Core Physical Education

Curriculum Overview 2021-2022 Core aims of the subject at Key Stage 4 It is our intent within the delivery of Physical Education to prepare students for the future by equipping them with the knowledge to lead a physically and mentally healthy and active lifestyle. We aim to provide a broad and balanced curriculum which develops depth of not only a range of physical activities, but challenging opportunities to understand the exercise physiology and psychology behind the performer. These activities will range from your traditional sports such as Rugby & Netball to activities that are more contemporary such as Yoga & Tchoukball. We also deliver a mixture of team sports like Football, Handball Basketball as well as a good range of individual sports such as Badminton, Trampolining, Dance & OAA, ensuring breadth and depth for all our students. Students will also learn to be critical thinkers; analysing data and performance to improve on aspects of their own or others skills and fitness.

We are determined in PE that our school curriculum will engage, inspire, challenge and motivate students, securing knowledge and skills to enhance student’s personal development, providing life-long learning and increasing their employability. Within PE, students will develop their communication skills, demonstrating how to express their views, whilst working collaboratively within teams to problem solve in order to be successful. Students will also have opportunities to work independently to showcase their skills and be placed in challenging situations where they can develop resilience. Students will also improve their knowledge of a range of activities for example, the individual roles of players, rules of each activity and role and hand signals of all officials as well as tactical knowledge to outwit your opponent

Additionally, within the curriculum students consider the fundamental British Values of democracy, the rule of law through officiating games, individual liberty and mutual respect through working with others and tolerance of those with different views and opinions, particularly when choreographing aesthetic activities. Furthermore, students will have the opportunity to research basic first aid and the effect of health eating on your bodies.

A major focus currently of the PE curriculum is supporting students Mental Wellbeing. We will regularly evaluate the impact physical activity has on their own or others’ mental health; educating students on the benefits of physical exercise on improving mental wellbeing, as well as promoting positive experiences of physical exercise by studying a very broad range of activities to help students find something they enjoy and would like to pursue.

There is more to Physical Education then just been able to play different sports. Students will learn the fundamental skills that will allow them to be able to contribute fully to not only the school but the wider community now and to prepare students for the future. Students learn about fair play, how to be disciplined in times of challenge, gracious in times of defeat and to honour sportsmanship regardless of how others treat us. Students will develop a sense of belonging; how they can contribute to a team, the need for organisation, for punctuality, for reliability and ultimately, they will learn that actions have consequences.

At Brine Leas, students will be able to apply these practical and fundamental skills by taking part in a phenomenal provision and availability of enrichments and extension provision within the wider community. From Inter-House sporting events, extra-curricular clubs, representing the school in many of our sporting teams, representing Crewe & Nantwich in our Level 3 competitions. Whilst also having the opportunity to become a sporting Leader, completing a Level 1 Leadership course by working with local feeder schools and involving the community to achieve the necessary volunteer hours needed to complete the course. Furthermore, students may have the opportunity to go on a trip to Wimbledon, where students will be able to learn about some of the more contemporary influences in sport which have developed sport into the multi-billion pound business that it is now. In addition, throughout all key stages we invite guest speakers in to discuss their experiences, their achievements and how they may have overcome adversity to get to where they are now.

Sport is a global and expanding industry and by studying PE students have the opportunity to be a part of something new and exciting. In Key stage 4 & 5 students gain an insight into the socio-cultural influences affecting participation in sport, whilst also exploring the global commercialisation that links sports and business, providing an awareness into the strategic challenges that face the behind the scenes of televised sport such as: sports organisations, sports governance, sports policies, sports marketing and sports economics.

It would be unfair to say that studying PE is easy; learning does take a lot of time, effort and dedication. Students will be pushed out of their comfort zone, studying three completely different topics in exercise physiology, psychology and socio-cultural influences. Students will also learn to be critically analytical of their own and others performances. But most importantly you will love it, you will have fun and you will be well equipped to be successful!

Homework N/A

Clubs and/or intervention We have a range of extra-curricular clubs on offer to develop skills and tactics

Parental/Carer support Encourage children to live an active and healthy lifestyle by supporting food choices at home and supporting children in clubs/activities outside of school to keep fit and well

Helpful sources of information Sport England, Brine Leas PE twitter account, BBC GCSE AQA PE Bitesize Schedule Year 10 Maximium Levels Recreational Challenge Body & Brain Creative Block 1 – 8 weeks (12 Rugby Handball Fitness through Trampolining lessons) Handball/Ultimate Frisbee Half term Block 2 – 7 weeks (11 Football Basketball Fitness Testing/Training Dance lessons) methods Xmas Block 3 – 4 weeks (6 lesson Handball Tag rugby Trampolining Pilates

Block 4 – 4 weeks (6 lesson Basketball Lacrosse Outdoor & Adventurous Aerobics/Insanity activities (Orienteering/Capture the Flag/Man-Hunt) Block 5 – 4 weeks (6 lesson Ultimate frisbee Badminton Kabbadi/Tchoukball Yoga Easter Block 6 – 4 weeks (6 lesson Cricket Tennis Athletics Step Aerobics Block 7 – 4 weeks (6 lesson Tennis Rounders Rounders Rounders

Schedule Year 11 Maximium Levels Recreational Challenge Sports Leadership Creative Block 1 – 8 weeks (12 Rugby Handball Sports Leadership Trampolining lessons) Half term Block 2 – 7 weeks (11 Football Basketball Sports Leadership Dance lessons) Xmas Block 3 – 4 weeks (6 lesson Handball Tag rugby Sports Leadership Pilates Block 4 – 4 weeks (6 lesson Basketball Lacrosse Sports Leadership Aerobics/Insanity (Classroom) Block 5 – 4 weeks (6 lesson Ultimate frisbee Badminton Sports Leadership Yoga (Classroom) Easter Block 6 – 4 weeks (6 lesson Cricket Tennis Rounders Rounders

Year 10 Overview

Term Knowledge Connections to learning Connections to future pathways Maximum Levels (Football, Rugby, Handball, Basketball, OAA, Tennis & Cricket)

1. Trying to win and always be your best 2. Using advanced strategies/tactics 3. Improve your skills and develop advanced skills 4. Play competitively Pathway 5. Succeed under pressure 1 6. Improve as a team player and a leader 7. Officiate competitive situations 8. Analyse performance to improve others and yourself 9. Learn to win and lose 10. Make the right lifestyle choice to be better in sport 11. Work independently as well as in a team

 Football Prior learning of Careers • Passing and receiving (control using both  Dietician The rules of the game: feet and thigh  Sports Psychologist • Dribbling - close control, use of inside and  PE teacher • Rule 1: Scoring outside of dominant foot.  Doctor A goal is scored if the ball crosses the • Shooting - short and long range with  Coach goal-line (under the crossbar and dominant foot, half volley.  Physiotherapist between the goalposts), provided • Tackling - block, lunge, slide.  Professional athlete noone has violated the rules. The team • Heading – distance and height  Sports analyst that scores the most goals wins.  Sports journalism Future learning of  Public services • Rule 2: Offside  Muscle action  Police officer A player is offside if he/she is closer to  Tactical strategies  Fitness instructor the opposing goal-line (within the  Effects of exercise on the body opposing half) than a defender when  Psychological theories of performance Future learning (L3 and L4) the ball is kicked. A player caught  A Level PE qualification offside concedes a free-kick. Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Rule 3: Fouls and misconduct Fouls in  SMSC, including Fundamental British football include doing any of the values – 1c, 1d, 2b, 3a, 3c, 4d, BVf following to an opposing player:

Tripping  Relationships & Sex Education – 2a Kicking Pushing Charging Striking or attempting to strike them

It is also considered foul-play when an outfield player handles the ball while in play, or when a goalkeeper handles it outside of the penalty area.

• Rule 4: Free kicks A free-kick restarts play after a foul or other rule infringement. It is usually taken from the spot where the violation occurred. The two types of free-kick are: Direct: The taker can score directly. Indirect: Another player must touch the ball before a goal can be scored.

The strategies to maximise effectiveness of game play: • Individual Positioning skills (attack and defence) e.g. tracking back and supporting runs • Set plays • Pass/dribble/shoot/tackle/jockey decision making • Roles in formation

 Rugby Prior learning of 1. Handling (passing and receiving, long and The rules of the game: short, at varying pace, push, spin, switch/scissors). 2. Tackling (front, rear, side, chop).

• Handling - Students to learn about 3. Maul (body position, binding, retaining direction of passing (not forwards) and ball). the offside rule 4. Ruck (body, position, jackle, sealing off). 5. Kicking (at least two types from • Tackling –Ensure pupils tackle with the punt/spiral, re start, box kick, up and should with their head to one side to under prevent injury Future learning of • Maul –defend a maul legally, ensuring  Muscle action they don’t come around the side of  Tactical strategies purposely collapse the maul. Pupils are  Effects of exercise on the body not allowed to lineout in year 7 so we  Psychological theories of performance don’t teach mauling from lineout until year 9, but only from open play. Connections to the curriculum

 Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Ruck –rules around ruck entry, ensuring  SMSC, including Fundamental British they enter through ‘the gate’. Year 7 to values – 1c, 1d, 2b, 3a, 3c, 4d, BVf focus on defending the ruck rather than  Relationships & Sex Education – 2a attacking the ruck which is taught in year 8.

