Physical Education

The Physical Education Faculty delivers a programme of study in agreement with the National Curriculum. Within this framework, the faculty aims to develop the students physically, intellectually and socially. Lessons and extra-curricular activities provide students with the opportunity of participating in, and understanding, a variety of physical activities.

The faculty also aims to promote a positive attitude towards exercise and to provide students with the knowledge required to allow them to make the decisions which will lead to a full and healthy lif


Through physical education, students experience how to:

  • Solve problems and make decisions
  • Exchange and develop ideas
  • Develop inventive and creative thought
  • Work in different sized groups
  • Compromise and co-operate
  • Help those who require it and be sensitive towards others’ abilities
  • Have a healthy competitive attitude, but not at the expense of ’fair play’ and ‘good sportsmanship’
  • Win and lose, and how to deal with each

It also provides students with the opportunity to:

  • Develop a variety of physical skills
  • Learn how to enjoy sporting activities
  • Develop good self-discipline and a sense of pride and self-confidence in themselves and their work
  • Develop an understanding of the benefits of exercise and the importance of physical fitness in the maintenance of good health

It is important that students have a sense of enjoyment and achievement in this subject and can see a place for it in their future lifestyles.

Key Stage 3

The Key Stage 3 curriculum provides a range of challenging and meaningful opportunities for students of all abilities. Students will be encouraged to achieve their potential in a caring and supportive environment.

It covers six areas:

  1. Outwitting opponents; for example in games activities.
  2. Accurate replication of actions, phrases and sequences; for example in gymnastic activities.
  3. Exploring and communicating ideas, concepts and emotions; for example in dance activities.
  4. Performing at maximum levels in relation to speed, height, distance, strength or accuracy; for example in athletic activities.
  5. Identifying and solving problems to overcome challenges of an adventurous nature; for example in lifesaving and personal survival, in swimming and in outdoor activities.
  6. Exercising safely and effectively to improve health and well-being; for example in fitness and health activities.

Opportunities are provided for an individual to fill the roles of performer, observer and official.

Key Stage 4

These are the essential skills and processes in Physical Education that students need to learn to make progress:

Developing skills in physical activity

  • Improve the range, difficulty and quality of their skills and techniques
  • Develop the consistency with which they use and perform skills with precision, control and fluency

Making and applying decisions

  • Select and use tactics, strategies and compositional ideas imaginatively; in complex and demanding creative, competitive and challenge-type contexts
  • Design original and effective plans that improve their own and others’ performance
  • Respond effectively and imaginatively to changing circumstances as they arise during a performance
  • Organise and manage the environment they are working in, to ensure the health, safety and well-being of themselves and others

Developing physical and mental capacity

  • Analyse how mental and physical capacity affects performance
  • Maintain and develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities and active lifestyles
  • Prepare mentally for successful involvement in physical activity, performance and engagement in healthy, active lifestyles

Evaluating and improving

  • Critically evaluate, analyse and judge the quality and effectiveness of performances
  • Make informed decisions about how to improve the quality and effectiveness of their own and others’ performances
  • Develop and implement imaginative action plans to improve the quality and effectiveness of performances
  • Design original and effective plans that improve the quality of their own and others’ involvement in healthy, active lifestyles

Making informed choices about healthy, active lifestyles

  • Identify the types of physical activity available to them and the roles they would like to take on
  • Link physical activity with diet, work and rest, for personal health and well-being
  • Make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs

GCSE Physical Education

The GCSE Physical Education course aims to enable students to:

  • Develop a knowledge and understanding of human performance, through participating in a range of selected physical activities and to develop acquired skills related to them
  • Develop an appreciation of the relationship between physical activity and general health
  • Develop an enjoyment of participating in physical activity by adopting acceptable sporting attitudes and an awareness of aesthetics, education for leisure and the relevance of co-operation/competition

Students should acquire a suitable basis for further study of experience in Physical Education or a related activity – the practical assessment is continuous and based on four activities for a single award and eight activities for a double award.

Group 1: Outwitting opponents; for example in course activities.

Group 2: Accurate replication of activities, phrases and sequences; for example in gymnastic activities.

Group 3: Exploring and communicating ideas and emotions; for example in dance activities.

Group 4: Performing at maximum levels in speed, height, distance, strength or accuracy; for example in athletics activities.

Group 5: Identifying and solving problems, to overcome challenges of an adventurous nature; for example in lifesaving, personal survival, swimming and outdoor adventure activities.

Group 6: Exercising safely and effectively to improve health and well-being; for example in fitness and health activities.

The overall single award examination is structured as follows:

Practical Course work – 60%

Four activities, fifteen marks each

Two hour examination – 40%

SECTION A - Health Related Exercises - 24%
Four compulsory structured questions each worth fifteen marks
SECTION B - Sport and Society - 16%
Two compulsory structured questions each worth twenty marks


Exam board

Exam code


Physical Education



Year 10

Term 1

1/ The participant as an individual

2/ Physical and mental demands of performance

3/ Leisure and recreation

Term 2

4/ Diet

5/ Health, fitness and a healthy active lifestyle

Term 3

6/ Training

7/ School and physical education

8/ Social and cultural factors

Year 11

Term 1

9/ Opportunities for further involvement

10/ International factors

Term 2

11/ Social factors

12/ Specific roles within the course

13/ Practical moderation

Link to specification:

Gifted and Talented Students

Projects and Opportunities on Offer

  • The Junior Leadership Award is offered to gifted and talented students. Those who take part are required to run activities in local primary schools before receiving the award.

  • KS4 Sports Captains are required to assist throughout the year by running and officiating at sporting events.

  • Students are offered a wide range of extra-curricular clubs and gifted and talented students are encouraged to join these and represent the school. They are also recommended clubs to join for district teams.

  • KS4 students can coach and officiate younger students at clubs and matches.

  • Talented Year 7 students are invited to join an indoor athletics club and a club is also in place for local Years 5/6 primary school students to enable us to identify talent.

  • Students from KES can apply to the Young Coaching Academy for selection.