The PE Department contributes to the whole school curriculum intent by:
- Having a curriculum that will engage all pupils and develop competence to excel in a broad range of physical activities, leading to students making informed choices about following a healthy, active lifestyle
- Constructing a curriculum that is designed to give all learners the knowledge and cultural capital they need to succeed in life, by undertaking various roles, which they can continue to develop post 16, as they move into further study, the world or work or within their local communities. They will be global citizens with broad horizons, who can make a valuable contribution to the global society in which we now live.
- Having a curriculum that is planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
- Learners studying the full curriculum, thus allowing them to have a ‘deeper’ knowledge. Students will feel confident to debate and discuss their knowledge and respond to feedback to ensure that they are improving their performance and making progress.
- PE students will have the ability to cope with the demands of the new curriculum. They will develop social skills that will allow them to work effectively with those around them including organisation, leadership, communication, team work, respect and the ability to evaluate own and others performance.
- Promoting literacy and numeracy across teaching. The department will link to careers and contribute to whole school initiatives and promote staff well-being.
Implementation of the PE Curriculum:
- Teachers within the Department have a good knowledge of the subject and courses they teach.
- Teachers will present subject matter clearly, through clear explanations, discussions and demonstrations. Teachers check learning and understanding systematically, identify misconceptions accurately and provide clear, direct feedback. Teachers will respond and adapt their teaching as necessary.
- Over the course of the curriculum, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts.
- Teachers and leaders must use assessment well, for example to help learners embed and use knowledge fluently, or check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burden to staff or leaners.
- Teachers create an environment that allows learners to focus on the learning. Resources and practical tasks that teachers select reflect the teacher’s ambitious intentions and support the planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
Impact of the PE Curriculum:
- Learners within the PE Department at Seaham High School will develop detailed knowledge and skills across the curriculum and as a result, achieve well by applying the knowledge and skills developed throughout KS3 and KS4 into their studies leading to formal qualifications in the subject at the end of KS4.
- Assessments, in time, will indicate that students have a secure grasp of knowledge for different sports, physical activities and roles within sport.
- Learners are ready to move to the next stage in education, employment or training. They will have embodied the school vision statement of ‘engaging minds and broadening horizons.’ Where applicable, they gain a BTEC Sport / RSL Dance qualification that allows them to go on to destinations that meet their interests, aspirations and the intention of their course of study.
- Quality Assurance procedures (lesson observations, work scrutiny, student voice, results analysis, moderation of student work) show that students make good progress throughout their studies and attain at a high level at or above their target.