• Kicking – Focus on the offside rule around kicking and the rule regarding kicking inside and outside of the 22 yard area.

• Scrum –no pushing.

Tactics and Strategies

• Getting on side. Individual positional skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/ drop back/drift out/step in. Pass/run/kick/tackle decision making. Role in formation.

 Handball Prior learning of: Careers  A Level PE qualification The rules of the game:  Passing – shoulder, bounce, (stationary  Dietician and on the move).  Sports Psychologist • Passing – Any form is passing is  PE teacher allowed in handball but we want to see  Receiving – making a target (signalling),  Doctor one hand passing at all times. one/two handed catch – stationary and  Coach on the move,  Physiotherapist • Receiving – Pupils cannot take more  Professional athlete than 3 steps without bouncing the ball  Shooting – standing, jump.  Sports analyst after receiving it  Sports journalism

 Moving with the ball – dribbling/dodging.  Public services • Shooting – Players must shoot from  Police officer outside the D. Players can jump into the  Jockeying/marking/blocking/tackling.  Fitness instructor D but must release the ball before their

feet touch the floor  Muscle action • Moving with the ball – Players cannot  Tactical strategies take more then 3 steps without  Effects of exercise on the body bouncing the ball. They cannot be  Psychological theories of performance stationary with the ball for more than 3 seconds. Players cannot bounce the ball in 2 hands. Players cannot dribble, Connections to the curriculum stop dribbling and dribble again (double  Healthy Education – 1b, 1f, 3a, 3b, 4a, dribble). 6a  SMSC, including Fundamental British • Tackling/Jockeying - Players can make values – 1c, 1d, 2b, 3a, 3c, 4d, BVf contact in the chest with bent arms only.  Relationships & Sex Education – 2a Players not to make contact elsewhere. Player can block with their body and intercept.

Tactics and strategies

• When to dribble, run, pass, shoot, level of successful passes.

Interception, blocking decision making. Creating and finding space. Individual positional skills (attack and defence).

 Basketball Prior learning of Careers • Dribbling – using both hands, change  Dietician The rules of the game: of pace and direction.  Sports Psychologist • The ball may either be passed from one  PE teacher • Passing – chest, javelin, bounce, player to another, or dribbled by a player  Doctor from one point to another (bounced overhead, use of the fake.  Coach while walking or running). • Receiving/intercepting – making a  Physiotherapist target (signalling), one/two handed  Professional athlete • Before passing or shooting the ball, a catch, stationary and on the move,  Sports analyst player may take two steps (without differing speeds and heights,  Sports journalism dribbling). rebounding, stealing.  Public services  Police officer • Shooting – lay-up, set shot, jump shot, • Once a player has stopped dribbling, he  Fitness instructor may not start to dribble again. free shot, use of the fake.

• Footwork and marking – stopping Future learning (L3 and L4) • Once the team in possession of the ball (jump stop, stride stop), pivoting,  A Level PE qualification has passed the half-court line, it may not getting free, tracking (drop step). cross back over the line with the ball. • Basic throwing, passing and catching skills. • A personal foul occurs when there is

illegal contact between two opponents. Future learning of A player who makes more than five personal fouls is excluded from the • Muscle action game. • Tactical strategies • Effects of exercise on the body • A foul made on a player attempting a Psychological theories of performance shot results in the awarding of the same number of free-throws as those of the Connections to the curriculum shot taken (two from inside the arc, • Healthy Education – 1b, 1f, 3a, 3b, 4a, three from outside). If a player is fouled 6a but makes the attempted shot, the shot • SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Relationships & Sex Education – 2a

counts and an additional free-throw will be awarded.

• Once a team has made four fouls in a period, each additional foul (on a player not attempting a shot) will result in the automatic awarding of two free-throws.

Tactics and strategies

• Beating opponent – feint and drive to the basket. • Feint and shoot. • Set plays – offense and defence Individual positional play. • Variety of attacking movements. • Switching hands during dribble – cross over step. • Pass/dribble/shoot decision making. • Screen, pick and roll.

Effectiveness in team tactics/ strategy, eg zone defence, fast break etc. Double team defence

 OAA Prior learning of  A Level PE qualification  Muscle action  Dietician Develop 4 key skills:  Tactical strategies  Sports Psychologist • Communication – giving and receiving  Effects of exercise on the body  PE teacher instructions from teachers and peers  Body systems  Doctor • Problem Solving  Psychological theories of performance  Coach • Teamwork  Teambuilding  Physiotherapist • Map Reading  Problem Solving  Professional athlete  Sports analyst Connections to the curriculum  Sports journalism  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  Public services  Police officer

 Develop understanding of these skills  SMSC, including Fundamental British  Fitness instructor for use in later life both in a sporting values – 1c, 1d, 2b, 3a, 3c, 4d, BVf context and general day-to-day life  Relationships & Sex Education – 2a

 Understanding health benefits of physical activity through orienteering and teambuilding activities

 Tennis Prior learning of  A Level PE qualification The core skills of tennis for year 7 are:-   Dietician The rules of the game taught in Underarm serve.  Sports Psychologist line with the core skills:  Forehand groundstroke.  PE teacher  Backhand groundstroke.  Doctor • Rule 1 lines of tennis court to include  Dropshots (forehand and backhand)  Coach the tramlines, baseline, service box.  Volleys (forehand and backhand)  Physiotherapist (singles and doubles)  Professional athlete Future learning of  Sports analyst • Rule 2 service box  Muscle action  Sports journalism  Tactical strategies  Public services • Rule 3 allow multi touch tennis  Effects of exercise on the body  Police officer  Body systems  Fitness instructor • Rule 4 Simple scoring 1-5  Psychological theories of performance  Review of own performance The tactics & strategies to maximise effectiveness of game Connections to the curriculum play • Positioning on court.  Healthy Education – 1b, 1f, 3a, 3b, 4a, • Cooperative rally’s practising different 6a shots  SMSC, including Fundamental British • Decision making are important for values – 1c, 1d, 2b, 3a, 3c, 4d, BVf success  Relationships & Sex Education – 2a

 Cricket Prior learning of Careers The core skills of cricket are:- •  Dietician The rules of the game: Batting - Grip, stance, backlift.  Sports Psychologist • Front foot – defence, cover drive, off  PE teacher • Games comprise of at least one drive, on drive.  Doctor innings where each team will take • Back foot – defence, cut, pull, glance.  Coach turns in batting and fielding/bowling. • Bowling, control of line and length,  Physiotherapist regular leg/off spin OR inswing/outswing.  Professional athlete • The fielding team will have a bowler • Fielding – slip fielding, high/low catches,  Sports analyst bowl the ball to the batsman who tries pick up and throw, long barrier, receiving  Sports journalism ball from fielder (deep). to hit the ball with their bat.  Public services • Wicket keeper – fast/medium/ spin –  Police officer The fielding team tries to get the batsmen standing up, receiving ball from fielder  Fitness instructor out by: (deep).

Future learning (L3 and L4) • hitting the wickets with the ball when Future learning of bowling  Muscle action  A Level PE qualification  Tactical strategies • Catching a batsman’s shot on the full  Effects of exercise on the body • Hitting the batsman’s leg in front of the  Body systems wicket (LBW)  Psychological theories of performance  Review of own performance • Or hitting the wickets before the batsmen can run to the other end of Connections to the curriculum the pitch  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  SMSC, including Fundamental British The batmen try to score as many runs as values – 1c, 1d, 2b, 3a, 3c, 4d, BVf possible before getting out by:  Relationships & Sex Education – 2a

• Hitting the ball and running between the wickets and making it to the other end before the fielders can hit the wickets with the ball. Each time you run one full length of the pitch it equals 1 run.

• Hitting the ball to the boundary along the ground is 4 runs.

• Hitting the ball over the boundary on the full equals 6 runs.

• The fielding team must get 10 batsmen out before they can change over and start batting.

