Physical Education
PE at Bow helps our students develop their physical, emotional and mental well being. It educates them on how to refine skills and techniques in a variety of sports but also challenges them mentally through problem solving. Dance challenges the physical, mental and emotional capabilities of students. Learn how to express various ideas, concepts and feelings through movement, and enjoy the experiments of putting theoretical knowledge to practice.
WHAT ARE THE BIG IDEAS IN pe?
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Physical ME
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Leadership ME
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Tactical ME/Compositional ME
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Theory ME |
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So students can learn and progress in new skills across all sports which will be beneficial for their health. They must apply all components of fitness and have good technique a wide variety of sports.
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To create leaders with various skills and behaviours for the future who will contribute positively to modern society.
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To allow students to plan, analyse, evaluate and adapt strategies and performances to produce and appreciate high level sporting performances.
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So students are mindful of the make-up of the human body and how their choices can impact on a healthy, active lifestyle.
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HOW ARE THESE DEVELOPED?
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Autumn |
Spring |
Summer |
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Year 7 |
- Football - Touch rugby - Netball - Team building - Multi sports - Dance - Trampolining - Fitness |
- Football - Touch rugby - Netball - Basketball - Team building - Multi sports - Dance - Table Tennis - Trampolining - Fitness |
- Cricket - Rounders - Softball - Badminton - Table Tennis - Dance - Trampolining - Fitness - Athletics |
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Year 8 |
- Football - Touch rugby - Netball - Team building - Multi sports - Dance - Trampolining - Fitness |
- Football - Touch rugby - Netball - Basketball - Team building - Multi sports - Dance - Table Tennis - Trampolining - Fitness |
- Cricket - Rounders - Softball - Badminton - Table Tennis - Dance - Trampolining - Fitness - Athletics |
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Year 9 |
- Football - Touch rugby - Netball - Team building - Multi sports - Dance - Trampolining - Fitness |
- Football - Touch rugby - Netball - Basketball - Team building - Multi sports - Dance - Table Tennis - Trampolining - Fitness |
- Cricket - Rounders - Softball - Badminton - Table Tennis - Dance - Trampolining - Fitness - Athletics |
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Year 10 |
Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport- Tech Award 2022 Component 1: Learning outcome A: Explore types and provision of sport and physical activity for different types of participant. Learning outcome B: Examine equipment and technology required for participants to use when taking part in sport and physical activity. Learning outcome C: Be able to prepare participants to take part in sport and physical activity.
GCSE Dance- Features of production, including: • staging/set • lighting • properties• costume • aural settings |
Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport- Tech Award 2022 Learning outcome C: Be able to prepare participants to take part in sport and physical activity.
GCSE Dance- Features of production, including: • staging/set • lighting • properties• costume • aural settings |
Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport- Tech Award 2022 Component 2: Learning outcome A: Understand how different components of fitness are used in different physical activities. Learning outcome B: Be able to participate in sport and understand the roles and responsibilities of officials. Learning outcome C: Demonstrate ways to improve participants sporting techniques.
GCSE Dance- Features of production, including: • staging/set • lighting • properties• costume • aural settings |
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Year 11 |
Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport PART 1 Pleanning drills and conditioned practices to develop sporting skills Drills to improve sporting performance Complete Pearson PSA and resits for component 1/2 PART 2 Complete Pearson PSA and resits for component 1 and/or 2 Component 3 - Learning outcome B: Investigate fitness testing to determine fitness levels.
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Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport PART 2 Learning outcome C: Investigate different training methods
PART 2 Learning outcome D: Investigate fitness training programming to improve fitness and sports performance.
GCSE Dance- Theory: Programme note introduction to support choreography. Anthology work revisit with practice questions (section C of component 2). Practical: Solo/ Group Choreography Introduction to choreography stimulus questions / requirements selection & research process in choreography structuring/ music selection Creating original motifs |
Core PE (Sport Education) Students are given various roles in their PE lessons. These include: Team Captain – Coach Stats Keeper – records and inform team/teacher of individual/team statistics Manager – equipment manager & sets up field/court Referee – Is acquainted with rules and etiquette of the sport/activity being played and fulfils this role. Player – participating member of team. Scorekeeper Pathways of either Invasion Games, individual or aesthetic sporting pathways are selected by students in order to be independent learners and achieve the needs and engagement of all of our students. BTEC Sport: BTEC Sport Revision GCSE Dance- Theory: Anthology work revisit with practice questions (section C of component 2). Practical: Record Solo/ Group Choreographies.
