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Year 10 Physical Education 2018/2019
Course title: Physical Education | Exam board: OCR | Specification code: J587 |
How will students be assessed?
Two 60 minute written exam papers: Component 1 – Physical factors affecting performance 30% Component 2 – Socio-cultural issues and sports psychology 30% Non examined assessment (practical): Component 3 – Performance in physical education 40% Assessed in three sports one team, one individual and one other. There is also a coursework component – ‘Analysing and evaluating performance’. This will be completed on google classroom as an ongoing assessment over the two year course. |
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Half term | Key content | |
1 (7 weeks) |
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2 (8 weeks) | 1.2.b Applying the principles of training:
This section includes the Principles of training and optimising training. In this section students will learn about different training methods, the importance of a warm-up and cool down. They will then create their own training programme applying the principles they have learned. |
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3 (5 weeks) | 1.1.a The structure and function of the skeletal:
Students will learn to name and locate all the major bones and joints in the body. They will learn the movements possible at each joint and apply them to a movement analysis. 1.1.b The structure and function of the muscular system: Students will learn to name and locate all the major muscles as well as specify the role of the muscles in movement in sport. 1.1.c Movement analysis: Student will be introduced to movement analysis and lever systems. 17th January data collection (CWA, PEG and ATL) |
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4 (6 weeks) | 1.1.c Continuation of Movement analysis. Students will learn about the planes of movement and axes of rotation. More time will be spent consolidating this topic area.
21st March data collection (CWA, PEG and ATL) |
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5 (6 weeks) | 1.1.d The cardiovascular and respiratory system:
Students will learn the structure and function of the cardiovascular system, looking at the pathway of blood through the body and key terminology. Students will also learn the structure and function of the respiratory system as well as the difference between aerobic and anaerobic exercise. 25th/30th April Parents’ Evening |
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6 (7 weeks) | Preparation for Year 10 exam and completion of the Non Examined Assessment. This assessment requires students to analyse and evaluate a performance. They need to highlight strengths, weaknesses of the performance and create an action plan for the major weakness. Students then have to make links to the theoretical element of the course.
Week commencing 24th June: Year 10 exam week 11th July Data collection (CWA, PEG and ATL) |
Year 11 Physical Education 2018/2019
Course title: Physical Education | Exam board: OCR | Specification code: J587 |
How will students be assessed?
Two 60 minute written exam papers: Component 1 – Physical factors affecting performance 30% Component 2 – Socio-cultural issues and sports psychology 30% Non examined assessment (practical): Component 3 – Performance in physical education 40% Assessed in three sports one team, one individual and one other. There is also a coursework component – ‘Analysing and evaluating performance’. This will be completed on google classroom as an ongoing assessment over the two year course. |
Half term | Key content |
1 (7 weeks) | 1.2.a Components of fitness:
These include Cardiovascular endurance, muscular endurance, speed, strength, power, flexibility, agility, balance, co-ordination, reaction time. Students will learn the definitions, apply to practical examples and learn how to test each component. 18th October data collection (CWA,PEG and ATL) |
2 (8 weeks) | 1.2.b Applying the principles of training:
This section includes the Principles of training and optimising training. In this section students will learn about different training methods, the importance of a warm-up and cool down. They will then create their own training programme applying the principles they have learned. |
3 (5 weeks) | 1.1.a The structure and function of the skeletal:
Students will learn to name and locate all the major bones and joints in the body. They will learn the movements possible at each joint and apply them to a movement analysis. 1.1.b The structure and function of the muscular system: Students will learn to name and locate all the major muscles as well as specify the role of the muscles in movement in sport. 1.1.c Movement analysis: Student will be introduced to movement analysis and lever systems. 17th January data collection (CWA, PEG and ATL) |
4 (6 weeks) | 1.1.c Continuation of Movement analysis. Students will learn about the planes of movement and axes of rotation. More time will be spent consolidating this topic area.
21st March data collection (CWA, PEG and ATL) |
5 (6 weeks) |
Year 12 PHYSICAL EDUCATION 2018-2019
Course title:
A-Level Physical Education |
Exam board: OCR | Specification code: H555 |
How will students be assessed? | ||
Students will sit two external exams, be assessed in one practical activity and carry out an analysis of performance in one sport by the end of Year 13. Students are expected to participate in their sport throughout the two year course and provide evidence of their own performance for assessment up dates.
