CONTENTS

GCSE Physical Education – an Overview / Page 3
Year planner / Page 5
Rules and expectations / Page 16
Resources / Page 17
Assessment Criteria / Page 19
Grade Descriptors / Page 21
Unit 2.1 Practical Assessment / Page 22
Unit 2.2: Analysis of performance / Page 25

1

GCSE PE – An Overview

Examining body: Edexecel

Course overview:

The following topics will be covered in the Physical Education GCSE course:

Section 1.1 Healthy, active lifestyles:

  • 1.1.1 Healthy, active lifestyles and how they could benefit you
  • 1.1.2 Influences on your healthy, active lifestyles
  • 1.1.3 Exercise and fitness as part of your healthy, active lifestyles
  • 1.1.4 Physical Activity as part of your healthy, active lifestyle
  • 1.1.5 Your personal health and wellbeing.

Section 1.2 Your healthy, active body:

  • 1.2.1 Physical activity and your healthy mind and body
  • 1.2.2 A healthy, active lifestyle and your cardiovascular system
  • 1.2.3 A healthy, active lifestyle and your respiratory system
  • 1.2.4 A healthy, active lifestyle and your muscular system
  • 1.2.5 A healthy, active lifestyle and your skeletal system

Unit 2 Performance in Physical Education

  • 2.1 Practical performance (four most able sports!)
  • 2.2 Analysis of performance

Throughout the year you will work on complete unit 1 and unit 2 simultaneously, therefore you will have one hour a week working on unit 1 (theory) and one hour a week working on unit 2 (practical).

Assessment:

Unit 1: The Theory of Physical Education – 40% of the total GCSE – Externally assessed.

Overview of content:

  • Section 1.1: Healthy, active lifestyles
  • Section 1.2: Your healthy, active body

Overview of assessment:

  • External exam paper
  • Exam will take 1 hour and 30 minutes, and include multiple choice, short answer, and long answer questions.
  • Total raw mark available is 80.

Unit 2: Performance in Physical Education – 60% of the total GCSE – internally assessed (externally moderated).

Overview of content:

  • Section 2.1: Practical performance in five sports
  • Section 2.2: Analysis of performance

Overview of assessment:

  • Assessed under controlled conditions
  • Externally moderated
  • Total raw mark available is 50.

YEAR 9 PLANNER

Autumn Half-term 1 / Autumn Half-term 2
Topics / Course Introduction:
•Handbooks
Practical selection of sports:
  • Range of sports testing.
/ Key knowledge:
•By the end of this topic students should be clear on the 5 sports they will choose for assessment. / 1.1Healthy, active lifestyles and how they benefit you:
  • Explain what constitutes a healthy, active lifestyle
  • Classify the benefits
  • Describe how physical activity can effect peoples wellbeing
  • Explain how participation in physical activity can stimulate different factors such as cooperation and challenge.
2.1 Practical Sport
Assessment / Internal grading on what is required to achieve an A in a particular sport. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key Words/concepts / Sport performance, rules, regulations, course overview, and selection, refer, umpire, leader, performer. / Healthy, active, lifestyle, wellbeing, stress relief, enjoyment, confidence, cooperation, challenge, aesthetic appreciation, friendship, socializing, serotonin levels.
Spring Half-term 1 / Spring Half-term 2
Topics / 1.1.2 Influences on your healthy, active lifestyle:
  • Identify key influences that have an impact on them, and other, achieving sustained involvement in physical activity e.g. people, image, and culture.
  • Explain opportunities available to become involved in physical activity in a range of roles and the qualities needed.
  • Explain sports participation pyramid
  • Describe sporting initiatives that encourage people to get involved in sport including; polices in PE and sport, PESSCL, YST, School sport partnerships and more.
2.1 Practical Performance – Player/participant, official, leader. / 1.1.3 Exercise and Fitness as part of your healthy, active lifestyle:
  • Explain the terms: health, fitness and exercise.
  • Know the components of fitness
  • Know the components of skill related fitness.
2.1 Practical Performance– player/participant, official, leader.
Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key words/concepts. / Influences, people, image, cultural, resources, health and wellbeing, socio-economic, leadership, officiating, volunteering, sport participation pyramid, foundation, participation, performance and elite, policies and initiatives, PE and Sport, PESSCL, Sport England, Start, stay succeed, Youth Sports Trust TOP and Active Kids programme. / Health, fitness and exercise. Cardiovascular fitness, muscular strength, muscular endurance, flexibility, body composition, agility, balance, coordination, power, reaction time, speed.

