PE / Games
PHYSICAL EDUCATION EXPECTATIONS
At St George’s we strongly believe that Physical Education is a very important part of children’s development and wellbeing. Studies have found that children and their academic development can be improved through Physical Education after the pandemic hampered their progress. The physical and mental benefits that regular activity can provide are abundant. Improved mood, cognitive development for children and fitness management can all contribute to academic improvement.
The Department for Education state that “Physical education is part of every child’s entitlement to a good education”. It is a compulsory part of the curriculum for all pupils at every Key Stage, from age four to 16.
Subject Vision
A broad, stimulating and inclusive curriculum, that develops students Physically, Psychologically, Socially, Technically & Tactically in a range of sporting situations (PPST)”
Curiosity – The subject explores a wide variety of team and individual sports, fitness training, and fitness testing. Promoting active participation and lifelong learning as well as social and psychological development.
Adventure – The curriculum supports students’ self-esteem and well-being and provides an environment where they are stretched (Physically, Psychologically, Socially, Technical & Tactically). The curriculum ‘spirals’ over time, with students’ knowledge gradually building on what has been learnt each year.
Resilience - Lessons are fun and challenging, promoting students to work in small groups where they can develop skills and tactics in a wide range of sports. We believe a higher quality of learning occurs by exposing students to increased ball rolling time. Students are placed in situations where they need to develop and rely on their own decision-making skills, this helps cement learning in pressure situations.
Challenge – Students are challenged to achieve their full potential in all areas covered (PPST). They are encouraged to push themselves out of their comfort zone and to be comfortable in attempting new skills, even if that involves failing and struggling. Students are encouraged to become comfortable at being un-comfortable.
Independence – Lessons are fun and engaging and teachers use various strategies to students are challenged and build independence and resilience.
Community – Students have access to extra curricular activities and compete against other local schools in various competitions. We also engage with local clubs to ensure our links with the local sporting community is strong.
Games Assessment
Games Assessment
During games lessons, throughout the academic year, pupils will be using a Diary of Performance (DOP), to document their progress. These DOP’s contain lesson by lesson information regarding the activities that pupils will be undertaking each term. This includes the Learning Intention and sticky knowledge (the most important thing to remember from the lesson). All activities are documented, and pupils will take part in one of these activities each term.
The DOP is a very handy document for pupils to use to understand what skills or knowledge they are acquiring within each lesson. This will help pupils to understand their learning journey and support them in being able to say what they have learnt, but also why this is important. Evaluation is an important part of the games curriculum, and this document supports this.
Copies of the DOP can be found in the links below:
KS3 Assessment
At key stage 3 (years 7-9) pupils will receive an assessed colour. This assessed colour is based on ranked position within the year group. For more information on this please go to the Academic Overview guide.
During assessment, pupils will receive a maximum score of 24. This is achieved by teaching staff assessing the pupils using the impact grid within the DOP. Each of the 4 areas will score up to 6, with 2 points available for each descriptor within each of the 4 areas. An example is below.
| FOOTBALL IMPACT | |
| 1. Movement with and without the ball. Emerging: Demonstrate basic movement techniques (dribbling) applied with some coordination and control to gain an advance over an opponent. Confidence, accuracy and consistent replication is evident in low pressure situations. Developing: Perform the necessary dribbling skills to suit the situation. Use different parts of the foot to manoeuvre/manipulate the ball into open spaces. Mastery: Control the ball and subsequently move/travel with the ball fluently. Skills are consistent and performed much quicker in response to opposition pressure and make a significant impact on the game played. | 2. Execution of core skills (Dribbling, Passing, Shooting) Emerging: Use basic techniques in a small sided game and will pass and shoot with reasonable accuracy. Identify the differences between their performances and others. Developing: Pass using different variations covering longer and shorter distances. Accurately replicate core skills consistently and as a result plays a main role in small sided games. Mastery: Identify the type of core skill needed and perform these fluently and quickly even under pressure. More advanced variations of these skills are attempted and occasionally successful. |
| 3. Outwitting Opponents in a competitive game situation Emerging: Show a basic tactical awareness and react to opponent’s pressure in a small sided game. Developing: Use a sound understanding of the principles of attack when planning their approaches to competitive games. Work effectively in a small team to choose and put into practice tactics for attacking and defending; Mastery: Demonstrate a sound level of tactical awareness and respond to changing situations by adapting and refining their skills and techniques. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved. | 4. Developing Physical Literacy. (Run, jump, kicking, control) Emerging: Demonstrate basic movements including running, jumping and kicking techniques applied with some coordination and control. Developing: Perform the necessary fundamental movement & football skills that allow them to read their environment and make appropriate decisions. The manipulation of this technique is performed at a greater speed. Mastery: Control the ball and move with speed and agility. Core football skills are consistently performed quicker in response to opposition pressure in a game. |
KS4 Assessment
At key stage 4 (years 10 and 11) pupils will receive an assessed grade. This will either be Emerging (E), Developing (D), or Mastery (M). Again, this is based on the impact grids within the DOP. Pupils may receive an Ungraded (U) if they have not met the criteria for Emerging.
