School Slides

KS3 Physical Education

PE at Kings’ develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. Through the high-quality PE curriculum on offer we enable all pupils to enjoy and succeed in many kinds of physical activity. Pupils develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others’ performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles.

Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

PE Assessment Descriptors

Understanding Assessment at Key Stage 3

Assessment in PE
Key Concepts

There are a number of key concepts that underpin the study of PE.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.

Competence

a Developing control of whole-body skills and fine manipulation skills.
b Selecting and using skills, tactics and compositional ideas effectively
in different types of physical activity.
c Responding with body and mind to the demands of an activity.
d Adapting to a widening range of familiar and unfamiliar contexts.

Performance

a Understanding how the components of competence combine, and
applying them to produce effective outcomes.
b Knowing and understanding what needs to be achieved, critically
evaluating how well it has been achieved and finding ways to improve.
c Appreciating how to make adjustments and adaptations when performing
in different contexts and when working individually, in groups and teams.
d Understanding the nature of success in different types of activity.
Creativity

a Using imaginative ways to express and communicate ideas, solve
problems and overcome challenges.
b Exploring and experimenting with techniques, tactics and compositional
ideas to produce efficient and effective outcomes.

Healthy, active lifestyles

a Understanding that physical activity contributes to the healthy functioning
of the body and mind and is an essential component of a healthy lifestyle.
b Recognising that regular physical activity that is fit for purpose, safe
and enjoyable has the greatest impact on physical, mental and
social wellbeing.

Key Processes

These are the essential skills and processes in PE that pupils need to
learn to make progress.

Developing skills in physical activity

Pupils should be able to:
a refine and adapt skills into techniques
b develop the range of skills they use
c develop the precision, control and fluency of their skills.

Making and applying decisions
Pupils should be able to:
a select and use tactics, strategies and compositional ideas effectively in
different creative, competitive and challenge-type contexts
b refine and adapt ideas and plans in response to changing circumstances
c plan and implement what needs practising to be more effective
in performance
d recognise hazards and make decisions about how to control any risks
to themselves and others.

Developing physical and mental capacity
Pupils should be able to:
a develop their physical strength, stamina, speed and flexibility to cope with
the demands of different activities
b develop their mental determination to succeed.

Evaluating and improving

Pupils should be able to:
a analyse performances, identifying strengths and weaknesses
b make decisions about what to do to improve their performance and the
performance of others
c act on these decisions in future performances
d be clear about what they want to achieve in their own work and what
they have actually achieved.

Making informed choices about healthy,
active lifestyles
Pupils should be able to:
a identify the types of activity they are best suited to
b identify the types of role they would like to take on
c make choices about their involvement in healthy physical activity.

Performance Levels

Performance levels range from E-A and are representative of what the pupils would achieve within the GCSE PE practical syllabus for those individual activities if they were to continue performing at their current level. A pupils performance grade may well fluctuate depending on the skills set needed for each different activity. For example a child may well be an A for performance in gymnastics, but a D for performance in rugby.