Component 1: Physiological Factors Affecting Performance (inc. Anatomy and Physiology, Exercise Physiology and Biomechanics) Assessment: two hour external exam worth 30% This group of topics focuses on key systems of the human body involved in movement and physical activity. Candidates will develop their knowledge and understanding of the changes within these body systems prior to exercise, during exercise of differing intensities, and during recovery. Application of this theoretical knowledge will enable candidates to understand how changes in physiological states can influence performance in physical activities and sport. Candidates will be expected to be able to interpret data and graphs relating to changes in these body systems during exercise of differing intensities and during recovery. Component 2: Psychological Factors Affecting Performance (Skill Acquisition and Sports Psychology) Assessment: one hour external exam worth 20% This component focuses on the psychological factors affecting physical activities and sports, including: models and theories that affect learning and performance in physical activities; how different methods of training and feedback work and why their effectiveness differs from person to person; group dynamics and the effects of leadership and stress on performers. Through the study of this component, candidates will gain a deeper understanding of the underlying psychological factors that influence our performance in physical activity and sport. They will learn how to apply the theories to practical examples, giving guidance and feedback in constructive ways that are suited to that individual’s personality; therefore assisting in developing practical performance in physical activities and sports. Component 3: Socio-cultural and Contemporary Issues (Contemporary issues in Sport, Sociology and History of Sport) Assessment: one hour external exam worth 20% This component focuses on the sociological and contemporary factors that influence and affect physical activity and sport for both the audience and the performer and how sport affects society. It includes the emergence and evolution of modern sport and how social and cultural factors shaped the characteristics of sports and pastimes in preindustrial and post-industrial Britain. The impact of the modern Olympic Games will be understood as well as the impact on society of hosting global sporting events. The ever-evolving modern technology and its influence on sport performers and spectators will be understood and practical examples will be used by candidates to show the effect of modern technology Component 4: Performance within Physical Education Assessment: Non examined assessment in One practical sport worth 15% and the Evaluation and Analysis of Performance for Improvement (EAPI) worth 15% Learners will be required to undertake two parts within this component. Part 1: Performance/coaching of a sport or activity from the approved DfE list. Part 2: The Evaluation and Analysis of Performance for Improvement (EAPI) of a sport or activity from the approved DfE list. This does not have to be the same sport or activity that was undertaken in part 1, although it can be. Learners will identify and justify the major area of weakness within the performance to prioritise for improvement and will propose a long term (2-3 months) development plan to improve the area of performance identified. This component is assessed via NEA. |
Half term | Key content | ||
Teacher 1 DP/RW | Teacher 2 GH | Teacher 3 RPM | |
1
7 weeks
|
1.1a
Introduction Skeletal system Muscular system inc. movement analysis (EAPI) End of unit test First practical assessment (video evidence) Strengths of performance (EAPI)
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2.2
Introduction – Characteristics of each continuum – Justification of different sports on the different continuum Stages of learning: – Characteristic of each stage Transfer of skills: – Types of transfer – Optimising the effect of positive transfer – Limiting the effect of negative transfer Applying all of the above to relevant sporting examples. End of unit test |
Introduction
Topic: Global Sporting events The modern Olympics including the aims and the values. Case studies on political exploitation of the Olympic games 1. Berlin 1936- Third Reich Ideology 2. Mexico City 1968- Black power demonstration 3. Munich 1972- Palestinian Terrorism 4. Moscow 1980- USA boycott 5. LA 1984- Soviet union boycott
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2
8 weeks
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1.1b
Cardiovascular system at rest and during activity End of unit test Respiratory system at rest Second practical assessment (video evidence) Weaknesses of performance & Action plan (EAPI) Mock (EAPI) (provide video evidence of performer being assessed) |
Principles and theories of learning movement skills:
Theories of learning – Operant conditioning skills – Cognitive theory of learning – Bandura’s theory of social/observational learning Applying all of the above to relevant sporting examples. End of unit test
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Issue and benefits of hosting global sporting events.
Assessment on Global Sporting events Topic: Emergence and evolution of modern sport Introduction to new topic area. How sport developed in pre- industrial Britain, including case studies of mob football and cock fighting. |
3
5 weeks
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Respiratory system during activity
End of unit test Revision and exam technique work
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Guidance:
Types and uses of guidance: – verbal guidance – visual guidance – manual guidance – mechanical guidance The advantages and disadvantages of using each type of guidance. Applying all of the above to relevant sporting examples. Exam technique work and revision for mock examination. |
How social and cultural factors shaped sports and pastimes in post 1850 industrial Britain.
Areas covered include amateurism and professionalism, public schools and the development of transport links around the UK. |
1.1c
Energy systems |
Continuation of above. | Assessment Topic: Global sporting events and the emergence and evolution of modern sport | |
4
6 weeks
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Recovery process from exercise
End of unit test EAPI – apply relevant theoretical content Third Practical assessment |
Feedback:
Types and uses of feedback: – intrinsic – extrinsic – positive – negative – knowledge of performance – knowledge of results The advantages and disadvantages of using each type of feedback. Applying all of the above to relevant sporting examples. |
How social factors shaped sport in the twentieth century. Content covered will include the change of social classes, education, transport and resources. |
1.1.d.
