Physical Education

Click here to view an illustration of our student's Physical Education Learning Journey

Subject Intent

At Jarrow School, we recognise the importance of Physical Education and the role it has to play in promoting a healthy lifestyle and long-term engagement in physical activity. ‘Physical Literacy’ is considered to be the foundation of participating in life-long Physical Education and this can be defined as the mental, physical and emotional engagement in physical activity (IPLA, 2020). Educational informed research has directed us to devise our curriculum around a head (cognitive), hands (physical) and heart (social) model to educate our students in a holistic manner. With this model in mind, we hope to prepare our students for life beyond Jarrow School.

The intent of our PE curriculum is to provide all students with high quality PE and sport provision, not only as a participant but in alternative roles such as a coach, official or choreographer. It is our vision for every child to succeed and achieve their potential as well as to lead physically active lifestyles beyond their years at secondary school.  We strive to inspire our students through fun and engaging PE lessons that are enjoyable, challenging and accessible to all.  We want our young people of Jarrow School to appreciate the benefits of a healthy and active lifestyle. Through our teaching of PE, we will instil our core values and transferable life skills such as resilience and mutual respect as well as providing them with opportunities to take part in competitive sport through our extensive extra-curricular programme.

Post 11 Physical Education Overview

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

All

Multi-Sports

Gymnastics

Athletics

Football

Swimming

Striking and Fielding


Key Stage 3 Physical Education Overview

Years 7

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Boys

Core Skills

Football

Table Tennis

Rugby

Cricket

Softball

Basketball or Swimming

Handball

Dodgeball

Swimming or Basketball

Athletics

Athletics

Girls

Core Skills

Dance or Swimming

Dance or Swimming

Netball

Rounders

Tennis

Netball

Dodgeball

Gymnastics

Football

Athletics

Athletics

 

Year 8

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Boys

Fitness

Football

Table Tennis

Rugby

Cricket

Softball

Basketball or Swimming

Handball

Dodgeball

Swimming or Basketball

Athletics

Athletics

Girls

Fitness

Dance or Swimming

Dance or Swimming

Netball

Rounders

Tennis

Netball

Dodgeball

Gymnastics

Football

Athletics

Athletics

 

Year 9

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Boys

Fitness

Football

Table Tennis

Rugby

Cricket

Softball

Basketball or Swimming

Orienteering

Dodgeball

Swimming or Basketball

Athletics

Athletics

Girls

Fitness

Basketball

Dodgeball

Netball

Rounders

Tennis

Netball

Orienteering

Cheerleading

Football

Athletics

Athletics

 

Key Stage 4 Physical Education Overview

Pearson BTEC Sport First Award

Cambridge National Sports Science Certificate

Year 10

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Boys

Invasion Games

Outdoor Adventurous Activities

Invasion Games

Invasion Games

Striking and Fielding

Striking and Fielding

Fitness

Net/Wall Games

Net/Wall Games

 Net/Wall Games

Athletics

Athletics

Girls

 

Invasion Games

Invasion Games

Replication of Movement

Invasion Games

Striking and Fielding

Striking and Fielding

Fitness

Outdoor Adventurous Activities

Net/Wall Games

Invasion Games

Athletics

Athletics

All

Sport Science - Principles of Training

Sport Science – Response to Activity

 

Year 11

  Autumn Term Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Boys

 

Invasion Games

Invasion Games

Outdoor Adventure

Invasion Games

Invasion Games

Striking and Fielding Athletics

 

Fitness

Net/Wall Games

Net/Wall Games

Net/Wall Games

 

 

Girls

Invasion Games

 

Invasion Games

Invasion Games

Invasion Games

Striking and Fielding

 

Fitness

Outdoor Adventure

Replication of Movement

Net/Wall Games

 

 

All

BTEC Fitness

BTEC Personal Fitness

Sport Science - Reducing Injuries


Additional Curriculum Information

Most Able

Research has suggested that talent in sport is multifaceted and a multi-ability approach is the best way of assessing the most able students in their preferred domain. We use a Head, Hands and Heart approach which focuses on cognitive/creative ability, physical ability and social/personal ability. This allows students to demonstrate ability in one or more domain. Most able students have the opportunity to be assessed against additional mastery statements in their chosen domain, as well as following additional extracurricular pathways. We work closely with the Most Able lead (PE teacher) in school to provide additional opportunities to stretch and challenge these students.

SEND

When assessing students, the department has planned carefully to give students with SEN and/or disabilities every opportunity to succeed. Teaching staff use a range of strategies, such as scaffolding and implicit instructions, to cater for the needs of SEN students. We have used a hybrid PE model to help us do this so that we do not solely focus on practical performance (hands), but we focus on cognitive (head) and behaviour (heart) as well. Students follow adapted learning journeys and activities where staff can make judgements against the mastery statements in the context of the activity being carried out. Students in the P11 school are able to follow a bespoke curriculum to meet their needs and allow them to make rapid progress.

Assessment – Impact

The PE department assess students in Key Stage 3 using mastery statements, which focus on the key skills required to be successful in PE. Mastery statements are an inclusive way of teaching and they aim to close the gap between all students. If students are able to master the criteria taught then they demonstrate a depth to their learning. Students are assessed from a Head (cognitive), Hands (performance) and Heart (behaviours) hybrid model. Students focus on three statements from each strand over the year and each statement equates to a percentage of their journey.

