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Curriculum Intent Statement

At Leigh Academy Rainham, we believe physical education can provide students with an opportunity to develop life skills and develop stronger connections with physical activity. Through a concept driven curriculum students can develop intra and inter-personal skills, gain a better understanding of their body and minds as well as explore the world around them, all through conceptual learning and engaging physical activity. The sport and physical activity become the vehicle for which the concept is delivered and no longer the final destination. 

We have 4 key areas that underpin our curriculum within physical education at Leigh Academy Rainham. 

  1. Physically active- Fundamental to any PE lesson, students must be active for sustained periods of time with access to extra-curricular programmes encouraged. 
  2. Build positive relationships with physical activity- students should leave lessons with a feeling of accomplishment and not failure. Moving away from a skill dominant curriculum is designed to encourage all students to remain engaged and determined to improve and continue their physically active journey. By designing lessons around a concept, students can consider how this concept can improve them in future PE lessons, other subject lessons and life beyond school education. 
  3. Develop movement competence and confidence- Central to all PE lessons is the activity and we intend to structure lessons with increasing levels of complexity to allow all students to develop motor skills, muscle memory and confidence within a broad and varied activity offer. Students will be progressing in their knowledge of different skills, techniques and tactics through well designed schemes of learning. The sports and activities meet the requirements of the National Curriculum and allow for students to engage in both individual and team game based activities as well as competitive and non-competitive elements. 
  4. Developing character- Central to PE at Leigh Academy Rainham is the need to be active, to learn about new skills, techniques and tactics but also to develop students’ understanding of key life skills. By restructuring the lesson objectives away from performance and ability to attitude and progress students can build better relationships with sport and can use the key skills developed within PE to enhance their progress across the curriculum and outside of the classroom environment.

Topic

Physical Literacy

Statement of Inquiry

The balance of a team requires building strong relationships and for all all members to function to their strengths and connect for the benefit of a team

Road Map

Knowing & Understanding

Key Concepts

Relationships

Related Concepts

Interaction & Function

ATL

Social Skills

Topic

Physical Literacy

Statement of Inquiry

The balance of a team requires building strong relationships and for all all motivating ourselves to change and improve can develop our movement and functions

Road Map

Motivation

Key Concepts

Change

Related Concepts

Movement, Systems & Functions

ATL

Self-Management

Topic

Physical Literacy

Statement of Inquiry

How can relationships between movements and balances improve performance?

Road Map

Competence

Key Concepts

Relationships

Related Concepts

Movement & Balance

ATL

Critical Thinking

Topic

Physical Literacy

Statement of Inquiry

 Linking good communication with strategic choice of movements can outwit opponents

Road Map

Confidence

Key Concepts

Communication

Related Concepts

Movement & Choice

ATL

Social Skills & Communication Skills

Topic

Physical Literacy

Statement of Inquiry

Adapting and refining technique can result in positive change in performance

Road Map

Change

Key Concepts

Change

Related Concepts

Adaptation & Refinement

ATL

Reflective Skills

Topic

Physical Literacy

Statement of Inquiry

 Through the process of refinement we can develop skills and make better choices

Road Map

Unit Recap

Key Concepts

Development

Related Concepts

Refinement & Choice

ATL

Thinking Skills

Topic

Exploring Personal Development

Statement of Inquiry

To outwit an opponent athletes often have to refine their techniques and adapt their strategies to ensure they continually develop and become harder to beat

Road Map

Development

Key Concepts

Relationships

Related Concepts

Interaction & Function

ATL

Social Skills

Topic

Exploring Personal Development

Statement of Inquiry

The body’s systems and functions can change through regular training and movement as long as we stay resilient

Road Map

Resilience

Key Concepts

Change

Related Concepts

Movement, Systems & Functions

ATL

Self-Management

Topic

Exploring Personal Development

Statement of Inquiry

The relationship between energy, balance and movement can transform a performance

Road Map

Emotional Development

Key Concepts

Relationships

Related Concepts

Movement, Balance & Energy

ATL

Social Skills

Topic

Exploring Personal Development

Statement of Inquiry

Performers respond and adapt to changing environments, challenges and situations by using communication and effective decision-making