1

Summer Half-term 1 / Summer Half-term 2
Topics / 1.1.5 Your personal health and wellbeing.
  • Understand the link between exercise, diet, work and rest and their influence on your personal health and wellbeing.
  • Explain the requirements of a balanced diet
  • Explain the importance of macro nutrients, micro nutrients, water and fiber for maintaining a healthy lifestyle,
  • Explain the need to consider the timing of dietary intake when performing due to redistribution of blood flow during exercise.
2.1 2.1 Practical Performance – Player/participant, official, leader. / 1.2.1 Physical activity and your healthy mind and body.
  • Describe different types of body types and the effects they have on participation and performance.
  • Outline expected and optimum weight according to height, gender, bone structure and muscle girth and explain how this effects participation and performance.
  • Explain terms: anorexic, obese, overweight and underweight and impact on physical activity.
  • Effects of smoking and alcohol
  • Know the different categories of drugs, the effects of drugs and why some performers may risk using drugs.
  • Identify risks associated with participation in physical activities, and explain how to reduce these risks. (e.g. warming up/cooling down, checking equipment, PAR-Q)
2.1 2.1 Practical Performance – Player/participant, official, leader.
Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key words/concepts / Carbohydrates, fats, protein, minerals, viatmins, blood shunting, diet, work, rest macro/micro nutrients. / Somatypes, endomorph, mesmomorph, ectomorph. Expected and optimum weight, height, gender, bone structure, muscle girth, performance, participation, anorexic, obese, overweight, underweight, smoking, alcohol, performance enhancing drugs, recreational drugs, anabolic steriods, beta blockers, diuretics, EPO, warming up, cooling down, personal readiness/Par-Q, balanced competition.

YEAR 10 PLANNER

Autumn Half-term 1 / Autumn Half-term 2
Topics / 1.1.4 Physical activity as part of your health, active lifestyle.
  • Assess personal readiness (PAR – Q)
  • Assess fitness levels for use in an exercise programme
  • Describe, explain and apply the principles of training
  • Explain the components of the FITT principle
  • Explain the term ‘reversibility’.
  • Explain the value of goal setting
  • Describe, explain and apply the principle of SMART
  • Describe the different methods of training ad explain how they can improve fitness and health.
  • Link methods of training to specific physical activities based on the associated health –related exercise and skill related fitness requirements.
  • Plan and present examples from ‘typical’ exercsie sessions to match fitness requirements of selected physical activities and individuals.
  • Understand the exercise session and the purpose of each component
  • Explain the use of the principles of training within an exercise programme.
  • Link methods of training to aerobic and anaerobic activity.
  • Understand what is meant by resting heart rate, working and recovery rates
  • Use graphs to demonstrate and explain use of target zones and thresholds.
2.1 Practical Performance – Player/participant, official, leader. / 1.1.4 – one extra week
2.2.5 Plan a personalised exercise programme (PEP)
  • Plan a Personal Exercise programme to improve your fitness and performance.
  • The personal exercise programme can be based on different physical activity to the other sections of analysis of performance, but must be based on an activity undertaken in the role of player/participant.
  • The PEP must be presented in a written form.
  • Students will produce clear and ample evidence of a well – designed PEP which shows improvement over a 6-week period, taking performance to a high level.
  • Students work should show good grammar, spelling and punctuation and appropriate technical language will be use accurately.

Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key words/concepts / PAR-Q, personal readiness, tests for health related exercise e.g. cooper’s 12 minute run test, tests for skill related exercise e.g. ruler drop test, progressive overload, specificity, individual differences, rest and recovery, FITT, frequency, intensity, time and type, overlap, reversibility, goal setting, SMART (specific, measurable, achievable, realistic and time bound), training methods (interval, continuous, fartlek, circuit, weight, cross), warm up, main activity, cool down, aerobic and anaerobic, resting HR, working HR, recovery HR, target zones and training thresholds. / Refer to key words used in 1.1.4
6 week training programme related to a particular sport.
Spring Half-term 1 / Spring Half-term 2
Topics / 1.2.2 A healthy, active lifestyle and your cardiovascular system.
  • Exercise and physical activity:
-immediate and short term effects of physical activity e.g. increased heat rate
- effects of regular participation in – and long-term effects of participation in – exercise and physical activity e.g. cardiac output
  • Rest
  • Diet
  • Recreational drugs – effects on blood pressure
2.2.1 Analysis of performance – Rules, regulations and terminology. / 1.2.2 – one extra week
1.2.3 A healthy, active lifestyle and your respiratory system:
  • Exercise and physical activity
-immediate effects of physical activity e.g. increased breathing rate
-Effects of regular participation in – and long-term effects of participation in – exercise and physical activity e.g. increased lung capacity/volume and vital capacity.
  • Recreational drugs – effect of smoking on the alveoli-gaseous
2.2.2 Analysis of performance – observation and analysis of performance.
Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key words/concepts. / Short and long terms effects of exercise, immediate, regular, heart rate, systolic/diastolic blood pressure, cardiac output (HR x SV = CO), stroke volume, veins and arteries, rest, diet, cholesterol – HDL and LDL, recreational drugs. / Short and long term effects, immediate and regular effects, increased breathing rate, increased depth of breathing, oxygen debt, increased lung capacity/volume, vital capacity, recreational drugs, smoking/nicotine, alveoli-gaseous exchange.

1

Summer Half-term 1 / Summer Half-term 2
Topics / 1.2.3 and 2.2 (2 weeks)
1.2.4 A healthy, active lifestyle and your muscular system.
  • Role of muscular system during activity:
-major muscle groups that benefit from particular types of physical activity
-role of muscles in movement (antagonist and antagonist pairs)
  • Exercise and physical activity:
-immediate and short term effects on physical activity (e.g. muscle fatigue)
-effects on regular participation e.g. adaptations
-the potential for injuries such as muscle strain, and their treatment using common techniques
  • Rest
  • Diet – protein
  • Performance enhancing drugs e.g. steroids to aid muscle building and recovery.
2.2.3 Performance analysis - Evaluate performance / 1.2.4 and 2.2.3 (3 weeks extra)
1.2.5 A healthy, active lifestyle and your skeletal system.
Role of the skeletal system during physical activity:
  • Role of the skeletal system for movement, support and protection during physical activity
  • Ranges of movement at hinge joint at elbow and knee, ball and socket joint at shoulder during physical activity
Exercise and physical activity:
  • Effects of long term participation e.g. increased bone density and strength of ligaments and tendons
  • Importance of weight bearing exercise to prevent osteoporosis
  • The potential for injuries such as fractures and joint injuries and their treatments using common techniques such as RICE.
Diet:
  • Effect of calcium and vitamin D on bones.
2.2.4 Performance analysis - Plan strategies, tactics and practices.
Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions.
Key words/concepts / Muscle groups, deltoid, trapezius, latissimus dorsi, pectorals, biceps, triceps, abdominals, quadriceps, hamstrings, gluteals, gastrocnemius, isotonic and isometric contractions, responses – increased fuel/energy demands, lactic acid, muscle fatigue, adaptations , hypertrophy , strain, muscle atrophy, rest , recovery, protein building, repairing muscles, performance enhancing drugs, steroids, muscle building. / Skeletal system, movement, support, protection, hinge joint, ball and socket joint, flexion, extension, rotation, abduction, adduction, short and long term effects, regular and immediate effects, weight bearing(walking, running, tennis, aerobics), osteoporosis, joint injuries(tennis elbow, golfers elbow, dislocation, strain, torn cartilage) treatment, RICE(rest, ice, compression, elevation), diet, calcium and vitamin D.

