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

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.

Teaching and Learning Approach

The teaching and learning approach within the Physical Education department centres around the whole school intent of what makes excellent teaching and learning. While there is no prescribed teaching approach, the common values and principles to develop substantive and disciplinary knowledge our staff will demonstrate, reflect upon and strive to continually improve are:

High Quality Explanations

High-quality explanations are central to effective teaching and learning in Physical Education. Teachers deliver clear, concise and well-sequenced explanations, particularly when introducing new knowledge, concepts or skills. This ensures that students understand expectations, retain information and are able to apply learning effectively.

Prior to teaching new content, teachers identify and address common misconceptions through careful curriculum planning and responsive teaching. Understanding is checked regularly using a range of strategies, including targeted questioning, observation, peer assessment and low-stakes checks for understanding.

In practical lessons, explanations are brief, purposeful and supported by demonstrations to maintain high levels of physical activity. In classroom-based theoretical lessons (GCSE PE, BTEC Sport and BTEC Dance), explanations are more detailed and explicitly linked to assessment criteria, command words and examination requirements. In Core PE, new skills are introduced using the consistent ‘Prepare – Execute – Result’ model, which underpins schemes of learning and supports clarity, consistency and progression across activities.

Questioning

Questioning is a deliberate and integral component of teaching, used to support retrieval practice, assess understanding and connect prior learning with new content. At the start of lessons, questioning is used to revisit key knowledge, skills and concepts, strengthening long-term memory and supporting progression.

Students are routinely given thinking time, with cold calling used to promote high expectations and inclusive participation. Structured opportunities for paired and small-group discussion are embedded, allowing students to articulate ideas and rehearse responses. Teachers hold students to account through strategies such as no-opt-out, probing follow-up questions, targeted questioning and live correction. Teachers actively circulate during discussions to ensure focus and challenge.

Students are regularly required to feedback their thinking, reinforcing learning and developing confidence in verbal communication, which is particularly important in examination-based courses.

Modelling

Strong routines and consistency underpin all Physical Education lessons. Lessons begin with orderly lining-up for registers, clear expectations for changing room conduct, and smooth transitions between learning environments. These routines model respect, responsibility and readiness to learn, reflecting Salesian values and high expectations.

Explicit modelling is embedded throughout the curriculum. In Core PE lessons, skills are modelled using the ‘Prepare – Execute – Result’ framework. Teachers also model high-quality verbal explanations, physical demonstrations and exemplar written responses. In GCSE PE and BTEC courses, modelling includes annotated exam answers, coursework exemplars and structured responses aligned with mark schemes and assessment criteria. This ensures students understand what success looks like and how to achieve it.

Challenge

All students are expected to meet ambitious learning goals set out in schemes of learning and individual lessons. Challenge is integral to curriculum design and classroom practice, ensuring that all learners are stretched and supported appropriately.
Teachers use a range of strategies to meet diverse needs, including task and outcome differentiation, adapted equipment, modified rules, scaffolded resources, targeted questioning, extension tasks and leadership opportunities. Particular consideration is given to Pupil Premium students, SEND students, and those with higher or lower prior attainment. Pupil Passports are used consistently to support personalised learning, remove barriers and maintain high expectations for all students.

Marking and Feedback

In Core PE lessons, feedback is predominantly verbal and practical, enabling immediate impact on performance. Teachers use techniques such as live demonstration, guided practice, questioning and peer feedback to identify understanding and correct misconceptions in real time.
In examination and coursework-based subjects (AQA GCSE PE, BTEC Sport and BTEC Dance), written work is marked consistently in line with whole-school policies. Teachers consider presentation, handwriting, spelling, punctuation and grammar. Misconceptions, errors or substandard work are identified using the ‘AP’ (Action Point) code. Students respond to feedback in red pen, while teachers mark in green. Feedback is used purposefully to support progress, close gaps and inform future planning, ensuring that teaching is responsive and adaptive.

Teaching for Long Term Memory

Curriculum planning prioritises long-term learning. Schemes of learning are coherently sequenced to ensure that knowledge, skills and vocabulary are introduced early and revisited regularly across key stages. This supports retention and enables students to make meaningful connections between topics, activities and theoretical concepts.
Regular recap strategies include retrieval starters, knowledge checks, questioning, skill drills, low-stakes quizzes and cumulative assessments. Assessment is carefully designed to reflect the demands of AQA GCSE Physical Education, BTEC Sport (Level 2 and Level 3) and BTEC Dance (Level 2 and Level

Regular assessment ensures coverage of specification content, reinforces learning, identifies gaps and prepares students effectively for both internal and external assessments, supporting strong outcomes and progression.

Homework

Homework is set in line with the whole-school policy. Currently, homework is not set for Core PE, though this may be introduced in the future. For examination and vocational courses at Key Stage 4 and Key Stage 5, homework is purposeful and directly linked to assessment requirements.
Homework supports learning by consolidating knowledge, preparing for future lessons, developing examination technique and completing coursework requirements. Tasks are set via Class Charts and supported through Google Classroom, ensuring clarity, consistency and accessibility for all students.