Faculty of PE and Performing Arts

Curriculum Sequence

Please click on the icons below to view the curriculum sequence for each Key Stage. The curriculum sequence will show you what students should know and be able to do in the subject, alongside the key ‘tier 3’ subject specific vocabulary that your child needs to understand to allow them to access the deeper curriculum. The curriculum sequence also lists the ‘key assessment questions’ each term/half term that your child will be asked during assessments to help your child to prepare effectively, as well as the ‘disciplinary rigour’ which explains the methods, conventions, rules and practices that are specific to that subject.

KS3 Curriculum Sequence

KS4 Curriculum Sequence

KS5 Curriculum Sequence

Curriculum Intent

The Physical Education and Performing Arts Department aims to become a central hub of St Thomas More Catholic academy, where PE is for all learners who are presented with a wealth of sporting, lifestyle and contemporary opportunities to evoke a lifelong love for physical activity and good health.

In Stoke-on-Trent, an area in the top 10% most deprived area nationally when looking at deprivation indices, more young people are presenting health problems related to poor diet and a lack of exercise it has never been more important for a curriculum to be designed with exercise, nutrition and wider sporting opportunities at its heart. Our curriculum links into the wider whole school whole school healthy living award. The ambition is to provide all learners, no matter their background, with sports and performance opportunities which reach beyond the classroom and open their eyes and minds to the wealth of sports, careers and enjoyment they can gain from leading a healthy and active lifestyle.

We intend to build this curriculum on the foundations of Key Stage 1 and 2 and develop further competence in key skills but present all learners with the wider opportunities as performers, officials, spectators and leaders during Key Stage 3 and 4, empowering them to confidently continue in the subject during Key Stage 5. We will provide a safe learning environment for learners to make sustained progress in motor competence, rules, tactics and strategies and healthy participation. Learners will gain confidence to perform and make mistakes to guide their next steps in their learning journey.

Our PE curriculum is both broad and ambitious and will enable students to develop knowledge within a specific area and develop the ability to transfer knowledge from one area to another. Students will be allowed sufficient time to develop this knowledge.

Students will be given a range of teaching and learning strategies to enable progress based on our four pillars of learning; ‘Thinking Me, Physical Me, Social Me and Personal Me.’ This will include modelling of what being successful in a lesson looks like. Learning will be broken down into smaller steps where clear feedback is given at various stages to enable practice and repetition of those skills for progress to be made. Student knowledge will be assessed on those four pillars of learning and receive regular assessment and feedback to aid their progressions in a range of areas of Physical Education and Performing Arts. In the qualification areas of the subject we follow the examination board guidance and teach specific learning objectives within each unit of work to be assessed internally or externally with a carefully structured curriculum sequence put in place.

As a department we will offer a varied and diverse range of opportunities which will equip our students to continue their educational journey through university on courses such as Physiotherapy, Sports Therapy, Coaching, Sports and Exercise Science and Sports Journalism. As well as providing opportunities to gain a love for sports and activity which foster a desire to continue to be active through their adult lives, aiding health and fitness. By building and providing this curriculum to our learners at St Thomas More Catholic Academy we seek to encourage an enthusiasm for health and physical well-being with an emphasis on the greater impact on mental well-being sports and activities can have.

KS3

Students will be taught a broad range of activities in half termly blocks in sinlge sex ability groups. Students will build upon and embed the physical development and skills learned in Key stages 1 and 2. This should enable our students to become more competent, confident and expert in their techniques and to be able to apply them across different sports and activities. Students will understand what makes a performance effective and how to apply these principles to their own and others’ work. Students will develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Students will use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis.)

Students will develop their technique and improve their performance in other competitive sports (for example, athletics and gymnastics.)

Students will perform dances using advanced dance techniques within a range of dance styles and forms.

Students will take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group.

Students will analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.

Students will use a knowledge organiser assessment booklet where they will be assessed on the four pillars of learning; ‘Thinking Me, Physical Me, Social Me and Personal Me’ each half term with a mid-point review during the half term to reflect on progress made and what to do to get to the next stage of their journey.

Students will take part in competitive sports and activities representing the academy and outside school through community links or sports clubs for a wider opportunity in Sport and physical activity.

KS4

Core PE

Students will continue to develop the core principles identified in the KS3 programme. Based on the National curriculum framework, in KS4 students will be allowed to select their own curriculum core PE pathway from one of four core PE pathways offered where each pathway will have a termly and half termly rotation of activities that make up that particular pathway. Each pathway will have a different range of sports and physical activities on offer to the students to give them an opportunity to continue to develop a range of skills, knowledge and understanding. The rationale is to give KS4 students a vision of where there post-16 physical health and fitness may lead to once they have finished in compulsory education.