Tactics and Strategies

• Batting – shot selection, running between the stumps, calling. • Bowling – restricting score, maintaining line and length to different opponents, variation in chosen deliveries. • Fielding – individual positioning, backing up, fielding in one or two positions. • Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

Recreational Challenge (Badminton, Lacrosse, Tag Rugby, Handball, Basketball, Tennis, Rounders)

1. Work as part of a team to be successful Pathway 2. Use tactics and strategies 2 3. Improve your skills and learn new skills 4. Take part in competitive situations 5. Improve as a team player and a leader 6. Officiate competitive situations 7. Analyse performance to improve others and yourself 8. Make the right lifestyle choice to be better in sport

9. Work independently as well as in a team

 Badminton Prior learning of Careers The core skills of Badminton:  A Level PE qualification The rules of the game:  Service – high, low, flick (forehand or  Dietician • Rules for service backhand).  Sports Psychologist  Overhead – clear, drop (forehand and  PE teacher • Dimensions of the court for singles and backhand where appropriate).  Doctor doubles play  Underarm – clear, drive, drop (forehand  Coach and backhand where appropriate).  Physiotherapist  Net play. • Rules of scoring and officiating  Professional athlete  Smash.  Sports analyst The strategies to maximise effectiveness  Sports journalism of game play: Future learning of:  Public services  Muscle action  Police officer • Variation of serve.  Tactical strategies  Fitness instructor • Shot selection for service return.  Effects of exercise on the body

• Position on court.  Body systems • Decision making in serve.  Psychological theories of performance • Use of footwork to restrict playing  Teambuilding Problem Solving backhand strokes. • Shot disguise/feints. Connections to the curriculum:  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a

 Lacrosse Prior learning of Careers The core skills of Lacrosse:  A Level PE qualification The rules of the game:  Dietician  Passing – dominant side – underarm,  Sports Psychologist • There are 10 players allowed on the and overarm.  PE teacher field – 3 attack, 3 middies, 3 defenders  Receiving the ball – stationary - from  Doctor and 1 goalie. both sides and from the front, collecting  Coach  Physiotherapist

• For each goal in boys lacrosse, the the ball from the ground. From both side  Professional athlete scoring team is awarded one point. In whilst running.  Sports analyst boys lacrosse, there is not a 2 point  Moving with ball – cradling action whilst  Sports journalism shot (unlike the MLL which has a 2 carrying the ball on either side, footwork,  Public services point scoring arc). sidestep, dodge.  Police officer  Shooting – short shots long  Fitness instructor range/overarm dominant side. • There can be a maximum of 4 long poles on the field per team.  Goalkeeper – passing – dominant side – underarm, and overarm. • A lacrosse ball may not be touched by a player’s hand except by the goalie. Future learning of  Muscle action • To avoid an offsides penalty, there  Tactical strategies must be four players behind the  Effects of exercise on the body defensive-area line (when not in a  Body systems mandown situation).  Psychological theories of performance  Teambuilding Problem Solving • No opposing player can make contact with the goalie or the goalie’s stick Connections to the curriculum when the goalie is in the goal crease  Healthy Education – 1b, 1f, 3a, 3b, 4a, area. 6a  SMSC, including Fundamental British • Play is stopped immediately when the values – 1c, 1d, 2b, 3a, 3c, 4d, BVf ball goes out of bounds. When a shot  Relationships & Sex Education – 2a on goal goes out of bounds, the possession is awarded to the team of the player closest to location of the ball when it went out. When the ball goes out of bounds, for any other reason other than a shot (i.e. an errant pass), the possession is awarded to the team that did not touch the ball last.

Tactics and strategies

• When to dribble/run, pass, level of successful passes.

• Pass/shoot/tackle decision making. • Creating and finding space. • Individual positional skills (attack and defence). • Positioning and effectiveness in set plays. • Making themselves available for the ball.

 Tag Rugby Prior learning of Careers  1.Handling (passing and receiving, long  Dietician The rules of the game: and short, at varying pace, push, spin,  Sports Psychologist switch/scissors).  PE teacher • Handling – Passing backwards and  2. Tackling (front, rear, side).  Doctor sideways only. Forward pass results in  3. Evading tackle (side step, spin, feint,  Coach turnover of the ball. dummy)  Physiotherapist  Professional athlete • Tackling – Must give the tag back after Future learning of  Sports analyst taking it. No hand offs allowed. No  Muscle action  Sports journalism deliberate contact allowed. Offside rule  Tactical strategies  Public services applies after every tackle. 5 tackles  Effects of exercise on the body  Police officer without a try is a turnover. Psychological theories of performance  Fitness instructor

• Evading tackle – Must not hand off. No Connections to the curriculum deliberate blocking to make space. Future learning (L3 and L4)  Healthy Education – 1b, 1f, 3a, 3b, 4a,  A Level PE qualification 6a

Tactics and strategies  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Getting on side. Individual positional  Relationships & Sex Education – 2a skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/ drop back/drift out/step in.

• Pass/run/kick/tackle decision making. Role in formation. Effectiveness in crossing gain line. Positioning and

effectiveness at set plays. Making themselves available for the ball. Ability to play in two or more formations.

 Handball Prior learning of Careers  Passing – shoulder, bounce, (stationary  A Level PE qualification The rules of the game: and on the move).  Dietician  Sports Psychologist • Passing – Any form is passing is  Receiving – making a target (signalling),  PE teacher allowed in handball but we want to see one/two handed catch – stationary and  Doctor one hand passing at all times. on the move  Coach  Physiotherapist • Receiving – Pupils cannot take more  Shooting – standing, jump.  Professional athlete than 3 steps without bouncing the ball  Sports analyst after receiving it  Moving with the ball – dribbling/dodging.  Sports journalism

 Public services • Shooting – Players must shoot from  Jockeying/marking/blocking/tackling.  Police officer outside the D. Players can jump into the  Fitness instructor D but must release the ball before their  Muscle action feet touch the floor  Tactical strategies  Effects of exercise on the body • Moving with the ball – Players cannot  Psychological theories of performance take more then 3 steps without

bouncing the ball. They cannot be Connections to the curriculum stationary with the ball for more than 3 seconds. Players cannot bounce the  Healthy Education – 1b, 1f, 3a, 3b, 4a, ball in 2 hands. Players cannot dribble, 6a stop dribbling and dribble again (double  SMSC, including Fundamental British dribble). values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a • Tackling/Jockeying - Players can make contact in the chest with bent arms only. Players not to make contact elsewhere. Player can block with their body and intercept.

Tactics and strategies

• When to dribble, run, pass, shoot, level of successful passes. Interception, blocking decision making. Creating and finding space. Individual positional skills (attack and defence).

 Basketball Prior learning of Careers • Dribbling – using both hands, change of  Dietician The rules of the game: pace and direction.  Sports Psychologist  PE teacher • Passing – chest, javelin, bounce, • The ball may either be passed from one  Doctor player to another, or dribbled by a player overhead, use of the fake.  Coach from one point to another (bounced • Receiving/intercepting – making a target  Physiotherapist while walking or running). (signalling), one/two handed catch,  Professional athlete stationary and on the move, differing  Sports analyst • Before passing or shooting the ball, a speeds and heights,  Sports journalism player may take two steps (without rebounding, stealing.  Public services dribbling).  Police officer • Shooting – lay-up, set shot, jump shot,  Fitness instructor • Once a player has stopped dribbling, he free shot, use of the fake. may not start to dribble again. • Footwork and marking – stopping (jump Future learning (L3 and L4) stop, stride stop), pivoting, getting free,  A Level PE qualification • Once the team in possession of the ball tracking (drop step). has passed the half-court line, it may not • Basic throwing, passing and catching cross back over the line with the ball. skills.

• A personal foul occurs when there is Future learning of illegal contact between two opponents. A player who makes more than five • Muscle action personal fouls is excluded from the • Tactical strategies game. • Effects of exercise on the body • Psychological theories of performance • A foul made on a player attempting a shot results in the awarding of the same Connections to the curriculum • Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a

number of free-throws as those of the • SMSC, including Fundamental British shot taken (two from inside the arc, values – 1c, 1d, 2b, 3a, 3c, 4d, BVf three from outside). If a player is fouled  Relationships & Sex Education – 2a but makes the attempted shot, the shot counts and an additional free-throw will be awarded.

• Once a team has made four fouls in a period, each additional foul (on a player not attempting a shot) will result in the automatic awarding of two free-throws.

