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Physical Education

Curriculum

We believe that school PE has become much more than who can run the fastest or tackle the most students in a rugby game. Competition is good, and we celebrate / congratulate and encourage all that are motivated by healthy competition. However, every learning experience in PE now provides the opportunities for the ‘whole-child’ to be developed - socially, physically and cognitively. We encourage both mind and body to be actively engaged in play, exercise and healthy habits that will continue later in life.  Our students are given access to a broad range of activities that allow success in the physical, cognitive and the affective domains of physical literacy. 

“Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.”

(IPLA, 2017)

At Axe Valley we are passionate about ALL of our students in PE. We aim to motivate them by adapting the curriculum to meet their needs and challenge them in more than just the physical domain. 

Physical Education Overview

Curriculum Design

Each year group has an overall developmental focus. For example, our curriculum design for year 7 targets their personal development. 

Year 7 are taught in mixed gender PE groups with no ‘setting’ according to their competencies in physical activity. Although all students have the opportunity to develop their physical literacy in a number of ways in year 7, we look to specifically develop their Decision Making - Tactics and Strategy, Communication and Motor Competence in a variety of activities and environments throughout the academic year.

Formative assessment should be evident in all lessons, we encourage our students to develop their Knowledge, Attitudes and Performance in a variety of different activities based on their individual needs. Summative assessment is also provided at two points throughout the year where students are provided with guidance on what they are doing well, and how to continue their development in the three main areas. Below is an example of our assessment rubric which is used to help the students understand their summative assessment. 

Year 8’s key focus is surrounding building Character (Heart) with one lesson of mixed sex PE, and one lesson of single sex per fortnight. Year 9 students have the opportunity to develop their Leadership skills (Heart) in both single sex PE groups and mixed. Our year 10 students are looking to develop Aspirations and Employability (Head). We conclude our KS4 assessment with year 11 looking at (Hands) Health as a key focal point delivered through health and fitness based PE. 

Both key stages 3 and 4 have an overall assessment grid that will be used to provide each student with a holistic view on progress across the three domains. Grades awarded start from Emerging in these areas, up through Securing, Developing and Mastering. The first attainment report for each year group will focus on all key areas of the HHH model. Year 11 will be provided with three attainment reports throughout the year, whereas years 7 - 10 will receive two. All students will be provided with three attitude to learning reports throughout the year.

Head, Heart and Hands

Course Content

PE Kit Every Lesson

We understand that, throughout the year, students have a variety of different reasons for not taking part in the physical aspect of PE. Being physically active remains at the heart of what we do at Axe Valley PE however, where this is not possible, we ensure that all students are part of the lesson in a non-physical role. To ensure that all students are ready to take on the challenge of a coach, timekeeper, referee, score-keeper, analyst, mentor, we ensure they look the part along with their peers. PE kit, always, ensures that they take a positive role in the lesson and they remain warm / dry for the rest of the day if the lesson is timetabled outside. 

Artificial Grass Pitch

AGP Boots & Shin Pads

Footwear Guidance for Axe Valley AGP

To help maintain the quality of the astro turf facility, there are specific requirements regarding what footwear can be worn on the surface. The only footwear allowed on the pitch is moulded studded footwear like the examples below:

What is NOT allowed is any type of dimpled, metal stud or flat soled shoe like the below: 

"WHY CAN'T WE WEAR REGULAR 'ASTRO-TURF' TRAINERS ON YOUR SURFACE?"

Imagine the Astro like a carpet and each strand of artificial grass makes the pile of the carpet.

3G astros are designed for the pile of the grass to be upright. The surface area of a pimpled soled trainer is greater than that of a moulded football boot. The greater surface area of the trainer over time flattens the pile of the grass which means it loses friction. This in turn means the surface loses it ability to replicate grass and slow a travelling ball.

Sand and water based Astro turfs have no artificial grass or pile, hence a trainer is fine on such surface. The lack of friction on these surfaces means the surface plays like a snooker table which is why they are not designed for football.

Shin Pads

Shin pads are essential for all students. The shin pads (image shown on the left) do not have strapping to keep the shin pads in place during activity so will also require long black socks. It is advisable that long black socks are worn with all types of shin pad. 

If you would like to know more about the type of shin pad, and further guidance in this area please click here

Core PE Lessons

Staff