Environmental effects on body systems: Effects of altitude and heat End of unit test |
Review of mock, including exam technique and looking at correcting mistakes made. | Review of mock, including exam technique and looking at correcting mistakes made. | |
5
5 weeks
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Fourth Practical assessment
Mock (EAPI) (provide video evidence of performer being assessed) 1.2 Exercise Physiology Diet and nutrition and their effect on physical activity and performance inc ergogenic aids End of unit test
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Memory models:
Atkinson and Shiffren’s multi-store memory model Craik and Lockhart’s levels of processing model Relate both models to learning and performing physical activity skills |
Topic: Sport in the twenty-first century.
How contemporary factors are shaping sport in the twenty-first century. Looking at research from sport England and how this has changed over the years. |
6
7 weeks |
1.3 Start Biomechanics project
Provide video of evidence of candidate in their sport for mid-year assessment. (all summer sports must have completed video evidence by the end of the summer holidays. Candidates must also complete their competitive log). |
Finish above section.
Complete case study assessment task.
End of unit assessment. |
Globalisation of sport including the freedom of movement. |
Year 12 CAMBRIDGE TECHNICAL DIPLOMA IN SPORT AND PHYSICAL ACTIVITY 2018-2019
Course title:
OCR Level 3 Cambridge Technical Diploma in Sport and Physical Activity – Coaching pathway |
Exam board:
OCR |
Specification code:
05829 |
How will students be assessed? | ||
Over this two year course students will study at least eleven units. These will be assessed by three external exams in three units with all other units being assessed by coursework.
Unit 1 Body systems and the effects of physical activity RW 90 1st yr Exam Students must use google classroom where all task will be set and have to be completed and submitted by the students. We expect students to be heavily involved in extra-curricular sport within school and/or the local community. As part of this course they will also complete the Level 3 Sports Leaders qualification where they will gain accreditation for their hours of community service. Students will also gain a nationally recognised Governing Body award as part of their Leadership qualification |
Half term | Key content | ||||
Teacher 1 RW
Unit 1 Body systems and the effects of physical activity
Examined unit |
Teacher 2 GH
Unit 2 Sports coaching and activity leadership
Coursework |
Teacher 3 RPM
Unit 3 Sports organisation and development
Examined unit |
Teacher 4 AD
Unit 4 Working safely in sport, exercise, health and leisure Examined unit |
Teacher 5 AMG
Unit 5 Performance analysis in sport and exercise
Coursework |
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1
(7 weeks)
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LO1
Understand the skeletal system in relation to exercise and physical activity Internal assessment LO2 Understand the muscular system in relation to exercise and physical activity Internal assessment |
LO1
Know the roles and responsibilities of sports coaches and activity leaders |
LO1
Understand how sport in the UK is organised |
LO1
Understand emergency procedures in sport, exercise, health and leisure |
LO1
Understand performance profiling |
2
(8 weeks)
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LO3
Understand the cardiovascular system in relation to exercise and physical activity LO4 Understand the respiratory system in relation to exercise and physical activity LO5 Understand the different energy systems in relation to exercise and physical activity Exam prep |
LO2 Understand principles which underpin coaching and leading | LO2
Understand sports development |
LO2
Understand health and safety requirements in sport, exercise, health and leisure |
LO2.
Be able to carry out performance profiling |
3
(5 weeks)
|
Exam prep
External exam tbc |
LO3
Be able to use methods to improve skills, techniques and tactics in sport |
LO3
Understand how the impact of sports development can be measured |
LO3
Understand how to minimise risk in sport, exercise, health and leisure |
LO3
Be able to analyse performance |
No mock | No mock | Mock Exams | No mock | ||
Start Unit 13 Health and fitness testing for sport and exercise.
LO1 Be able to use a range of fitness tests |
LO4
Be able to plan sports and activity sessions |
LO3 continued | LO3 continued | LO3 continued | |
4
(6 weeks)
|
LO1 continued
LO2 Be able to complete a client health and fitness consultation |
LO5
Be able to prepare sports and activity environments |
LO4
Understand sports development in practice |
LO4
Know first aid requirements for sport, exercise, health and leisure |
LO4
Be able to give feedback on sports performance |
LO2 continued
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LO5 continued | LO4 continued | LO5
Know how to safeguard children and vulnerable adults in sport, exercise, health and leisure |
LO4 continued | |
5
(6 weeks)
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Exam prep for unit 3 + 4 | Compete HSLA evidence
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Exam prep | Exam prep | Exam prep for unit 3 + 4 |
External Exam tbc | |||||
6
(7 weeks) |
LO3 Be able to plan a fitness testing session | Start Unit 18 | Start Unit 12 | Start Unit 19 |
Year 13 Physical Education 2018-2019
Course title: A-Level Physical Education | Exam board: OCR | Specification code: H555 |
How will students be assessed? | ||
Students will sit two external exams, be assessed in one practical activity and carry out an analysis of performance in one sport by the end of Year 13. Students are expected to participate in their sport throughout the two year course and provide evidence of their own performance for assessment up dates.