Tactics and strategies

• Beating opponent – feint and drive to the basket. • Feint and shoot. • Set plays – offense and defence Individual positional play. • Variety of attacking movements. • Switching hands during dribble – cross over step. • Pass/dribble/shoot decision making. • Screen, pick and roll. • Effectiveness in team tactics/ strategy, eg zone defence, fast break etc. Double team defence

 Tennis Prior learning of  A Level PE qualification The core skills of tennis for year 7 are:-   Dietician The rules of the game: Underarm serve.  Sports Psychologist taught in line with the core skills.  Forehand groundstroke.  PE teacher  Backhand groundstroke.  Doctor • Rule 1 - lines of tennis court to include  Dropshots (forehand and backhand)  Coach the tramlines, baseline, service box.  Volleys (forehand and backhand)  Physiotherapist (singles and doubles)  Professional athlete Future learning of  Sports analyst

• Rule 2 - service box  Muscle action  Sports journalism • Rule 3 - allow multi touch tennis  Tactical strategies  Public services • Rule 4 - Simple scoring 1-5  Effects of exercise on the body  Police officer  Body systems  Fitness instructor The tactics & strategies to maximise  Psychological theories of performance effectiveness of game play:  Review of own performance

• Positioning on court. Connections to the curriculum • Cooperative rally’s practising different  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a shots  SMSC, including Fundamental British • Decision making are important for values – 1c, 1d, 2b, 3a, 3c, 4d, BVf success  Relationships & Sex Education – 2a

 Rounders Prior learning of  A Level PE qualification The core skills of tennis for year 7 are:-  Dietician The rules of the game:  Batting - Grip, stance, forehand,  Sports Psychologist backhand  PE teacher • One team bats while the other team  Bowling – underarm, spin, donkey drop  Doctor fields and bowls.  Fielding – high/low catches, pick up and  Coach throw, long barrier, receiving ball from  Physiotherapist • The bowler bowls the ball to the batter fielder (deep).  Professional athlete who hits the ball forward on the  Wicket keeper – fast/medium/ spin  Sports analyst rounders pitch. The batter then runs to  Sports journalism as many posts as possible before the Future learning of  Public services fielders return the ball to touch the post  Muscle action  Police officer the batter is heading for.  Tactical strategies  Fitness instructor

 Effects of exercise on the body • If the batter reaches the 2nd or 3rd post in  Body systems one hit, the batting team scores a ½ a  Psychological theories of performance th rounder. If the batter reaches 4 post in  Review of own performance one hit, the batting team scores a

rounder. Connections to the curriculum

 Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Tactics and Strategies  SMSC, including Fundamental British

values – 1c, 1d, 2b, 3a, 3c, 4d, BVf

• Batting – shot selection, running  Relationships & Sex Education – 2a between the bases, calling. • Bowling – restricting score, variation in chosen deliveries. • Fielding – individual positioning, backing up, fielding in one or two positions. • Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

Creative Movement (Trampolining, Aerobics, Dance, Yoga, Pilates, Rounders)

1. Work creatively to plan, perform and improve routines and sequences 2. Solve problems creatively 3. Work independently as well as in a group 4. Improve your skills 5. Improve as a performer and also as a judge 6. Analyse performance to improve others and yourself 7. Make the right lifestyle choice to be better in sport

Pathway 3  Trampolining Prior learning of  A Level PE qualification • Basic shapes (straight, tuck, pike &  Dietician The rules of the game: straddle)  Sports Psychologist • Twists (half and full)  PE teacher • Students are expected to perform and • Landings (seat, front, back)  Doctor use the trampolines in a safe manner at • Twisting landing  Coach all times. • Somersaults (front/back (tucked, pike))  Physiotherapist • Twisting somersaults  Professional athlete • As a minimum, a standard size  Sports analyst trampoline is required with appropriate Future learning of  Sports journalism spotters/safety mats and head  Planes and axis of movement  Public services clearance. Participants may perform a  Physics of rotation  Police officer 10 bounce routine of unlimited tariff  Levers  Fitness instructor

(provided they are accompanied by a  Muscle action suitably qualified coach to supervise the  Effects of exercise on the body routine).  Body systems  Coaching to bring about an improvement The strategies to maximise effectiveness in performance of game play: Connections to the curriculum • Tariff selection in both routines  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Placement of moves in both routines  SMSC, including Fundamental British • Maintenance of height values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Acceleration off the bed  Relationships & Sex Education – 2a • Control of landings

 Aerobics Prior learning of  A Level PE qualification  Floor – march, step touch, grapevine  Dietician Rules: Sports Psychologist  Step – basic, tap up, over, A step,  • Students must at all times observe the diagonal, turn step, straddle  PE teacher appropriate rules from their National  Doctor  Step – lunges, forward facing lunge, Governing Body (NGB).  Coach sidefacing lunge, tap change  Physiotherapist • They must follow guidance from the  Manoeuvres – knee lifts, leg lifts,  Professional athlete NGB and the BAALPE document, with hamstring curl, V step  Sports analyst regards to use of protective equipment  Combinations – x-step, repeater, double  Sports journalism in order to ensure their own personal repeater, L step, round the world  Public services safety.  Police officer

Future learning of  Fitness instructor Strategies:  Muscle action • Height of blocks  Tactical strategies • Difficulty of routine  Effects of exercise on the body • Choreography  Psychological theories of performance

Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a

 Dance Prior learning of Careers  Travel, locomotion, stepping and  Dietician Rules/context: pathways  Sports Psychologist • Dances can either be in a solo  Balance and stillness  PE teacher performance, a duet performance or a  Rotation, turning and weight transference  Doctor group performance and should last at  Jumps and elevations  Coach least 2 minutes  Gestures and motifs  Physiotherapist  Professional athlete Strategies taught for a more effective Future learning of  Sports analyst dance piece:  Muscle action  Sports journalism • Form  Tactical strategies  Public services • Use of personal space  Effects of exercise on the body  Police officer • Use of general space  Psychological theories of performance  Fitness instructor • Dynamics/relationships between performers Connections to the curriculum Future learning (L3 and L4) • Interpretation of music  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  A Level PE qualification • Repetition  SMSC, including Fundamental British • Change of pace values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Focus of eye line  Relationships & Sex Education – 2a

 Yoga Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician Skills: balance and coordination)  Sports Psychologist • Basic jumping, hopping, skipping, landing • ‘The Complete Relaxation’ technique  PE teacher skills and Antar Mouna  Doctor

• Shakti Bandha  Coach Future learning of • Asana – for posture, flexibility, strength  Physiotherapist  Muscle action and balance  Professional athlete  Tactical strategies • Pranayama and Bandhas  Sports analyst  Effects of exercise on the body • Yoga Nidra  Sports journalism  Psychological theories of performance  Public services

Rules:  Police officer Connections to the curriculum  Fitness instructor  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Future learning (L3 and L4) • Students must at all times observe the  A Level PE qualification appropriate rules from their National Governing Body (NGB).

 SMSC, including Fundamental British • They must follow guidance from the values – 1c, 1d, 2b, 3a, 3c, 4d, BVf NGB and the BAALPE document, with  Relationships & Sex Education – 2a regards to use of protective equipment in order to ensure their own personal safety.

Strategies: • Difficulty of moves • Choreography

 Pilates Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician Skills balance and coordination)  Sports Psychologist • Relaxation and Breathing • Basic jumping, hopping, skipping, landing  PE teacher • Control and Precision skills  Doctor

• Routine  Coach Future learning of • Alignment and Centring  Physiotherapist  Muscle action • Flowing movement  Professional athlete  Tactical strategies  Sports analyst  Effects of exercise on the body Rules:  Sports journalism  Psychological theories of performance • Students must at all times observe the  Public services appropriate rules from their National  Police officer Governing Body (NGB). Connections to the curriculum  Fitness instructor  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • They must follow guidance from the  SMSC, including Fundamental British Future learning (L3 and L4) NGB and the BAALPE document, with values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification regards to use of protective equipment  Relationships & Sex Education – 2a in order to ensure their own personal safety.

Strategies: • Difficulty of moves • Choreography

 Rounders Prior learning of  A Level PE qualification The core skills of tennis for year 7 are:-  Dietician The rules of the game:  Batting - Grip, stance, forehand,  Sports Psychologist backhand  PE teacher  One team bats while the other team  Bowling – underarm, spin, donkey drop  Doctor fields and bowls.  Fielding – high/low catches, pick up and  Coach throw, long barrier, receiving ball from  Physiotherapist  The bowler bowls the ball to the batter fielder (deep).  Professional athlete who hits the ball forward on the  Wicket keeper – fast/medium/ spin  Sports analyst Rounders Pitch. The batter then runs  Sports journalism to as many posts as possible before Future learning of  Public services the fielders return the ball to touch the  Muscle action  Police officer post the batter is heading for.  Tactical strategies  Fitness instructor

 Effects of exercise on the body  If the batter reaches the 2nd or 3rd post  Body systems in one hit, the batting team scores ½ a  Psychological theories of performance Rounder. If the batter reaches 4th post  Review of own performance in one hit, the batting team scores a rounder. Connections to the curriculum

 Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Tactics and Strategies  SMSC, including Fundamental British

values – 1c, 1d, 2b, 3a, 3c, 4d, BVf

• Batting – shot selection, running  Relationships & Sex Education – 2a between the bases, calling.

• Bowling – restricting score, variation in chosen deliveries.

• Fielding – individual positioning, backing up, fielding in one or two positions.

• Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

Body & Brain (Handball, Ultimate Frisbee, Training Methods, Trampolining, OAA, Tchoukball, Athletics) 1. Improve fitness, health, confidence and body image 2. Solve problems Pathway 3. Work independently as well as in a group 4 4. Work creatively to plan, perform and improve routines and sequences 5. Improve as a performer and also as a leader/organiser 6. Analyse performance to improve others and yourself 7. Make the right lifestyle choice to be better in sport

 Handball Prior learning of Careers  Passing – shoulder, bounce, (stationary  A Level PE qualification The rules of the game: and on the move).  Dietician  Receiving – making a target  Sports Psychologist • Passing – Any form is passing is allowed (signalling), one/two handed catch –  PE teacher in handball but we want to see one hand stationary and on the move,   Doctor passing at all times. Shooting – standing, jump.  Coach  Moving with the ball – dribbling/dodging.  Physiotherapist • Receiving – Pupils cannot take more  Jockeying/marking/blocking/tackling.  Professional athlete than 3 steps without bouncing the ball  Sports analyst after receiving it Future learning of  Sports journalism

 Muscle action  Public services • Shooting – Players must shoot from  Tactical strategies  Police officer outside the D. Players can jump into the  Effects of exercise on the body  Fitness instructor D but must release the ball before their  Psychological theories of performance feet touch the floor Connections to the curriculum • Moving with the ball – Players cannot  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a take more then 3 steps without bouncing  SMSC, including Fundamental British the ball. They cannot be stationary with values – 1c, 1d, 2b, 3a, 3c, 4d, BVf the ball for more than 3 seconds.  Relationships & Sex Education – 2a Players cannot bounce the ball in 2 hands. Players cannot dribble, stop dribbling and dribble again (double dribble).

• Tackling/Jockeying - Players can make contact in the chest with bent arms only. Players not to make contact elsewhere. Player can block with their body and intercept.

Tactics and strategies

 When to dribble, run, pass, shoot, level of successful passes. Interception, blocking decision making. Creating and finding space. Individual positional skills (attack and defence).

 Ultimate Frisbee Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician • Skills balance and coordination)  Sports Psychologist • Power throwing • Basic core skills of: running, jumping and  PE teacher • Break throwing throwing  Doctor • Catching  Coach • Defence Future learning of  Physiotherapist  Muscle action  Professional athlete The rules of ultimate Frisbee:  Tactical strategies  Sports analyst  Effects of exercise on the body  Sports journalism • No running with the disc  Psychological theories of performance  Public services • 10seconds to throw the disc  Police officer • If the disc touches the ball, there is a Connections to the curriculum  Fitness instructor turnover  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Catch the ball in your opponents end  SMSC, including Fundamental British Future learning (L3 and L4) zone to score a goal values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification  Relationships & Sex Education – 2a

The strategies to maximise effectiveness of game play

• Positioning and effectiveness at set plays • Making themselves available for the ball

• Ability to play in two or more formations/positions

 Training Methods Prior learning of  A Level PE qualification • Basic Fundamentals of ABC (Agility,  Dietician • Skills balance and coordination)  Sports Psychologist • Weight training • Basic jumping, hopping, skipping, landing  PE teacher • Circuit training skills  Doctor • SAQ training  Coach • Continuous training Future learning of  Physiotherapist • Interval training  Muscle action  Professional athlete • Fartlek training  Tactical strategies  Sports analyst • Flexibility training  Effects of exercise on the body  Sports journalism  Psychological theories of performance  Public services Tactics and strategies  Heart rate training zones  Police officer  Training methods and principles  Fitness instructor • Demonstrate their ability to select and apply exercises/skills to develop and Connections to the curriculum improve their own fitness and health.  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a

 Trampolining Prior learning of  A Level PE qualification • Basic shapes (straight, tuck, pike &  Dietician The rules of the game: straddle)  Sports Psychologist • Twists (half and full)  PE teacher • Students are expected to perform and • Landings (seat, front, back)  Doctor use the trampolines in a safe manner • Twisting landing  Coach at all times. As a minimum, a standard • Somersaults (front/back (tucked, pike))  Physiotherapist size trampoline is required with • Twisting somersaults  Professional athlete appropriate spotters/safety mats and  Sports analyst head clearance. Future learning of  Sports journalism

 Planes and axis of movement  Public services • Participants may perform a 10 bounce  Physics of rotation  Police officer routine of unlimited tariff (provided  Levers  Fitness instructor

they are accompanied by a suitably  Muscle action qualified coach to supervise the  Effects of exercise on the body routine).  Body systems  Coaching to bring about an improvement The strategies to maximise effectiveness in performance of game play Connections to the curriculum • Tariff selection in both routines  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Placement of moves in both routines  SMSC, including Fundamental British • Maintenance of height values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Acceleration off the bed  Relationships & Sex Education – 2a • Control of landings

 OAA Prior learning of  A Level PE qualification  Muscle action  Dietician Develop 4 key skills:  Tactical strategies  Sports Psychologist  Effects of exercise on the body  PE teacher • Communication – giving and receiving  Body systems  Doctor instructions from teachers and peers  Psychological theories of performance  Coach  Teambuilding  Physiotherapist • Problem Solving  Problem Solving  Professional athlete  Sports analyst • Teamwork Connections to the curriculum  Sports journalism  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  Public services • Map Reading  SMSC, including Fundamental British  Police officer values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Fitness instructor  Relationships & Sex Education – 2a  Develop understanding of these skills for use in later life both in a sporting context and general day-to-day life

 Understanding health benefits of physical activity through orienteering and teambuilding activities

 Tchoukball Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician The rules of tchoukball balance and coordination)  Sports Psychologist The strategies to maximise effectiveness • Basic core skills of: running, jumping and  PE teacher of game play: throwing  Doctor  Coach • Positioning and effectiveness at set Future learning of  Physiotherapist plays  Muscle action  Professional athlete • Making themselves available for the ball  Tactical strategies  Sports analyst • Ability to play in two or more  Effects of exercise on the body  Sports journalism formations/positions  Psychological theories of performance  Public services  Police officer The strategies to maximise effectiveness Connections to the curriculum  Fitness instructor of game play  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a

 SMSC, including Fundamental British Future learning (L3 and L4) • Positioning and effectiveness at set values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification plays  Relationships & Sex Education – 2a • Making themselves available for the ball • Ability to play in two or more formations/positions

 Athletics Prior learning of Careers Track –  Dietician Rules: • Starts and finishes, arm action, leg action  Sports Psychologist • Jumps – run up/speed, take-off, flight and  PE teacher • Students must at all times observe the landing  Doctor appropriate rules from their National • Throws – grip, stance and preparation to  Coach Governing Body (NGB). throw, movement into throwing action,  Physiotherapist release, follow-through and recovery  Professional athlete • They must follow guidance from the  Sports analyst NGB and the BAALPE document, with In the following events:  Sports journalism regards to use of protective equipment in 100m, 200m, 800m, 1500, Relay, Shot putt,  Public services order to ensure their own personal Javelin, Discus, Long jump, Triple jump (boys  Police officer safety. only) and high jump  Fitness instructor

Future learning of Future learning (L3 and L4) Strategies/tactics to maximise effectiveness:  Muscle action  A Level PE qualification  Tactical strategies • Track – use of blocks, drive and pick up  Effects of exercise on the body phase, (sprints/sprint hurdles).  Psychological theories of performance • Starts and finishes. • Pacing strategy (stride pattern – Connections to the curriculum hurdles), breaking from the group.  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Throws – adjusting technique to meet  SMSC, including Fundamental British environmental changes. Competition values – 1c, 1d, 2b, 3a, 3c, 4d, BVf strategy (safe throw and response to  Relationships & Sex Education – 2a opponents). • Jumps – accuracy of run up (positioning on take-off). Equal phases (triple jump).

Year 11 Overview

Term Knowledge Connections to learning Connections to future pathways

Maximum Levels (Rugby, Football, Handball, Basketball, Ultimate Frisbee, Cricket)

1. Trying to win and always be your best 2. Using advanced strategies/tactics Pathway 3. Improve your skills and develop advanced skills 1 4. Play competitively 5. Succeed under pressure 6. Improve as a team player and a leader 7. Officiate competitive situations 8. Analyse performance to improve others and yourself 9. Learn to win and lose 10. Make the right lifestyle choice to be better in sport 11. Work independently as well as in a team

 Football Prior learning of Careers • Passing and receiving (control using both  Dietician The rules of the game: feet and thigh  Sports Psychologist • Dribbling - close control, use of inside and  PE teacher • Rule 1: Scoring outside of dominant foot.  Doctor A goal is scored if the ball crosses • Shooting - short and long range with  Coach the goal-line (under the crossbar and dominant foot, half volley.  Physiotherapist between the goalposts), provided • Tackling - block, lunge, slide.  Professional athlete noone has violated the rules. The team • Heading – distance and height  Sports analyst that scores the most goals wins.  Sports journalism Future learning of  Public services • Rule 2: Offside  Muscle action  Police officer A player is offside if he/she is closer  Tactical strategies  Fitness instructor to the opposing goal-line (within the  Effects of exercise on the body opposing half) than a defender when  Psychological theories of performance Future learning (L3 and L4) the ball is kicked. A player caught  A Level PE qualification offside concedes a free-kick. Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Rule 3: Fouls and misconduct Fouls in  SMSC, including Fundamental British football include doing any of the values – 1c, 1d, 2b, 3a, 3c, 4d, BVf following to an opposing player:  Relationships & Sex Education – 2a Tripping Kicking Pushing Charging Striking or attempting to strike them It is also considered foul-play when an outfield player handles the ball while in play, or when a goalkeeper handles it outside of the penalty area.

