Intent & Implementation
Our Curriculum Intent
Our vision for our PE Curriculum;
It is our aim for all our students at Cullompton Community College to be inspired through their experiences in physical education, school sport and physical activity that will lead to lifelong participation.
Our PE curriculum aims to ensure that all pupils:
Are inspired through their experiences in physical education, school sport and physical activity that will lead to lifelong participation.
Develop the fundamental skills and competence to excel in a wide range of physical activities by providing a broad & balanced curriculum with opportunities for all to be enjoyed.
Will learn to develop the important qualities of perseverance, discipline, resilience, communication, collaboration, respect and commitment.
By the end of year 11 will leave school with the knowledge and understanding of how to lead a healthy active lifestyle and appreciate the social, mental, physical benefits sport and exercise can bring.
Develop their ‘cultural capital’ through a range of experiences, such as participating in external and internal festivals and competitions.
How our subject curriculum is sequenced and why we plan it this way:
Our ‘broad and balanced’ PE curriculum is progressive building on the foundations learnt in primary education. By following the National Curriculum, students are exposed to a range of activities during Key Stage 3. In order to fulfil this breadth, students receive ten units of activity each year of eight weeks duration.
We have introduced the Head, Hands, Heart (HHH) concept of teaching this academic year to our Key Stage 3 classes. Each lesson will have a HHH focus and these have been carefully planned to show progression in these aspects throughout the schemes of Learning. Throughout Key Stage 3 we build on students’ skills and techniques, knowledge and understanding of rules, tactics and strategies to overcome opponents, their appreciation of strengths and weaknesses. Developing personal characteristic traits such as perseverance, self-motivation, determination, teamwork, collaboration, communication and resilience are at the forefront of our teaching.
Teaching units of activity in eight week blocks allows for continuity to develop without an ‘overkill’ in one area. The timings of certain activities are governed by the weather eg. Athletics, cricket/rounders in the summer term. Having only one indoor space (which is used for exams for sections of the year) also restricts the potential for further indoor units of activity.
At Key Stage 4, students are offered the opportunity to undertake the Sports Leaders award and have time in the Fitness Studio. A good number of students opt for a PE examination course (GCSE or Sports Studies) and core PE time can be needed to practice/assess students in their selected sports. Where possible, we try to give students a chosen pathway - medley/recreational sports, competitive sports or fitness activities. Student voice is also used to determine activities. With only one hour of PE per week in Year 11, it is important that students engage in their preferred activities.
How we connect the knowledge over the key stages (deliberate connections):
Students arrive to us at Year 7 with differing primary PE experiences. We use the first few weeks to establish what skills, techniques and knowledge the students have in various activity areas. From this baseline, our broad and balanced Year 7 curriculum enables us to expand on prior learning and provides a first taster of activities which the students have not usually experienced before eg. hockey, badminton, orienteering.
The Key Stage 3 curriculum is progressive from year to year. Students are taught ten activities of eight weeks duration. An example of the progression is in the throwing events in Athletics. In Year 7, standing throw techniques are taught often beginning with using a lighter object such as a tennis ball to replicate the action. In Year 8, a short run up in the javelin or the two-step shuffle in the shot would be introduced and in Year 9, a longer javelin run up and rotation in the discus is incorporated. Some students will not be ready to progress to the full versions. Differentiation is at the essence of our teaching within mixed-ability settings.
Each unit of activity has a GCSE theory link which is addressed in each lesson particularly during the retrieval questioning at the beginning of lessons. By the end of the key stage students will have a good understanding of many aspects of the GCSE theory and be able to make a decision as to choosing the course in their options.
The three year Key Stage 3 programme provides a rounded student experience and prepares students for Key Stage 4. The Year 9 Leadership module provides an insight into the Sports Leaders course which students can opt to take in Year 10. Where staffing permits at Key Stage 4 we try to allow students a pathway choice - competitive or recreational activities with an introduction to the Fitness studio.
How we make our subject knowledge stick:
- We use regular retrieval activities at the start of each lesson in both practical and theory classes.
- As part of our ‘Head’ approach we use various questioning techniques throughout lessons to consolidate learning.
- In our examination courses we use regular assessment which student’s are expected to spend time revising for.
- The core curriculum is progressive and builds upon skills learnt in previous units and connections with other activities eg. spatial awareness.
How We Allow All Students to Succeed ( included SEND and disadvantaged )
How we allow all students to reach our ambitious subject end points:
- Information from class charts on their SEND area of need along with their pupil passports is used to plan their learning accordingly.
- Examples of enabling SEND students include longer changing times, keeping PE kit in school, modifying equipment and playing areas, buddying with non-SEND students.
- Parental contact to ascertain capabilities particularly for those students with medical needs.
- Communication is had with the students to identify barriers to learning and establish solutions.
- In examination theory classes seating plans are carefully chosen and scaffolding takes place to ensure students can reach the same endpoints.
- Department spreadsheets enable recording and monitoring of students’ progress and identify where support is required.
- Planned intervention for targeted students in Year 11.
- The department has a focus of encouraging PP and SEND students to attend extra-curricular clubs and represent the school in sport to further their ‘cultural capital’.
- Reference is made to the SEND document to support teaching and learning: Click here
Our Curriculum Overview
Curriculum Overview KS3 (Click here)
GCSE Sports studies KS4 ( Click here )
Our Curriculum Learning Pathway
KS3 and KS4 Subject Curriculum Pathway (PDF)
Please see the Curriculum Overviews in the links above.