Students will be taught to use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

Students will develop their technique and improve their performance in other competitive sports, [for example, athletics and gymnastics], or other physical activities [for example, dance]

Students will evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best.

Qualification PE

The OCR Level 1/Level 2 Cambridge National in Sport Studies is aimed at students aged 14-16 years and will develop knowledge, understanding and practical skills that can be used in the Exercise, Physical Activity, Sport and Health sector.

At the start of Y10, students will have been given the opportunity to choose some of their GCSE qualifications in 3 different option blocks. We currently offer the OCR Level 2 Cambridge National in Sport Studies which equates to a full GCSE qualification. This qualification enables learners of all abilities to develop the knowledge and skills required to progress into a career in the sports industry as well as providing them with a science-based background for qualifications at level 3. All students can make progress in this qualification set against their own personal targets for achievement.

This qualification will complement other learning that you’re completing for GCSEs or vocational qualifications at Key Stage 4 and help to prepare you for further study, Apprenticeships or employment.

You may be interested in this if you want an engaging qualification where you will use your learning in practical, real-life situations, such as:

Understanding of sports coaching and leadership.
Understanding how training programmes can be designed to improved weaknesses in your chosen sport.
Understanding the different types of media sources and their involvement in sport.
Understanding the positive and negative effects of media in sport.
Understanding how contemporary issues such as performance enhancing drugs, gamesmanship, and hosting major sports events can have an impact on both sports and performers.
Understanding how sports technology can impact upon performers, officials and spectators.

Each student on the Sport Studies course will study three out of four units: The two compulsory units are:

R184 – Contemporary Issues in Sport (Exam in May of Year 11, worth 80 points)

R185 – Performance and Leadership (studied through Year 10 and 11, worth 80 points) Then one out of the two following two optional units will be taught:

R186 – Sport and the Media (studied throughout Year 10, worth 40 points)

R187 – Outdoor and Adventurous Activities (studied throughout Year 10, worth 40 points)

You will see from the points above that each student will end up with a total score out of 200 points from their three units studied. The final total equates to the following grades:

The units currently taught are as follows:

Y10

Term 1- 3: Unit R185- Performance and Leadership in Sports Activities.

By completing this unit students will learn how to develop their skills as both a performer, in two different sporting activities and as a leader in one activity. As a leader you will have the opportunity to plan, lead in a safe and effective sporting activity sessions yourself.

You will also have the opportunity to develop a range of transferrable skills. You will work both independently and as part of a team, including communicating with team mates as well as being in front of an audience when you perform. You will perform under pressure, both as a participant and as a leader, and will use your initiative to solve problems and make decisions. You will also deal with rapidly changing conditions and situation.

Term 3: Unit R186- Sport and the media (New scenario released on the 1^st June each year).

By completing this unit students will learn to explore both sides of these media sources and apply real life examples to demonstrate the nature of the relationship between media and sport. You will develop your ability to evaluate and interpret the different ways sport is represented by the media.

Topic Area 1: ‘The different sources of media that cover sport’ to be completed.

Y11

Term 1-3: R184- Contemporary issues in Sport. (Examination to be completed during the examination window).

In this unit you will learn about a range of topical and contemporary issues in sport, relating to; participation levels and barriers, promotion of values and ethical behaviour, the role of high-profile sporting events, the role of national governing bodies and how technology is used within sport.

Topic Area 1: Issues which affect participation in sport.

Topic Area 2: The role of sport in promoting values.

Topic Area 3: The implications of hosting a major sporting event for a city or country.

Topic Area 4: The role of National Governing Bodies (NGB’s) play in the development of their sport.

Topic Area 5: The use of technology in sport.

Term 1-3: Unit R186- Sport and the media. (To be submitted before the start of the examination season in Y11).

Topic Area 2: Positive effects of the media in sport.

Topic Area 3: Negative effects of the media in sport

KS4 Performing Arts

Year 10 are studying BTEC TECH AWARD Level 1 / 2- Performing Arts

This qualification has 3 components. Two are internally assessed and externally moderated and one is externally assessed and moderated

Component 1: Exploring the Performing Arts Levels: 1/2

Assessment type: Internal, externally moderated Guided learning hours: 36

Learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. This component will help students to understand the requirements of being a performer (in acting, dance or musical theatre) and/or designer (in lighting, props, costume, set, makeup or sound) across at least three performances and performance styles.

In this component learners will develop a practical understanding of how performing arts work is created looking at elements such as roles, responsibilities and the application of relevant skills and techniques having the chance to explore practically the work of different professionals to develop an appreciation of the methods they use to explore a theme and communicate to audiences through their work. Learners will broaden their knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material. This component will give an understanding of professional performing arts work and the processes and practices that contribute to the creation of a range of performance styles. Students will develop transferable skills, such as research and communication, which will support progression to Level 2 or 3 vocational or academic qualifications.