• Rule 4: Free kicks A free-kick restarts play after a foul or other rule infringement. It is usually taken from the spot where the violation occurred. The two types of free-kick are:

Direct: The taker can score directly. Indirect: Another player must touch the ball before a goal can be scored.

The strategies to maximise effectiveness of game play:

• Individual Positioning skills (attack and defence) e.g. tracking back and supporting runs • Set plays • Pass/dribble/shoot/tackle/jockey decision making • Roles in formation

 Rugby Prior learning of

The rules of the game: 1. Handling - (passing and receiving, long and short, at varying pace, push, spin, • Handling - Students to learn about switch/scissors). direction of passing (not forwards) and 2. Tackling - (front, rear, side, chop). the offside rule 3. Maul - (body position, binding, retaining ball). • Tackling –Ensure pupils tackle with the 4. Ruck - (body, position, jackle, sealing off). should with their head to one side to 5. Kicking - (at least two types from prevent injury punt/spiral, re start, box kick, up and under

• Maul –defend a maul legally, ensuring Future learning of they don’t come around the side of  Muscle action purposely collapse the maul. Pupils are  Tactical strategies not allowed to lineout in year 7 so we  Effects of exercise on the body don’t teach mauling from lineout until  Psychological theories of performance year 9, but only from open play. Connections to the curriculum • Ruck –rules around ruck entry,  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a ensuring they enter through ‘the gate’.  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf

Year 7 to focus on defending the ruck  Relationships & Sex Education – 2a rather than attacking the ruck which is taught in year 8.

• Kicking – Focus on the offside rule around kicking and the rule regarding kicking inside and outside of the 22 yard area.

• Scrum – no pushing.

Tactics and Strategies

 Getting on side.  Individual positional skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/ drop back/drift out/step in.  Pass/run/kick/tackle decision making. Role in formation.

 Handball Prior learning of Careers  Passing – shoulder, bounce, (stationary  Dietician The rules of the game: and on the move).  Sports Psychologist  Receiving – making a target (signalling),  PE teacher • Passing – Any form is passing is one/two handed catch – stationary and on  Doctor allowed in handball but we want to see the move,  Coach one hand passing at all times.  Shooting – standing, jump.  Physiotherapist  Moving with the ball – dribbling/dodging.  Professional athlete • Receiving – Pupils cannot take more  5.Jockeying/marking/blocking/tackling.  Sports analyst than 3 steps without bouncing the ball  Muscle action  Sports journalism after receiving it  Tactical strategies  Public services

 Effects of exercise on the body  Police officer • Shooting – Players must shoot from  Psychological theories of performance  Fitness instructor outside the D. Players can jump into

Connections to the curriculum Future learning (L3 and L4)

the D but must release the ball before  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  A Level PE qualification their feet touch the floor  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Moving with the ball – Players cannot  Relationships & Sex Education – 2a take more then 3 steps without bouncing the ball. They cannot be stationary with the ball for more than 3 seconds. Players cannot bounce the ball in 2 hands. Players cannot dribble, stop dribbling and dribble again (double dribble).

• Tackling/Jockeying - Players can make contact in the chest with bent arms only. Players not to make contact elsewhere. Player can block with their body and intercept.

Tactics and strategies

 When to dribble, run, pass, shoot, level of successful passes. Interception, blocking decision making. Creating and finding space. Individual positional skills (attack and defence) .

 Basketball Prior learning of Careers • Dribbling – using both hands, change of  Dietician The rules of the game: pace and direction.  Sports Psychologist  PE teacher • Passing – chest, javelin, bounce, • The ball may either be passed from one  Doctor overhead, use of the fake. player to another, or dribbled by a  Coach player from one point to another • Receiving/intercepting – making a  Physiotherapist (bounced while walking or running). target (signalling), one/two handed catch,  Professional athlete stationary and on the move,  Sports analyst  Sports journalism

• Before passing or shooting the ball, a differing speeds and heights,  Public services player may take two steps (without rebounding, stealing.  Police officer dribbling).  Fitness instructor • Shooting – lay-up, set shot, jump shot,

• Once a player has stopped dribbling, free shot, use of the fake. Future learning (L3 and L4) he may not start to dribble again. • Footwork and marking – stopping  A Level PE qualification (jump stop, stride stop), pivoting, • Once the team in possession of the getting free, tracking (drop step). ball has passed the half-court line, it • Basic throwing, passing and catching may not cross back over the line with skills. the ball. Future learning of • A personal foul occurs when there is • Muscle action illegal contact between two opponents. • Tactical strategies A player who makes more than five • Effects of exercise on the body personal fouls is excluded from the game. • Psychological theories of performance

• A foul made on a player attempting a Connections to the curriculum shot results in the awarding of the • Healthy Education – 1b, 1f, 3a, 3b, 4a, same number of free-throws as those 6a of the shot taken (two from inside the • SMSC, including Fundamental British arc, three from outside). If a player is values – 1c, 1d, 2b, 3a, 3c, 4d, BVf fouled but makes the attempted shot,  Relationships & Sex Education – 2a the shot counts and an additional freethrow will be awarded.

• Once a team has made four fouls in a period, each additional foul (on a player not attempting a shot) will result in the automatic awarding of two freethrows.

Tactics and strategies

• Beating opponent – feint and drive to the basket. • Feint and shoot. • Set plays – offense and defence Individual positional play. • Variety of attacking movements. • Switching hands during dribble – cross over step. • Pass/dribble/shoot decision making. • Screen, pick and roll.

 Effectiveness in team tactics/ strategy, eg zone defence, fast break etc. Double team defence

 Ultimate Frisbee Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician • Skills balance and coordination)  Sports Psychologist • Power throwing • Basic core skills of: running, jumping and  PE teacher • Break throwing throwing  Doctor • Catching  Coach • Defence Future learning of  Physiotherapist  Muscle action  Professional athlete The rules of ultimate Frisbee:  Tactical strategies  Sports analyst  Effects of exercise on the body  Sports journalism • No running with the disc  Psychological theories of performance  Public services • 10seconds to throw the disc  Police officer • If the disc touches the ball, there is a Connections to the curriculum  Fitness instructor turnover  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Catch the ball in your opponents end  SMSC, including Fundamental British Future learning (L3 and L4) zone to score a goal values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification  Relationships & Sex Education – 2a The strategies to maximise effectiveness of game play

• Positioning and effectiveness at set plays • Making themselves available for the ball • Ability to play in two or more formations/positions

 Cricket Prior learning of Careers The core skills of cricket are:-   Dietician The rules of the game: Batting - Grip, stance, backlift.  Sports Psychologist  Front foot – defence, cover drive, off drive,  PE teacher • Games comprise of at least one on drive.  Doctor innings where each team will take  Back foot – defence, cut, pull, glance.  Coach turns in batting and fielding/bowling.  Bowling, control of line and length, regular  Physiotherapist leg/off spin OR inswing/outswing.  Professional athlete Fielding – slip fielding, high/low catches, • The fielding team will have a bowler   Sports analyst pick up and throw, long barrier, receiving bowl the ball to the batsman who tries  Sports journalism ball from fielder (deep). to hit the ball with their bat.  Public services  Wicket keeper – fast/medium/ spin –  Police officer The fielding team tries to get the standing up, receiving ball from fielder  Fitness instructor batsmen out by… (deep).

Future learning of Future learning (L3 and L4) • Hitting the wickets with the ball when  Muscle action  A Level PE qualification bowling

 Tactical strategies  Effects of exercise on the body • Catching a batsman’s shot on the full  Body systems

 Psychological theories of performance

 Review of own performance • Hitting the batsman’s leg in front of

the wicket (LBW) Connections to the curriculum

 Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Or hitting the wickets before the batsmen can run to the other end of  SMSC, including Fundamental British the pitch values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a The batmen try to score as many runs as possible before getting out by…

• Hitting the ball and running between the wickets and making it to the other end before the fielders can hit the wickets with the ball. Each time you run one full length of the pitch it equals 1 run.

• Hitting the ball to the boundary along the ground is 4 runs.

• Hitting the ball over the boundary on the full equals 6 runs.

• The fielding team must get 10 batsmen out before they can change over and start batting.

