Head of Department
Mr G Swain
The Physical Activity, Sport and Well-Being Department at Stopsley High School encourages students to begin the first steps towards a lifetime of being active and healthy. The department is a fundamental aspect of school life, students are offered a rich and engaging curriculum delivered through a wide variety of activities. The department strives to inspire all students to succeed and excel, while developing their physical confidence in physical activity and sport so that they may adopt a healthy active lifestyle. We aim to produce confident, self-assured and successful young adults who have the learning skills, and a track record of success in a variety of experiences that will allow them to make a positive contribution to their community.
The department has a clear and defined vision which is communicated to students and parents / carers. The purpose of this shared vision is to provide opportunities for students to develop their knowledge and understanding of the subject alongside their personal development. The core aims of the vision are as follows:
- Develop competence to excel in a broad range of physical activities.
- Physically active for sustained periods of time
- Engage in competitive sports and activities
- Promote and lead healthy, active lives
- Participate in school extra-curricular programme
- Develop character and employability
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Stopsley High School has adopted The National Curriculums’ aims for Physical Education to ensure that all pupils have the opportunity to:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Key Stage 3
Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
Pupils should be taught to:
- use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]
- develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]
- perform dances using advanced dance techniques within a range of dance styles and forms
- take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
- analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
- take part in competitive sports and activities outside school through community links or sports clubs.
|Year 7 Induction Programme||Tennis|
|Outdoor & Adventurous Activities||Rounders|
Key Stage 4
Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.
Pupils should be taught to:
- use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]
- develop their technique and improve their performance in other competitive sports,[for example, athletics and gymnastics], or other physical activities [for example, dance]
- take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group
- evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best
- continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.
|Badminton||Initiatives / Programmes|
Applied Anatomy and Physiology / Physical Training
Physical factors affecting performance / 60 marks - 1 hour written paper
|30% Final Mark|
Social-Cultural Influences / Sport Psychology / Health, Fitness and Well-Being
Socio-cultural issues and sports psychology / 60 marks - 1 hour written paper
|30% Final Mark|
Practical Activity Assessment, Analysing and Evaluating Performance (AEP)
Performance in physical education / 80 marks - non-exam assessment
|40% Final Mark|
The GCSE course provides a link into further studies including A level and BTEC level 3, and to degree courses including Sports Science and Sports Coaching. In addition to developing your subject specific knowledge from the course topics (listed above) you will also use transferable skills including independent thinking, problem solving and analytical skills.
Career paths: Physiotherapist, Physical Education Teacher, Sports Journalist, Personal Trainer, Data Analyst in sport, Sports Coach