Physiotherapy 
  • Fitness Profession
  • University Lecturing 

PE and Sport at Higher Education

At Higher Education level, there are many degree courses  which  involve  the  study of Sports  Science, Sports Studies and Physical Education. The focus of study will vary from course to course. A-Level PE is a valuable asset to possess before embarking on any sports related degree course, all of which cover a number of the topics on the A-Level syllabus. The practical content of each course varies considerably, and the emphasis placed on sporting ability as part of the selection procedure varies from institution to institution.

Practical Options

The course demands are such that much of the physiological and psychological content of the course can be taught through practical activities. These activities will vary according to the nature of the theory and all students will be expected to participate. Practically, students will be assessed in one activity area at A-Level. They are also required to fulfil a role as a performer or coach in their chosen sport. There is a wide range of activities that can be offered for assessment. Please speak to a member of PE staff if you need any further information.

Sixth Form Sport at Sale Grammar School

Sixth Form students have the opportunity to attend any of the extra-curricular clubs that take place. We currently have Sixth Form netball, hockey, football and rugby teams.