Tactics and Strategies

• Batting – shot selection, running between the stumps, calling. • Bowling – restricting score, maintaining line and length to different opponents, variation in chosen deliveries. • Fielding – individual positioning, backing up, fielding in one or two positions.  Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

Recreational Challenge (Handball, Lacrosse, Tag Rugby, Basketball, Badminton)

1. Work as part of a team to be successful 2. Use tactics and strategies Pathway 3. Improve your skills and learn new skills 2 4. Take part in competitive situations 5. Improve as a team player and a leader 6. Officiate competitive situations 7. Analyse performance to improve others and yourself 8. Make the right lifestyle choice to be better in sport 9. Work independently as well as in a team

 Handball Prior learning of Careers  Passing – shoulder, bounce, (stationary  Dietician The rules of the game: and on the move).  Sports Psychologist  Receiving – making a target  PE teacher • Passing – Any form is passing is (signalling), one/two handed catch –  Doctor allowed in handball but we want to see stationary and on the move,   Coach one hand passing at all times. Shooting – standing, jump.  Physiotherapist  Moving with the ball – dribbling/dodging.  Professional athlete • Receiving – Pupils cannot take more  5.Jockeying/marking/blocking/tackli ng.  Sports analyst

than 3 steps without bouncing the ball  Sports journalism  Muscle action after receiving it  Public services  Tactical strategies  Police officer • Shooting – Players must shoot from  Effects of exercise on the body  Fitness instructor outside the D. Players can jump into  Psychological theories of performance

the D but must release the ball before Future learning (L3 and L4) their feet touch the floor Connections to the curriculum  A Level PE qualification  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a

• Moving with the ball – Players cannot  SMSC, including Fundamental British take more then 3 steps without values – 1c, 1d, 2b, 3a, 3c, 4d, BVf bouncing the ball. They cannot be  Relationships & Sex Education – 2a stationary with the ball for more than 3 seconds. Players cannot bounce the ball in 2 hands. Players cannot

dribble, stop dribbling and dribble again (double dribble).

• Tackling/Jockeying - Players can make contact in the chest with bent arms only. Players not to make contact elsewhere. Player can block with their body and intercept.

Tactics and strategies

 When to dribble, run, pass, shoot, level of successful passes. Interception, blocking decision making. Creating and finding space. Individual positional skills (attack and defence).

 Lacrosse Prior learning of Careers The core skills of Lacrosse  Dietician The rules of the game:  Sports Psychologist  Passing – dominant side – underarm, and  PE teacher • There are 10 players allowed on the overarm.  Doctor field – 3 attack, 3 middies, 3 defenders  Receiving the ball – stationary - from both  Coach and 1 goalie. sides and from the front, collecting the ball  Physiotherapist from the ground. From both side whilst  Professional athlete • For each goal in boys lacrosse, the running.  Sports analyst  Moving with ball – cradling action whilst scoring team is awarded one point. In  Sports journalism carrying the ball on either side, footwork, boys lacrosse, there is not a 2 point  Public services shot (unlike the MLL which has a 2 sidestep, dodge.  Police officer point scoring arc).  Shooting – short shots long range/overarm  Fitness instructor dominant side.

• There can be a maximum of 4 long  Goalkeeper – passing – dominant side – poles on the field per team. underarm, and overarm. Future learning (L3 and L4)  A Level PE qualification • A lacrosse ball may not be touched by Future learning of a player’s hand except by the goalie.  Muscle action

 Tactical strategies • To avoid an offsides penalty, there  Effects of exercise on the body must be four players behind the  Body systems defensive-area line (when not in a  Psychological theories of performance man-down situation).  Teambuilding Problem Solving

• No opposing player can make contact Connections to the curriculum with the goalie or the goalie’s stick  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a when the goalie is in the goal crease  SMSC, including Fundamental British area. values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a • Play is stopped immediately when the ball goes out of bounds. When a shot on goal goes out of bounds, the possession is awarded to the team of the player closest to location of the ball when it went out. When the ball goes out of bounds, for any other reason other than a shot (i.e. an errant pass), the possession is awarded to the team that did not touch the ball last.

Tactics and strategies • When to dribble/run, pass, level of successful passes. • Pass/shoot/tackle decision making. • Creating and finding space. • Individual positional skills • (attack and defence). • Positioning and effectiveness in set plays. • Making themselves available for the ball.

 Tag Rugby Prior learning of Careers  1.Handling (passing and receiving, long  Dietician The rules of the game: and short, at varying pace, push, spin,  Sports Psychologist switch/scissors).  PE teacher • Handling – Passing backwards and  2. Tackling (front, rear, side).  Doctor sideways only. Forward pass results in  3. Evading tackle (side step, spin, feint,  Coach turnover of the ball. dummy)  Physiotherapist  Professional athlete • Tackling – Must give the tag back after Future learning of  Sports analyst taking it. No hand offs allowed. No  Muscle action  Sports journalism deliberate contact allowed. Offside rule  Tactical strategies  Public services applies after every tackle. 5 tackles  Effects of exercise on the body  Police officer without a try is a turnover.  Psychological theories of performance  Fitness instructor

• Evading tackle – Must not hand off. No Connections to the curriculum Future learning (L3 and L4) deliberate blocking to make space.  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  A Level PE qualification  SMSC, including Fundamental British Tactics and strategies values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a  Getting on side.  Individual positional skills in open play (attack and defensive) – eg lines of running, last tackle options, line speed, when to come up/ drop back/drift out/step in.  Pass/run/kick/tackle decision making.  Role in formation.  Effectiveness in crossing gain line.  Positioning and effectiveness at set plays.  Making themselves available for the ball.  Ability to play in two or more formations.

 Basketball Prior learning of Careers • Dribbling – using both hands, change  Dietician The rules of the game: of pace and direction.  Sports Psychologist  PE teacher • Passing – chest, javelin, bounce, • The ball may either be passed from  Doctor one player to another, or dribbled by overhead, use of the fake.  Coach a player from one point to another • Receiving/intercepting – making a  Physiotherapist (bounced while walking or running). target (signalling), one/two handed  Professional athlete catch, stationary and on the move,  Sports analyst • Before passing or shooting the ball, a differing speeds and heights,  Sports journalism player may take two steps (without rebounding, stealing.  Public services dribbling).  Police officer • Shooting – lay-up, set shot, jump shot,  Fitness instructor • Once a player has stopped dribbling, free shot, use of the fake. he may not start to dribble again. • Footwork and marking – stopping Future learning (L3 and L4) (jump stop, stride stop), pivoting,  A Level PE qualification • Once the team in possession of the getting free, tracking (drop step). ball has passed the half-court line, it • Basic throwing, passing and catching may not cross back over the line with skills. the ball.

Future learning of • A personal foul occurs when there is illegal contact between two • Muscle action opponents. A player who makes more • Tactical strategies than five personal fouls is excluded • Effects of exercise on the body from the game. • Psychological theories of performance

• A foul made on a player attempting a Connections to the curriculum shot results in the awarding of the • Healthy Education – 1b, 1f, 3a, 3b, 4a, same number of free-throws as those 6a of the shot taken (two from inside the • SMSC, including Fundamental British arc, three from outside). If a player is values – 1c, 1d, 2b, 3a, 3c, 4d, BVf fouled but makes the attempted shot, • Relationships & Sex Education – 2a the shot counts and an additional free-throw will be awarded.

• Once a team has made four fouls in a period, each additional foul (on a player not attempting a shot) will result in the automatic awarding of two free-throws.

Tactics and strategies

• Beating opponent – feint and drive to the basket. • Feint and shoot. • Set plays – offense and defence Individual positional play. • Variety of attacking movements. • Switching hands during dribble – cross over step. • Pass/dribble/shoot decision making. • Screen, pick and roll. • Effectiveness in team tactics/ strategy, eg zone defence, fast break etc. Double team defence

 Badminton Prior learning of Careers The core skills of Badminton:  Dietician The rules of the game:  Service – high, low, flick (forehand or  Sports Psychologist backhand).  PE teacher • Rules for service  Overhead – clear, drop (forehand and  Doctor backhand where appropriate).  Coach • Dimensions of the court for singles  Underarm – clear, drive, drop (forehand  Physiotherapist and doubles play and backhand where appropriate).  Professional athlete Net play.   Sports analyst  Smash. • Rules of scoring and officiating  Sports journalism

 Public services The strategies to maximise effectiveness Future learning of  Police officer of game play:  Muscle action  Fitness instructor  Tactical strategies

 Effects of exercise on the body Future learning (L3 and L4)

• Variation of serve.  Body systems  A Level PE qualification • Shot selection for service return.  Psychological theories of performance • Position on court.  Teambuilding Problem Solving • Decision making in serve. • Use of footwork to restrict playing Connections to the curriculum backhand strokes.  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Shot disguise/feints.  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  Relationships & Sex Education – 2a

 Tennis Prior learning of Careers The core skills of tennis for year 7 are:-   Dietician The rules of the game taught in Underarm serve.  Sports Psychologist line with the core skills.  Forehand groundstroke.  PE teacher  Backhand groundstroke.  Doctor • Rule 1 lines of tennis court to include  Dropshots (forehand and backhand)  Coach the tramlines, baseline, service box.  Volleys (forehand and backhand)  Physiotherapist (singles and doubles)  Professional athlete Future learning of  Sports analyst • Rule 2 service box  Muscle action  Sports journalism  Tactical strategies  Public services • Rule 3 allow multi touch tennis  Effects of exercise on the body  Police officer  Body systems  Fitness instructor • Rule 4 Simple scoring 1-5  Psychological theories of performance  Review of own performance Future learning (L3 and L4) The tactics & strategies to maximise  A Level PE qualification effectiveness of game play: Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, • Positioning on court. 6a • Cooperative rally’s practising  SMSC, including Fundamental British different shots values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Decision making are important for  Relationships & Sex Education – 2a success

