• Learning activities will promote young people’s health, safety and well-being
• All young people, whatever their ability or circumstances, will actively participate in and enjoy high quality PE and after school sport
• Learning activities will be sensitive to individual differences and managed to enable all young people to improve, reach challenging targets and achieve their potential

• Physical Education and sport will develop the fundamental skills associated with physical literacy leading to the acquisition of a range of advanced skills and techniques which students can select, apply and adapt in different contexts.
• Physical education and sport will also enhance students’ cognitive abilities through the development of thinking skills and problem solving skills.
• Students will develop an understanding of fitness and health and be supported to make decisions which support a healthy lifestyle
• The Academy’s commitment to personalised learning will be reflected in PE, through the use of a range of teaching strategies to meet different learning styles.
• Students will be supported to reflect upon and understand how they learn best, and shown how to use this knowledge to improve further. Assessment for learning strategies will underpin teaching and learning in PE.
• The needs of all students will be identified and planned for, to ensure that PE is fully inclusive.
• Teaching strategies in PE will promote independent learning and responsibility through the use of group work, reciprocal teaching activities and mini leadership activities leading to full scale sports leadership.
• The Facility aims to develop the student leadership model with other curriculum areas in the Academy. This will contribute to the development of students as responsible citizens who make a positive contribution and will further strengthen the Academy student voice.

• The Key Stage 3 programme of study will be based on the development of key motor skills leading to learning through sport specific activities. This is based on a philosophy of developing skills and confidence for life long participation and supports the principles of the new secondary curriculum.
• Students will develop a wide range of physical skills and make progress through increasingly complex and demanding tasks. They will learn to make connections between different activities and aspects, and develop mental capacity by making and applying decisions, and evaluating and improving.
• Sport specific activities will reflect the range and content of the National PE Curriculum to ensure breadth and balance: outwitting opponents as in Games, accurate replication of actions and sequences as in Gymnastics, exploring and communicating ideas as in Dance, performing at maximum levels in relation to speed, height, etc as in Athletics, problem solving to overcome challenges as in Swimming and Outdoor and Adventurous Activities, and exercising to improve heath and well being as fitness activities.
• Teaching and learning will be characterised by high levels of enjoyment, challenge, excitement and success. Students will develop confidence in their bodies, a positive self image and a pleasure in movement.
• Students will be encouraged to take roles of responsibility in PE lessons and school clubs.

• The new Academy PE facilities will be designed to support the theoretical study of sport as well as practical activities. This will include designated PE theory rooms and a high ICT specification.
• All students will be encouraged to take part in sports leadership activities through the North Stoke School Sport Partnership, students will be supported to develop their skills as young volunteers in partner primary schools and local community clubs where appropriate.
• The curriculum will be timetabled to enable Key Stage 4 students to experience sports and health related fitness activities off site in local community facilities. Raising students’ awareness of local opportunities available and building their confidence in accessing sport in the community is known to increase the likelihood of them retaining an involvement in sport once they leave full time education.

Year 10 – 1 Hour per week of core physical education

Year 11 – 1 Hour per week of core physical education

Additionally, students whom choose physical Education as an option will receive a further 2 Hours per week to follow BTEC Sport.

BTECs are vocationally related qualifications, where learners develop knowledge and understanding by applying their learning and skills in a work-related context. We have chosen to follow the BTEC course at KS4 because it is effective at engaging learners to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace. These skills include: team-working; working from a prescribed brief; working to deadlines; presenting information effectively; and accurately completing administrative tasks and processes. BTEC Firsts motivate learners, and open doors to progression into further study and responsibility within the workplace.

Types of units within the qualification

The BTEC First qualifications have core and optional units.

Core units

• Each qualification has core units totalling 60 guided learning hours.
• These compulsory core units cover the body of content that employers and educators within the sector consider essential for 14–19-year-old learners.
• There are usually two contrasting types of core unit. One type focuses on essential knowledge and the other type focuses on applying essential vocational skills.
• One of the core units is externally assessed.

1 Fitness for Sport and Exercise External 30

2 Practical Sports Performance Internal 30

Optional units

The remainder of the qualification consists of specialist units. Specialist units are sector specific and focus on a particular area within that sector.

Optional specialist units

3 The Mind and Sports Performance Internal 30

4 The Sports Performer in Action Internal 30