YEAR 11 PLANNER

Autumn Half-term 1 / Autumn Half-term 2
Topics / 1.2.5 and 2.2 – information provided in summer term 2, year 10. / Exam technique and preparation and review of year 9 and 10 topics.
Assessment / Theory self, peer and teacher internal assessment. Practical internal assessment against grading criteria in controlled conditions. / Mock external papers.
Key words and concepts / Skeletal system, movement, support, protection, hinge joint, ball and socket joint, flexion, extension, rotation, abduction, adduction, short and long term effects, regular and immediate effects, weight bearing(walking, running, tennis, aerobics), osteoporosis, joint injuries(tennis elbow, golfers elbow, dislocation, strain, torn cartilage) treatment, RICE(rest, ice, compression, elevation), diet, calcium and vitamin D. / Describe, explain, state, define, analyses, graph, evaluate, short answer, multiple choice, long answer, outline, label, revision, mock past paper exams.
Spring Half-term 1 / Spring Half-term 2
Topics / Exam preparation and review – 3 weeks
Practical preparation for moderation - 3 weeks / Practical preparation – performance, analysis, officiating and or leading.
Assessment / Practical internal assessment from class teacher, external marks given next term. / External exam/moderation for practical performance and analysis.
Key words/concepts / Know your chosen 4 sport either practically, officiating or leading. / Know your chosen 5 sport either practically, officiating or leading.

1

Summer Half-term 1 / Summer Half-term 2
Topics / Theory paper preparation / Study leave: Exam skills and revision. / Revision and study leave.
Assessment / Internal mock exam past papers. / External theory paper exam
Key words/concepts.

1

RULES AND EXPECTATIONS IN GCSE Physical Education

  1. Have high standards and expectations of yourself.
  1. You must always be in full Chelsea Academy P.E kit during practical lessons.
  1. All jewellery must be taken off, appropriate trainer must be worn to participate in physical activity and hair must be tied back.
  1. Spend at least 60-90 minutes per week on Independent Learning
  1. In addition to IL tasks set, students are encouraged to attend as many extra-curricular sporting activities as possible.
  1. Meet all IL deadlines.
  1. Meet all assignment deadlines.
  1. Re-try any Fronter tests in which you do not achieve full marks
  1. Look up unknown vocabulary in Fronter tests / any other texts set
  2. as IL using a dictionary
  1. When you experience difficulty with a topic or particular skill, seek help straight away
  1. See staff in advance if you are unable to attend a lesson
  1. If you are injured or ill you must supply a note from a parent or guardian.
  1. Catch up on work missed through illness using the lesson presentations which are uploaded onto Fronter
  1. Familiarise yourself with the criteria for the GCSE grades for practical performance, officiating and leading.
  1. If you are below target, ensure that you know exactly what to do to get back on track. There are catch up and revision sessions on Mondays after school.

  1. Resources & Useful Links

Fronter Independent Learning

As in Key Stage 3, much of your Independent Learning will be set using Fronter. As mentioned in the rules and expectations section of this handbook, it is very important that you find out where you went wrong on the tests, look up unknown words, and then try them again. You will usually have up to four attempts on each test.

Fronter sports analyse videos

During the course, sporting performance clips will be added to fronter which will all you analyse others performing.

Fronter lesson presentations and worksheets

If you are absent or cannot attend a lesson for any other reason, or even if you just need to go back over the activities from a lesson, all of the presentations you see on the interactive whiteboard in class are uploaded to Fronter in a student-friendly version.

Text books

‘PE to 16’ Sally Fountain and Linda Goodwin Oxford University Press 2009

Key texts and exercises from text books are uploaded onto Fronter, and the books are available to use in the Sport and Wellbeing Curriculum Area.

This course handbook!

This handbook also gives you a definitive guide to what you need to do to get an A* / A / B or C grade. Ensure that you are familiar with these criteria.