Creative Movement (Trampolining, Dance, Pilates, Aerobics, Yoga) 1. Work creatively to plan, perform and improve routines and sequences 2. Solve problems creatively Pathway 3. Work independently as well as in a group 3 4. Improve your skills 5. Improve as a performer and also as a judge 6. Analyse performance to improve others and yourself 7. Take the right lifestyle choice to be better in sport

 Trampolining Prior learning of Careers • Basic shapes (straight, tuck, pike &  Dietician The rules of the game: straddle)  Sports Psychologist • Twists (half and full)  PE teacher • Students are expected to perform and • Landings (seat, front, back)  Doctor use the trampolines in a safe manner • Twisting landing  Coach at all times. • Somersaults (front/back (tucked, pike))  Physiotherapist • Twisting somersaults  Professional athlete • As a minimum, a standard size  Sports analyst trampoline is required with appropriate Future learning of  Sports journalism spotters/safety mats and head  Planes and axis of movement  Public services clearance.  Physics of rotation  Police officer

 Levers  Fitness instructor • Participants may perform a 10 bounce  Muscle action routine of unlimited tariff (provided they  Effects of exercise on the body are accompanied by a suitably Future learning (L3 and L4) qualified coach to supervise the  Body systems  A Level PE qualification routine).  Coaching to bring about an improvement in performance

The strategies to maximise effectiveness of game play: Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Tariff selection in both routines  SMSC, including Fundamental British • Placement of moves in both routines values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Maintenance of height  Relationships & Sex Education – 2a

• Acceleration off the bed • Control of landings

 Dance Prior learning of Careers  Travel, locomotion, stepping and pathways  Dietician Rules/context:  Balance and stillness  Sports Psychologist  Rotation, turning and weight transference  PE teacher • Dances can either be in a solo  Jumps and elevations  Doctor performance, a duet performance or a  Gestures and motifs  Coach group performance and should last  Physiotherapist at least 2 minutes Future learning of  Professional athlete  Muscle action  Sports analyst Strategies taught for a more effective  Tactical strategies  Sports journalism dance piece:  Effects of exercise on the body  Public services  Psychological theories of performance  Police officer • Form  Fitness instructor • Use of personal space Connections to the curriculum • Use of general space  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Future learning (L3 and L4) • Dynamics/relationships between  SMSC, including Fundamental British  A Level PE qualification performers values – 1c, 1d, 2b, 3a, 3c, 4d, BVf • Interpretation of music  Relationships & Sex Education – 2a • Repetition • Change of pace • Focus of eye line

 Pilates Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician Skills balance and coordination)  Sports Psychologist • Relaxation and Breathing • Basic jumping, hopping, skipping, landing  PE teacher • Control and Precision skills  Doctor

• Routine  Coach Future learning of • Alignment and Centring  Physiotherapist  Muscle action • Flowing movement  Professional athlete  Tactical strategies  Sports analyst  Effects of exercise on the body Rules:  Sports journalism  Psychological theories of performance  Public services  Police officer

• Students must at all times observe the Connections to the curriculum  Fitness instructor appropriate rules from their National  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a Governing Body (NGB).  SMSC, including Fundamental British Future learning (L3 and L4) values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification • They must follow guidance from the  Relationships & Sex Education – 2a NGB and the BAALPE document, with regards to use of protective equipment in order to ensure their own personal safety.

Strategies  Difficulty of moves  Choreography

 Aerobics Prior learning of Careers • Floor – march, step touch, grapevine  Dietician Rules: • Step – basic, tap up, over, A step,  Sports Psychologist diagonal, turn step, straddle  PE teacher • Students must at all times observe the  Doctor • Step – lunges, forward facing lunge, appropriate rules from their National  Coach sidefacing lunge, tap change Governing Body (NGB).  Physiotherapist • Manoeuvres – knee lifts, leg lifts, hamstring  Professional athlete • They must follow guidance from the curl, V step  Sports analyst NGB and the BAALPE document, with • Combinations – x-step, repeater, double  Sports journalism regards to use of protective equipment repeater, L step, round the world  Public services in order to ensure their own personal  Police officer safety. Future learning of  Fitness instructor

 Muscle action Strategies  Tactical strategies Future learning (L3 and L4)

 Effects of exercise on the body  A Level PE qualification  Height of blocks  Psychological theories of performance  Difficulty of routine  Choreography Connections to the curriculum  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf

 Relationships & Sex Education – 2a

 Yoga Prior learning of Careers • Basic Fundamentals of ABC (Agility,  Dietician Skills balance and coordination)  Sports Psychologist • Basic jumping, hopping, skipping, landing • ‘The Complete Relaxation’ technique  PE teacher skills and Antar Mouna  Doctor

• Shakti Bandha  Coach Future learning of • Asana – for posture, flexibility, strength  Physiotherapist  Muscle action and balance  Professional athlete  Tactical strategies • Pranayama and Bandhas  Sports analyst  Effects of exercise on the body • Yoga Nidra  Sports journalism  Psychological theories of performance  Public services

Rules:  Police officer Connections to the curriculum  Fitness instructor  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a • Students must at all times observe the appropriate rules from their National  SMSC, including Fundamental British Future learning (L3 and L4) Governing Body (NGB). values – 1c, 1d, 2b, 3a, 3c, 4d, BVf  A Level PE qualification  Relationships & Sex Education – 2a • They must follow guidance from the NGB and the BAALPE document, with regards to use of protective equipment in order to ensure their own personal safety.

Strategies • Difficulty of moves • Choreography

 Rounders Prior learning of Careers The core skills of tennis for year 7 are:-  Dietician The rules of the game:  Sports Psychologist  Batting - Grip, stance, forehand, backhand  PE teacher • One team bats while the other team  Bowling – underarm, spin, donkey drop  Doctor fields and bowls  Coach .  Physiotherapist

• The bowler bowls the ball to the batter  Fielding – high/low catches, pick up and  Professional athlete who hits the ball forward on the throw, long barrier, receiving ball from  Sports analyst Rounders Pitch. The batter then runs to fielder (deep).  Sports journalism as many posts as possible before the  Wicket keeper – fast/medium/ spin  Public services fielders return the ball to touch the post  Police officer the batter is heading for. Future learning of  Fitness instructor

 Muscle action • If the batter reaches the 2nd or 3rd post  Tactical strategies Future learning (L3 and L4) in one hit, the batting team scores ½ a  Effects of exercise on the body  A Level PE qualification Rounder. If the batter reaches 4th post  Body systems in one hit, the batting team scores a  Psychological theories of performance Rounder.  Review of own performance Tactics and Strategies Connections to the curriculum • Batting – shot selection, running  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a between the bases, calling.  SMSC, including Fundamental British • Bowling – restricting score, variation in values – 1c, 1d, 2b, 3a, 3c, 4d, BVf chosen deliveries.  Relationships & Sex Education – 2a • Fielding – individual positioning, backing up, fielding in one or two positions. • Wicket keeper – positioning for different bowling styles, positioning for left and right handed batter.

Sports Leadership

 Personal development, A stepping-stone to employment, Developing leadership, Volunteering in the community, Reducing Pathway youth 4 crime, Supporting more active, healthier communities  Young people undertaking a qualification in Sports Leadership will learn and demonstrate important life skills such as effective communication and organisation whilst learning to lead basic phsycial activities to younger people, their peers, older generations and within the community.  The courses involve both guided and peer-to-peer learning and supervised leadership to ensure that learners have all the skills they need to lead basic physical activities to other people.

• Know the skills and behaviours needed Prior learning of the core skills Careers to lead others  Skills  Dietician  Abilities  Sports Psychologist • Know how leadership skills and  Time management  PE teacher behaviours can be used in a range of  Organisation  Doctor situations  Coach Future learning of  Physiotherapist • Be able to develop own leadership  Planning  Professional athlete skills  Reflection  Sports analyst

 Leading  Sports journalism • Understand the roles and  Public services responsibilities of a Sports Leader Connections to the curriculum  Police officer • Know how to plan appropriate  Healthy Education – 1b, 1f, 3a, 3b, 4a, 6a  Fitness instructor sport/physical activity  SMSC, including Fundamental British values – 1c, 1d, 2b, 3a, 3c, 4d, BVf Future learning (L3 and L4) • Be able to plan appropriate  Relationships & Sex Education – 2a  A Level PE qualification sport/physical activity

• Be able to assist in leading appropriate sport/physical activity

• Be able to review their role in the leading of sport/physical activity