Transition & Building on KS2 / KS3
CCC has worked closely with our primary partners during 2021/22. We have shared knowledge on the curriculum intents at key stage two and key stage three to enhance student transition and the sequencing of learning.
We have developed a strong working relationship with our feeder primary schools. Our PE primary school Coordinator regularly meets with the PLT’s and organises many festivals (ably assisted by our Sports Leaders) throughout the year. She has also been requested to run some sessions to upskill the primary teachers and look at their PE curriculums. The Co-ordinator introduced a Summer Camp to familiarise our new intake with their surroundings and experience activities they will participate in with us.
Key Stage 3
In KS3 students will be exposed to a broad range of experiences and activities to widen their knowledge of PE, develop an appreciation of their own and other’s strengths and weaknesses, values of sport and they will develop these through their school lifetime. We adhere to the National Curriculum so students experience team games such as rugby, football, netball, cricket or rounders. They will also engage in racket sports such as tennis and badminton. In addition, students will experience aesthetic activities such as gymnastics and dance. Health-related Fitness units promote the understanding of components of fitness, principles of training and training methods. A leadership module has also been introduced this year to provide a taster of the Leadership award students can opt to follow in Year 10.
The Head, Hands, Heart methodology is at the core of each scheme of learning (see links in KS3 overview);
HEAD Knowledge and understanding of rules, tactics, techniques and strategies. Problem solving, decision making and creativity. Understanding of the theoretical links associated with each unit of work. Self and peer assessment of their strengths and weaknesses.
HANDS Skill development and application. Ability in competitive situations or performances. Fitness levels associated with each activity.
HEART Leadership and teamwork. Character traits (resilience, determination, perseverance, self-motivation, confidence, cooperation). Empathy for others. Effort levels.
Key Stage 4
Students have two hours of Core PE each week in Year 10 and one hour each week in Year 11. There is a healthy uptake of students opting to follow the Sports Leader course from October to Spring half term of Year 10. This course has been re-written to complement the RO53 Sport Leadership module on the OCR Sports Studies course.
In Year 10, students have their first taste of using the Culm Valley Fitness Studio. Following an induction period students formulate a Personal Exercise Programme showing progression over six weeks in either continuous or resistance training. In their remaining lessons, where possible, student voice is used to determine the activity choices. Students may want to engage in competitive sports or more recreational activities. Over time it is hoped to develop these choices further by offering off-site activities such as footgolf or climbing.
In Year 11, with Fitness Studio time constraints, we tend to have 4- week blocks of activity incorporating fitness activities, competitive or a medley of recreational sports. The aim is to develop a passion for continuing with their sport/exercise when they leave school. During this core PE time the GCSE students will need to be assessed in their chosen sports.
The department also currently runs examination courses in GCSE Physical Education and the OCR Cambridge Nationals Sports Studies course (2023 being the last cohort). Students have five lessons a fortnight on these subjects (please see the separate Overviews for a breakdown).
What Examination Course(s) do we follow?
AQA GCSE Physical Education (8582)
OCR Level 1/2 Cambridge National award in Sports Studies
Two mandatory units
- RO51 Contemporary issues in sport
- RO52 Developing sports skills
Two optional units
- RO53 Sports Leadership
- RO54 Sport and the media
Curriculum Impact- How we measure attainment and progress:
In Physical Education, assessment happens in many ways;
- Examination books/folders are marked in line with our marking policy.
- End of unit tests take place in the GCSE and Sports Studies courses to highlight strengths and weaknesses. This then forms subsequent planning eg. retrieval practice in the Silent Do Nows. Mock exams provide a more in-depth understanding of where students are at with their learning and inform subsequent areas to focus on.
- There is ongoing assessment of students' practical abilities in their selected assessed sports at both GCSE and Sports Studies lessons. Higher performing students will be required to produce video evidence of participating against similarly matched opposition. External activities eg. skiing, equestrian will also need video evidence.
- At Key Stage 3, students will be assessed in each unit of work in relation to the ‘Expected Standards’ written in each unit. These have been devised in accordance with the school’s reporting system. Grades are recorded onto the department’s assessment spreadsheet. The assessment and standards are reviewed as a department regularly and adapted if required.
- Through questioning, students show their understanding of techniques, tactics, strategies, rules, analysis (self and peer assessment) and knowledge of the theoretical links apportioned to each unit.
- Teachers use the Head, Hands, Heart buttons on classcharts to reward students’ achievement in these areas.
How do we enrich our subject outside the classroom?
The department runs an extensive extra-curricular programme ranging from aesthetic activities such as dance, team sports (football, rugby, hockey, netball, basketball, rounders, cricket) and individual sports (badminton, tennis, athletics) as well as fitness activities. These clubs are open to all and free of charge. We have had a particular focus of targeting Pupil Premium students this academic year.
In addition, the department runs teams across all age groups in a wealth of sports and competes in both area (East Devon) and county-wide competitions. For the size of the school we regularly ‘punch above our weight’ in many activities.
We also provide opportunities for our most talented students to trial for regional and county teams. For instance, we have had a number of our students compete in the English National Schools Athletics Championships.
Targeted group intervention also takes place by attending days such as the ‘Ability Counts’ games aimed at SEND students and ‘This Girl Can’ aimed at increasing activity levels.
The Sports Leader course in Year 10 provides an opportunity for students to develop their communication, organisation and confidence skills by running primary sports festivals with our feeder schools and assisting with clubs aimed at our younger students.