Component 1: Physiological Factors Affecting Performance (inc. Anatomy and Physiology, Exercise Physiology and Biomechanics) Assessment: two hour external exam worth 30% This group of topics focuses on key systems of the human body involved in movement and physical activity. Candidates will develop their knowledge and understanding of the changes within these body systems prior to exercise, during exercise of differing intensities, and during recovery. Application of this theoretical knowledge will enable candidates to understand how changes in physiological states can influence performance in physical activities and sport. Candidates will be expected to be able to interpret data and graphs relating to changes in these body systems during exercise of differing intensities and during recovery. Component 2: Psychological Factors Affecting Performance (Skill Acquisition and Sports Psychology) Assessment: one hour external exam worth 20% This component focuses on the psychological factors affecting physical activities and sports, including: models and theories that affect learning and performance in physical activities; how different methods of training and feedback work and why their effectiveness differs from person to person; group dynamics and the effects of leadership and stress on performers. Through the study of this component, candidates will gain a deeper understanding of the underlying psychological factors that influence our performance in physical activity and sport. They will learn how to apply the theories to practical examples, giving guidance and feedback in constructive ways that are suited to that individual’s personality; therefore assisting in developing practical performance in physical activities and sports. Component 3: Socio-cultural and Contemporary Issues (Contemporary issues in Sport, Sociology and History of Sport) Assessment: one hour external exam worth 20% This component focuses on the sociological and contemporary factors that influence and affect physical activity and sport for both the audience and the performer and how sport affects society. It includes the emergence and evolution of modern sport and how social and cultural factors shaped the characteristics of sports and pastimes in preindustrial and post-industrial Britain. The impact of the modern Olympic Games will be understood as well as the impact on society of hosting global sporting events. The ever-evolving modern technology and its influence on sport performers and spectators will be understood and practical examples will be used by candidates to show the effect of modern technology Component 4: Performance within Physical Education Assessment: Non examined assessment in One practical sport worth 15% and the Evaluation and Analysis of Performance for Improvement (EAPI) worth 15% Learners will be required to undertake two parts within this component. Part 1: Performance/coaching of a sport or activity from the approved DfE list. Part 2: The Evaluation and Analysis of Performance for Improvement (EAPI) of a sport or activity from the approved DfE list. This does not have to be the same sport or activity that was undertaken in part 1, although it can be. Learners will identify and justify the major area of weakness within the performance to prioritise for improvement and will propose a long term (2-3 months) development plan to improve the area of performance identified. This component is assessed via NEA. |
Half term | Key content | ||
Teacher 1 RW | Teacher 2 GH | Teacher 3 RPM | |
1
(7 weeks)
|
1.2.a Exercise Physiology
Diet and nutrition and their effect on physical activity and performance inc ergogenic aids 1.2.b. Preparation and training methods in relation to improving and maintaining physical activity and performance |
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Summer activities video evidence handed in and completed | |||
18 September UCAS Data Drop
9 October- Reports open 16 October data collection (CWA,PEG and ATL) |
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2
(8 weeks)
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1.2.c. Injury prevention and the rehabilitation of injury | ||
EAPI mock oral exam w/b 4th December | |||
12 December Parents’ Evening | |||
3
(5 weeks)
|
1.3.a. Biomechanical principles, levers and the use of technology | ||
1 Feb- 5 Feb Mock exams | |||
1.3.b. Linear motion, angular motion, fluid mechanics and projectile motion | |||
4
(6 weeks)
|
1.3 Biomechanics cont/d | ||
26 Feb data collection (CWA, PEG and ATL) | |||
All practical completed and final video evidence for moderator has to be handed in by 15 March
Final assessment of EAPI Oral exam also by 15 March |
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Exam prep | |||
5
(6 weeks)
|
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23 April data collection (CWA, PEG and ATL) | |||
6
(7 weeks) |
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Half term | Key content |
1 (7 weeks) | 18 September UCAS Data Drop
9 October- Reports open 16 October data collection (CWA,PEG and ATL) |
2 (8 weeks) | 12 December Parents’ Evening |
3 (5 weeks) | 1 Feb- 5 Feb Mock exams |
4 (6 weeks) | 26 Feb data collection (CWA, PEG and ATL) |
5 (6 weeks) | 23 April data collection (CWA, PEG and ATL) |