Learning outcomes:

A Investigate how professional performance or production work is created

B Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work.

Component 2: Developing Skills and Techniques in the Performing Arts Levels: 1/2

Assessment type: Internal, externally moderated

Guided learning hours: 36

Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers.

Working as a performer or designer requires the application of skills, techniques and practices that enable learners to produce and interpret performance work. Learners will communicate intentions to an audience through a chosen discipline, such as performing or designing in any performance style from acting, dance or musical theatre. In this component, students will develop performing or design skills and techniques. They will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. Learners will take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. They will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance or design elements of the work. Throughout the student’s development, they will review their own progress and consider how to make improvements. Developing performance or design skills and techniques will enable them to consider their aptitude and enjoyment for performing arts, helping them to make informed decisions about what they study in the future. This component will help them to progress to Level 3 qualifications in performing arts or production arts, which look at skills and techniques in more detail. Alternatively, they may want to progress to other Level 3 vocational or academic subject areas.

This component has many transferable qualities, for example communication skills and teamwork, which will be valuable whatever the learners decide to do.

Learning outcomes:

A Use rehearsal or production/design processes

B Apply skills and techniques in performance or realisation

C Review own development and application of performance or design skills

Component 3: Responding to a Brief.

Levels: 1/2 Assessment type: External Synoptic Guided learning hours: 48

Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus.

In this component, students will have the opportunity to respond to a brief. They will be given a brief that outlines the performance and design requirements and are asked to consider target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, students will develop ideas for a workshop performance and apply skills and techniques to communicate creative intentions to an audience.

The performance or design skills they will use will vary depending on features such as your selected performance discipline and the content of the work, the venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. Students will have the opportunity to inform the performance using existing or newly developed skills in performing or designing and adapting them to suit the performance.

This component will help with progression to Level 2 or 3 vocational or academic qualifications. It will also enable them to develop transferable skills, such as communication and teamwork, which will help to progress to further study.

Summary of assessment This external component builds on knowledge, understanding and skills acquired and developed in Components 1 and 2 and includes synoptic assessment. Learners will apply their skills and techniques creatively to a workshop performance for a selected audience. Learners will capture their ideas on planning, development and effectiveness of the production process in a written log and an evaluation report. In groups of a minimum of three and a maximum of seven performers, plus up to a maximum of four designers, learners will respond to the stimulus and create a workshop performance that communicates ideas and creative intentions to a target audience of their choice.

Unit 1: Unlocking creativity	Unit 2: The production/performance	Unit 3: The performing arts experience
Unit 1: This unit assesses the theoretical content of the learner’s chosen discipline (performance or production). Learners will demonstrate core knowledge and understanding of: the following: Research Idea development Planning and budgeting Presentation (skills and content) Transferable skill of communication.	This unit provides the opportunity for learners to be assessed on the theoretical content of a holistic production or performance, both as an individual and as a member of a group. A key performance or production role in a performance based on one of five performance briefs Transferable skill of teamwork	Core knowledge and understanding of the following: Roles and responsibilities within the performing arts industry The role of performing arts in society Approaches to rehearsal Working as a deviser/performer/director Marketing and public relations Health and safety Design and technical elements Reviewing performance Theatre/film in education.
How it’s assessed Internally assessed 36 GLH (guided learning hours) approx 60 marks 30% of Technical Award	How it’s assessed Internally assessed 36 GLH approx 60 marks 30% of Technical Award	How it’s assessed Externally assessed Written exam: 1 hour 30 minutes 48 GLH approx 80 marks 40% of Technical Award
		Questions A combination of multiple-choice questions, short answers, extended responses, design/devising questions.

Curriculum Implementation

In PE we have designed a curriculum that is broad in the range of sports activities we offer across the key stages and we use an assessment framework in KS3 that is relevant to our KS4 GCSE PE qualification so students can understand the assessment language we use as early as possible. We use assessment booklets every half term in KS3 and KS4 core PE to ensure students know the journey they are on and where they are going in core PE.

We have an extensive enrichment offer in Physical Education and Performing Arts that allows all students the opportunity to develop a wider learning of sports and Physical activity underpinned by the core values of faith, excellence and respect which are at the heart of our school community. Our enrichment offer can encompass competitive and non-competitive sport and physical activity to suite all learners.

In Performing Arts at KS4 the courses demands a mixed approach with emphasis on practical work to learn key skills and create a good working practice in groups in preparation for the devised pieces produced and written work is structured with exemplars from the board and key assignments set to break down the work needed. At Y11 students study key concepts in the performing arts industry in preparation for the unit 3 written paper and are also taken to see live performances to support their response to questions about this area. Students are expected to rehearse and work on their skills in their own time when the facilities are available.