The assessment at Key Stage 4 differs slightly as students are awarded a pass, merit or distinction grade from Pearson BTEC Sport or Cambridge National Sport Science. Learners are assessed in both courses by an external exam and three internally assessed coursework units. The key stage 4 courses focus on a multifaceted approach again and not solely on that of a performer. The units selected in each course are chosen carefully to reflect the needs of our learners.

Homework

The aims and principles of the PE Department homework policy follow that of the whole school policy.

Departmental Guidance

  • Homework will be set according to the whole school homework policy.

KS3

  • Students in KS3 will be expected to attend one extracurricular club a week.
  • Clubs will be available on a morning and after school.
  • Students who are unable to attend clubs can get their passport signed by an external coach.
  • Students in KS3 will be required to complete one DIRT (strengths and weaknesses of performance) piece of work online at home.
  • Students in Y9 will be given additional homework linking to the Sports Pathway subjects.

KS4

  • At certain times throughout the year it may not be possible to set homework.
  • Time will be planned in lessons to set homework.
  • Time will also be planned in lessons to review homework/give feedback. This will help to ensure that homework is seen as meaningful and worthwhile to students.
  • A variety of tasks will be used when setting homework to cater for different abilities and learning styles e.g.
    retrieval tasks to aid long term memory (once per week)
    Worksheets/research work to reinforce knowledge and understanding (once per half-term)
  • Homework should be marked within one week and appropriate feedback will be given.
  • If a student fails to hand in homework a departmental detention will be given by the classroom teacher. If this becomes a persistent problem, HoY will be informed and parents contacted.
  • Positive comments and BRIGHT be points will be added to Bromcom to students for good quality homework.

Beyond the curriculum

In 2021-2022, we competed in more fixtures, events and competitions than any of the last 10 years and were awarded a School Games Mark of Gold. Our targets are ambitious and aspirational, but we want to keep progressing as a department and offer our students as many opportunities to participate and excel in a wide range of activities. As well as the number of events and fixtures we participate in, we also offer our students a varied and extensive extracurricular programme at mornings, lunchtimes and after school.

This aspect of our job we believe is vital for our students and one of the key reasons why we all became PE teachers – to offer our students the opportunity to wear our school colours with pride and represent our school at district, county and a national level. We would like to offer more opportunities for our students to develop their leadership skills through sports leaders’ award and increase our participation in girls’ extracurricular opportunities.

The Schools game mark is a government led awards scheme to reward schools for their commitment to the development of competition across their school and into the community. Participating in this process allows schools to evaluate their PE provision and assists them in developing an action plan for future progress. We have progressed year on year, moving from Bronze to Silver and now Silver to Gold.

We offer our students the opportunity to work with external coaches to develop their experiences in PE. The coaches have the opportunity to deliver sessions to our leaners and discuss with them their career path and current job roles and responsibilities. Students have the opportunity to visit sporting institutes such as Gateshead College, Newcastle United and Dance City to help inform them for their future career paths and broaden their sporting experiences.

Full details of our extra curricular activities can be found here.

Literacy & Subject Specific Vocabulary

Key Stage 3 - Students are provided with opportunities to read in PE at the start of each lesson with explicit learning objectives displayed on the whiteboard. Students have a ‘word wall’ to refer to in the Sports Hall which highlights all of the key words associated with the different sports of the Jarrow School PE curriculum. Teachers are able to refer to these displays during the lesson so students can comprehend what the word looks like and verbalise how it is pronounced. Schemes of work have ‘key vocabulary’ sections which teachers will refer to during the teaching of different activity areas, so students are able to comprehend these key words. Students are encouraged to take part in dialogues, question and answer sessions and group discussions to develop their cognitive (head) and social (heart) skills. Key concepts such as communicating feedback are adhered to as part of the curriculum. At the end of each block of learning, students will complete a Directed Improvement Reflection Time (strengths and weaknesses) booklet to consolidate their learning for the half term.

Key Stage 4 – Students continue to develop the skills they have used in KS3 and secure them even further by learning subject specific vocabulary relating to their sport course. The role of speaking and listening is developed more as students are required to participate in groups, as a leader, on a more regular basis. Students are taught about the language features that they will need to identify, such as verbs, so they are able to develop their coursework to their target level. Students are required to use reading skills for comprehension and interpretation that will enable them to understand and analyse exam questions and carry out research tasks.

We have chosen our examination subjects carefully to enable learners the chance to develop different types of skills through largely practical means; communication, problem solving, team working, evaluation and analysis, performing under pressure, and formulating written findings from practical investigation are all transferable skills which can be learned and assessed through these qualifications and utilised in many other educational and employment settings. Teachers address writing skills for the formal, academic language and provision of precise detail and explanation needed in assessed written work using the PE literacy policy.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

)

Follow Us

Follow us on Facebook

Follow us on Twitter

Contact Us

Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
Fax: 0191 4283202

Download (MCAS) App

Click the app store that matches your device below to download our MyChildAtSchool (MCAS) app.