An example of the assessment criteria for table tennis is below:
Emerging: Show a basic replication of the forehand and backhand push in reaction to opponent’s shots in a game situation. Body preparation appears slow prior to shot selection.
Developing: Uses a range of core skills learnt to achieve a successful outcome when taking part in competitive games. Work effectively as a pair to attack and defend with confidence. Will physically exert themselves while taking part in competitive games.
Mastery: Demonstrate a very good level of tactical awareness and respond to changing situations by refining core skills. Identify the main aspects of a good performance, recognise weaknesses and suggest how a performance could be improved. Use both physical and mental capacity to achieve a personal best.
PE Learning Journey
PROCEDURE IF YOUR CHILD IS UNABLE TO PARTICIPATE IN THEIR PE LESSON
- If your child is ill or injured they must bring a note in from home.
- If your child is unable to participate due to a long term medical condition a medical certificate must be provided. This should be updated termly and your child will be taken out of the subject to study extra RE or technology, depending on the year group timetable.
- When your child is ill or injured they will be expected to be involved within the lesson, completing worksheets, officiating and carrying out peer assessments.
- If your child has 3 notes within a term, their teacher will contact you to discuss this with you
PROCEDURE IF A CHILD DOES NOT BRING IN KIT FOR THE LESSON
If your child forgets their kit, staff will provide the student with school kit. If they refuse to wear this kit they will be given a St George’s after-school detention.
If they then do not engage in the lesson, behaviour support will be contacted if your child fails to follow these procedures and then they will be removed to the safe room.
Staff
PE Lessons each term
| Weeks | 1-3 | 1-3 | 4-6 | 4-6 | Final lesson |
|
| Girls | Boys | Girls | Boys | Mix up week |
| Term 1 | Netball Dance | Football Hockey (SH) | Basketball (SH) Football | Dance / Dodgeball Rugby | End of term |
| Term 2 | Hockey / Netball Gymnastics KS4 Fitness in Drama Studio instead of Netball | Basketball (SH) Fitness | Fitness Basketball / Badminton | Football/Rugby Table Tennis | Inter house to start when Sports Hall is out of action |
| Term 3 | Year 7 girls - Dance and tag rugby Year 8 girls – Football and Netball Year 9 girls – Football and Netball Year 10 & 11 – Dance and Netball | Year 7 boys – Hockey (Cliftonville Hockey) and Rugby (Thanet Wanderers coach Monday class only) Year 8 – Football and Basketball Year 9 – Football and Basketball Year 10 & 11 – Football and Basketball | Year 7- 11 girls – Badminton and Netball | Year 7 – Hockey and Rugby Year 8 – Football and Basketball (outside on courts) Year 9 – Football and Basketball (outside on courts) Year 10 & 11 – Football and Basketball (outside on courts)
| Inter house Netball (girls) and Football (boys) |
| Term 4
| Table Tennis Sports hall lesson | Fitness Football / Rugby | Bench ball Dodgeball | Bench ball Dodgeball | Mid term |
| Term 5 | Athletics (Main activity for double) Rounders – Yr. 11 | Athletics (Main activity for double) Tennis | Athletics (Main activity for double) Rounders | Athletics (Main activity for double) Softball | End of term |
TERM 6
Girls
Main sport – cricket (courts) for 1 lesson out of the two and then the below:
Week 1-2 – hockey (courts)
Week 3-4 – vortex
Week 5-6/7 – volleyball
Boys
Main sport – softball for 1 lesson out of the two and then the below:
Week 1-2 – Volleyball
Week 3-4 – hockey (courts)
Week 5-6/7 - vortex
Clubs – Rounders Wednesday after school with Miss Tanti and Mrs Valentine (all ages and abilities welcome)
Careers
Physical education lends itself to a range of careers in sports and fitness as well as other industries that you may not have considered before. For example, did you know that many nutritionists, physical therapists and chiropractors have a degree in PE?
Some careers that you could consider doing with PE include:
- Sports science
- PE teacher
- Physiotherapist
- Professional sportsperson
- Sports coach/consultant
- Sports policy at local and national level
- Diet and fitness instructor
- Personal trainer