Road Map

Intra-Personal Skills

Key Concepts

Communication

Related Concepts

Movement & Choice

ATL

Communication Skills

Topic

Exploring Personal Development

Statement of Inquiry

Movements and use of energy can develop performance of athletes both in isolation and in competition

Road Map

Development

Key Concepts

Development

Related Concepts

Movement & Energy

ATL

Reflective Skills

Topic

Exploring Personal Development

Statement of Inquiry

 Performers respond and adapt to changing environments, challenges and situations

Road Map

Unit Recap

Key Concepts

Change

Related Concepts

Environments & Adaptation

ATL

Communication Skills

Topic

Exploring Character Development

Statement of Inquiry

For a team to function effectively, all team members must communicate efficiently and clearly

Road Map

Sporting Values

Key Concepts

Communication

Related Concepts

Movement & Interaction

ATL

Communication Skills

Topic

Exploring Character Development

Statement of Inquiry

Understanding how the body’s systems and functions change after exercise is fundamental when learning how to train effectively for an activity

Road Map

Power of Positivity

Key Concepts

Change

Related Concepts

Movement, Systems & Functions

ATL

Self-Management

Topic

Exploring Character Development

Statement of Inquiry

Understanding how different movements, changing angles and linking movements can outwit an opponent

Road Map

Problem-Solving

Key Concepts

Change

Related Concepts

Systems & Movements

ATL

Self-Management

Topic

Exploring Character Development

Statement of Inquiry

 Communicating effectively as a team can improve social and mental wellbeing

Road Map

Redefining Competition

Key Concepts

Communication

Related Concepts

Movement & Choice

ATL

Leadership & Thinking

Topic

Exploring Character Development

Statement of Inquiry

Athletes and performers refine techniques and focus on energy transfer to maximise their performance

Road Map

Relationships

Key Concepts

Development

Related Concepts

Energy & Refinement

ATL

Research

Topic

Exploring Character Development

Statement of Inquiry

Identifying weakness and developing it can maximise potential

Road Map

Unit Recap

Key Concepts

Development

Related Concepts

Movement & Space

ATL

Self-Management

Pearson BTEC Level 2 Tech Award in Sport

Topics

Module 1

  • Exploring types and provision of sport and physical activity for different types of participants

Module 2

  • Examine the equipment and technology required for participants to use when taking part in sport and physical activity

Module 3

  • Warm up justification for the client released in January
  • Preparing for physical activity

Module 4

  • Equipment and technology used

Module 5

  • Be able to participate in sport and understand the roles and responsibilities of officials

Module 6

  • Demonstrate ways to improve participants sporting techniques

Exam & coursework

Component 1
Preparing Participants to Take Part in Sport and Physical Activity – the different types of physical activity and providers, the needs of participants, barriers to participation and ways to overcome these barriers. Equipment and technology required to take part in sport is also included. Learners will also develop an applied understanding of physiology and anatomy as they learn how to plan and deliver a warm-up to prepare participants to take part in sport and physical activity; the components of fitness and how they are used in different types of sport; practical participation in sport and the rules and regulations in sport and ways to improve other participants’ sporting performance through planning and delivery of sports drills and conditioned practices.

Non-examination assessment (NEA)
5hrs supervised assessment
60 marks
Internally assessed, externally moderated

Component 2
Taking Part and Improving Other Participants Sporting Performance – the different types of physical activity and providers, the needs of participants, barriers to participation and ways to overcome these barriers. Equipment and technology required to take part in sport is also included. Learners will also develop an applied understanding of physiology and anatomy as they learn how to plan and deliver a warm-up to prepare participants to take part in sport and physical activity; the components of fitness and how they are used in different types of sport; practical participation in sport and the rules and regulations in sport and ways to improve other participants’ sporting performance through planning and delivery of sports drills and conditioned practices.

Non-examination assessment (NEA)
4hrs supervised assessment
60 marks
Internally assessed, externally moderated

Component 3
Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity.  Requires learners to use theoretical knowledge and understanding of applied anatomy and physiology, movement analysis and physical training so that they can use this knowledge to analyse and evaluate performance and devise informed strategies for improving/optimising their own practical performance.

1.5hrs
60 marks