What matters most in Physical Education?
The cornerstone of our Physical Education curriculum is to inspire and promote lifelong participation in physical activity and sport. Our ambition is to provide a curriculum that is highly aspirational, inclusive and enjoyable for all learners. We are committed to developing the whole person, not just the performer, and to opening doors through a wide range of meaningful sporting opportunities.
Our curriculum is underpinned by four key conceptual threads:
• Developing Practical Skills – building competence, confidence and physical literacy across a broad range of activities.
• Sporting Values – fostering resilience, teamwork, respect and empathy.
• Roles in Sport – developing leadership, coaching and officiating skills.
• Knowledge and understanding – deepening understanding of rules, regulations, tactics and performance analysis.
Our PE curriculum is ambitious for every learner. All students, regardless of need, gender or background, experience a diverse range of sports and physical activities throughout the academic year. Lessons are carefully planned, sequenced and adapted to meet individual needs and to support sustained progress.
Assessment is rooted in our four golden threads, enabling us to take a holistic approach. We recognise that students develop at different rates and that success in PE extends beyond physical performance. By valuing character, leadership and knowledge alongside practical skill, we ensure all learners can experience achievement and growth.
Through this approach, we aim to cultivate a genuine enthusiasm for PE, a willingness to participate fully in every lesson, highly positive attitudes towards competition, and the confidence to make informed choices about engaging in extracurricular sport and leading active, healthy lives.
Prior Learning
As pupils begin Year 7, they bring physical literacy developed through the Key Stage 1 and 2 National Curriculum and the TWHF primary curriculum. Most pupils can perform fundamental movement skills such as running, jumping, throwing, catching and balancing. They have experienced a range of activities including games, gymnastics, dance and athletics. Many can work cooperatively in teams, follow basic rules and reflect on their performance.
Key Stage 3 Curriculum Concepts
At Key Stage 3, our Physical Education curriculum provides students with a broad, balanced and ambitious programme of study designed to develop physical competence, character and knowledge. Through a wide range of activities, students build the skills, confidence and understanding needed to engage positively in sport and physical activity both in school and beyond.
Subsequent Study
KS4
We offer the OCR Cambridge National in Sport Science (Level 1/2) a vocational qualification that explores the science behind sport and physical activity. It combines theoretical understanding with practical application and is designed for students interested in fitness, performance, health or sports-related careers. The course focuses on injury prevention, training principles, fitness and performance, nutrition, and understanding the body’s response to exercise.
The course includes one exam unit on reducing the risk of sports injuries and two coursework units covering principles of training and fitness, plus an optional unit on nutrition and performance or the body’s response to exercise.
The qualification supports progression to Level 3 Sport, Sport Science or A Level PE and develops analytical, practical and applied learning skills.
KS5
OCR Cambridge Technical (CTECH) – Sport and Physical Activity (Level 3)
The OCR Cambridge Technical in Sport and Physical Activity (Level 3) is a vocational qualification (post-16) equivalent to A Levels. It combines practical and theoretical learning linked to careers in sport, coaching, fitness and leisure. The course covers body systems, coaching and leadership, performance analysis, and sports organisation, assessed through exams and coursework, preparing students for university, apprenticeships, or careers in sport and physical activity.