Opportunity to re-take set phrases learnt in YR 10 if necessary.
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WHAT TOPICS ARE USED TO EXPLORE THESE IDEAS?
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Physical ME |
Leadership ME |
Tactical/Compositional ME |
Theory ME |
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In Year 7 |
Fundamentals of running, catching, kicking and throwing
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Effectively communicating and leading a warmup |
Making tactical decisions during sports
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Components of fitness |
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In year 8 |
Refining and adapt physical skills and applying to all sports |
Enforcing rules and regulations in different sports with teacher guidance |
Making advanced tactical and strategic decisions
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Muscles and bones in relation to sporting movement |
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In year 9 |
Mastering all skills from 7 & 8 |
Scoring and recording results of a tournament |
Explaining tactical decision making to team members. Giving clear concise feedback on performances on how to improve.
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Relationships between methods of training and long term effects of exercise |
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In year 10 |
Core PE- Playing 6 different sports of their choosing of a pathway e.g., Football/Netball/Basketball for invasion. Badminton, Fitness, Table Tennis for Individual. Dance, Gymnastics, Fitness for aesthetics. They will apply all components of fitness in these sports/physical activities. |
Core PE- Leading small warmups and drills with at least 6-8 students per leader.
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Core PE- Leaders give tactics for students in game play for invasion. In the individual/aesthetics pathway students use their own tactics/compositional ideas to improve on their performances.
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Core PE-Understanding the body systems via teaching and peer learning and being able to verbalise this to other students. . |
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In year 11 |
Streamlining the pathway to 3 main sports in each term on their pathway e.g., Football/Netball/Basketball for invasion. Badminton, Fitness, Table Tennis for Individual. Dance, Gymnastics, Fitness for aesthetics.
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Core PE-Leading larger groups of 10-15 students with less teacher influence and more independent lessons.
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Core PE-Tactics can be swapped at any time dependent on sport. Compositional performances should now be perfected based knowledge from Year 7-10.
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Core PE- Being able to explicitly describe the bones, muscles and parts of the heart as well as components of fitness and their functions in all lessons. . |
Dance
HOW ARE THE big ideas DEVELOPED?
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Physical ME |
Leadership ME |
Tactical and Compositional ME |
Theory ME |
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Y10 |
Dance Practical performances for GCSE Dance chorography, solos/duets and trios |
Leading small group practices and warms ups for exams/performances to be filmed. |
Applying tactics in games in practical sports/fitness programme to gain higher marks. Completing session plans. Applying feedback from teacher and video feedback in order to improve grades/compositional performances. |
Dance –Applying theoretical knowledge in the 6 professional works in Dance and choreography |
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Y11 |
TEC Sport/GCSE Dance As with Year 10 for GCSE Dance. For BTEC they have a fitness programme to complete in the Gym.
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–As with Year 10 but expected to be independently led with larger groups. |
BTEC Sport/GCSE Dance- As with Year 10.
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GCSE Dance- Dance the same as with Year 10. |
Sports BTEC
HOW ARE THE BIG IDEAS DEVELOPED?
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Physical ME |
Leadership ME |
Tactical and Compositional ME |
Theory ME |
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Y10 |
Component 1: Leading a warm up and taking part in physical activities |
Leading small group practices and warms ups for exams/performances to be filmed. |
Applying tactics in games in practical sports/fitness programme to gain higher marks. Completing warm up session plans. Applying feedback from teacher and video feedback in order to improve grades/compositional performances. |
BTEC Sport- Roles and responsibilities applied to their coursework assignments. Learning to analyse professional works in Dance through their language learned in KS3. |
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Y11 |
Taking part in a range of fitness tests and training methods |
Leading their warmups/full drill sessions for C2. |
BTEC Sport/GCSE Dance- As with Year 10.
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BTEC Sport they use all knowledge from Unit 5 from body systems and then in Unit 3 is synoptic so the whole course to apply the theory for their assignments. |
