Physical Education
Physical Education at Hasmonean offers an innovative curriculum designed to encourage students to develop a positive attitude towards sports and exercise, and to acknowledge and respect the value of others and themselves.
Students are taught to become independent learners and acquire an extensive repertoire of personal skills designed to lead to an active lifestyle and an effective use of post-school leisure time and opportunities.
All Key Stages aim to support progress in:
- Acquiring and developing skills
- Selecting and applying skills and tactics
- Evaluating and improving performance
- Knowledge and understanding of fitness and health.
Teachers
- Miss H. Hopkins, Director of Learning; Subject Leader, Girls' PE, Ext 319
- Mr M. Moore, Subject Leader, Boys PE, Ext 236
- Mrs J. Esmond
- Mr M. Tutty
KS3: Years 7 & 8
All students have two Physical Education lessons per week, each lasting 50 minutes.
In these lessons, students will be regularly assessed in the following areas:
- Acquisition and development of skills
- Selection and application of skills, tactics and compositional ideas
- Evaluating & Improving Performance
- Knowledge of Health and Fitness.
All students visit the following activity areas:
- Athletics
- Health and Fitness
- Badminton
- Basketball
- Fitness
- Football
- Gymnastics
- Hockey
- Netball
- OAA
- Rugby
- Striking & Fielding
- Table Tennis
- Volleyball
- Orienteering (girls)
KS4
Years 9-10 (GCSE) - Core Physical Education
The two main areas of study in KS4, both of which stress health promotion, are:
- Games
- Outdoor and adventurous activities.
In Key Stage 4, students tackle more complex and demanding activities. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and well-being, or on developing personal fitness.
They can adopt different roles that suit them best including performer, coach, leader and official. The view they have of their skilfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.
Personal achievement in accepting a challenge, coupled with team building skills of decision making, problem solving, leadership, confidence building, negotiation, self-discipline and personal motivation, are all specifically related to our areas of study in:
- Games
- Racket Sports
- Initiative Challenges
- Health-promoting Activities.
Years 9-11 (GCSE): Physical Education, Edexcel Full Course
Only students who have a high level of school representation and fitness will be considered for this course. The demands of the practical activities involved are extensive. Selection of candidates will be based on past performance and commitment.
The course consists of two main units:
- Unit 1: The Theory of Physical Education (Unit code: 5PE01)
- Unit 2: Performance in Physical Education (Unit code: 5PE02).
Unit 1: The Theory of Physical Education
This unit is externally assessed via an examination lasting 1 hour and 30 minutes which includes multiple-choice, short-answer and
longer-answer questions. The unit makes up 40% of the total GCSE marks. (The total raw mark available is 80.)
Unit 1 consists of two sections:
- Section 1.1: Healthy, active lifestyles
- Section 1.2: Your healthy, active body.
The full GCSE specification includes both Sections 1.1 and 1.2; the GCSE (Short Course) specification comprises Section 1.1
This unit enables students to understand why people get involved in
physical activity, and the long-term health benefits of a sustained active
lifestyle, including key influences that impact on people's involvement in
physical activity.
Students learn the relationship between exercise, diet, work
and rest, and how, together, they contribute to a balanced healthy
lifestyle. The relationship between health, fitness and exercise and the
effects of exercise and fitness on participation are also explored,
understanding that 'fitness' does not always result in good
health.
Students learn the following:
- The relationship between health-related exercise and performance in
physical activity, and how an individual's skill-related fitness can be
affected by health-related exercise;
- How performance in physical activity is linked to skill-related fitness;
- How exercise can achieve desired effects on health, fitness and
performance, and how rest and physical activity in combination
contribute to a healthy lifestyle. Students will develop this theme further
by planning the targeted selection of physical activity in order to
maximise its effects. This is designed to give students the knowledge and
understanding to plan their own sustainable involvement in physical
activity, the importance of diet, work and rest in relation to physical activity and a healthy lifestyle.
In order for students to be able to go on and lead a healthy, active
lifestyle, it is important that they understand how physical activity and
exercise contributes to the growth and development of body systems and
structures.
Students, taking the full GCSE, will gain knowledge of the impact of a
healthy, active lifestyle on their cardiovascular, respiratory, muscular and
skeletal systems and general wellbeing.
Students learn that, although they can be looked at separately, body systems do not
work in isolation and that good physical and mental health depend on
the interaction of all these body systems during exercise and physical
activity. This will inform students' own practical performance and
general wellbeing about the impact of physical activity and exercise on the cardiovascular, respiratory, muscular and skeletal systems (over the
short and long term), and also how lifestyle choices (such as exercise,
diet, rest and drugs) affect those systems, fitness levels and the mind
and body in general. Students also learn how a lifestyle that contributes positively to physical, mental and social wellbeing, and which includes regular exercise and physical activity in conjunction, is what makes a healthy, active lifestyle.
Unit 2: Performance in Physical Education
Unit 2 is internally assessed. Students undertake two different assessment tasks under controlled conditions.
Unit 2 comprises two sections:
- Section 2.1: Practical performance
In this section, students undertake practical performances in
different contexts within selected physical activities, in the role of either
player/participant, official or leader. In the full GCSE in Physical Education students must offer four
performances. In the GCSE (Short Course), students must
offer two performances.
- Section 2.2: Analysis of performance.
In this section, students undertake an analysis of a performance in a
selected physical activity.
(The total number of raw marks available in Section 2 in the the full GCSE is 50. The total number of raw marks available in
the GCSE (Short Course) is 30.)
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