Physical Education

Providing physical education both inside and outside of school is crucial in helping young people to learn and develop life skills.

The physical education department aims to promote physical activity and wellbeing through a range of team and individual activities. Through practical lessons and extra-curricular activities, we plan to inspire all pupils to continue to be physically active inside and outside of school and long into the future. We see physical education as key to personal development, especially leadership, communication and teamwork, allowing pupils to develop these life skills in a sporting environment.  

Physical education incorporates physical skilfulness and development, improved personal performance and knowledge of the body in action. These are crucial for children and young people to perform competently in a range of competitive, non- competitive, creative and challenging activities within a variety of environments.

Subject Teacher: 
Mr S Gough –

Curriculum Outline

Key Stage 3

Our KS3 curriculum follows the National Curriculum for PE

Years 7 and 8 develop their competence to excel in a broad range of physical activities that allow students to

  • be physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.  

Students have the opportunity to take part in a range of activities, and in a range of different roles, such as performer, coach, and official. 

Boys and girls are usually taught in single-gender groups as it is felt this provides a more comfortable environment for learning.  The curriculum offers a variety of activities which help to develop competence, performance, creativity and healthy active lifestyles. All students will be taught the fundamentals of invasive, net and wall, athletic and aesthetic activities.

Key Stage 4


The GCSE Physical Education specification allows the in-depth study of the body in performance, investigates the body systems at work, and looks at the socio-cultural context of the sports performer.  It also gives the pupils the opportunity to demonstrate their physical capability as a practical performer in different activities whilst encouraging them to seek to analyse and make improvements to one of them.

The theory element is worth 60% and requires the students to sit two written examinations which are both 1 hour 15 minutes in length. Paper 1 will test students’ knowledge of the human body and movement in physical activity and sport. Paper 2 will test students’ knowledge of the socio-cultural influences and well-being in physical activity and sport.

The Practical element accounts for the remaining 40% of the qualification.  Students are required to demonstrate their practical performance during which they are required to perform in 3 sporting activities live in front of a moderator from AQA.  In addition to three practical performances, candidates are required to demonstrate their ability to Evaluate and Analyse (EAP) their own performance in order to:


Key Stage 5

BTEC Level 3 Subsidiary Diploma in Sport

This course is equivalent to one A level as pupils study 7 units.  The assignments are written in a variety of methods including written documents, PowerPoint presentations, video evidence and podcasts.  Students undertake 5 lessons per week which are theory lessons taught in classrooms for the majority of the time.

The units studied are:

  • Unit 1 – Principles of Anatomy and Physiology in Sport
  • Unit 2 – The Physiology of Fitness
  • Unit 3 – Assessing Risk in Sport
  • Unit 5 – Sports Coaching
  • Unit 7 – Fitness Testing for Sports and Exercise
  • Unit 11 – Sports Nutrition
  • Unit 12 – Current Issues in Sport


In order to meet the various criteria for assignments, it is important that pupils:

  • Distinction – justify and analyse
  • Merit – explain in detail
  • Pass – identify


Many pupils who study this course move onto University to study Sports Science, Sports Coaching/teaching, Physiotherapy or another similar course.