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.

Curriculum Intent

 

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

In Stoke-on-Trent, an area in the top 10% most deprived area nationally when looking at deprivation indices, many young people are presenting health problems related to poor nutrition and a lack of exercise and it has never been more important for our curriculum to be designed with exercise, nutrition and wider sporting opportunities at its heart. Our PE and Performance curriculum links to the whole school Healthy Living Strategy, and we have recently been awarded the Gold Healthy Schools Award by the DFE, an achievement that we are very proud of.

Our 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.

Teachers use a range of teaching and learning strategies to enable progress for all students 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 the four pillars of learning and they 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 mixed 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 develop their own curriculum core PE pathway where each term they will select their preferred choice of sporting activity for the term from a choice of 4 different activities. Each term a different range of sports and physical activities will be 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 their 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.

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.

 

Qualification PE

The OCR Level 1/Level 2 Cambridge National in Sport Science 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 Science 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 how to prevent and treat sporting injuries

• Understanding how different medical conditions can affect sports performance

• Applying the principles of training to fitness and skills development for sporting activities

• Understanding how to apply knowledge of good nutrition to improve sporting performance

• Understanding how the body systems change and develop in response to physical training

• Understanding how technology can assist in measuring the changes in your body during physical training.

The units taught are as follows:

Y10

Term 1- 3: Unit R180- Reducing the risk of sports injuries and dealing with common medical conditions (in preparation for examination at the end of Y11).

By completing this unit students will be prepared to take part in physical activity in a way which minimises the risk of injuries occurring. It will also prepare them to know how to react to common injuries that can occur during sport and physical activity, and how to recognise the symptoms of some common medical conditions.

 

Term 1-3: Unit R181- Applying the principles of training: fitness and how it affects skill performance. (To be submitted to the exam board at the end of Y10).

By completing this unit, students will conduct a range of fitness tests, understand what they test and their advantages and disadvantages. They will also learn how to design, plan and evaluate a fitness training programme. Students will then interpret the data collected from these fitness tests and learn how best to feed this back.

 

Term 3: Unit R182- Nutrition and sports performance.

By completing this unit students will gain understanding of healthy, balanced nutrition. They will consider the necessity of certain nutrients and their role in enabling effective performance in different sporting activities. The knowledge they gain will be used to produce an appropriate, effective nutrition plan for a performer.

Y11

Term 1-3: R180- Reducing the risk of sports injuries and dealing with common medical conditions. (Examination to be completed during the examination window).

Term 1-3: Unit R182- Nutrition and sports performance. (To be submitted before the start of the examination season in Y11).

**Please note the current Y11 in the 2022-23 season are completing the Level 2 Cambridge National in Sports Studies in its final year of existence. The current year 10 are being taught the new redeveloped qualification.

The current Y11 are completing the following units in Y11 (2022-23):

R056 Developing skills and knowledge in outdoor and adventurous activities. (Term 1, to be submitted in January to the exam board)

RO51 Contemporary issues in sport (Examined unit 2nd attempt).

RO53 Sports leadership (Term 2, to be submitted in May to the exam board).

Each Unit is worth 60 marks so the total mark to be achieved is out of 240 marks and this will equate to a grade from the following table:

Sport Science grades Raw scores GCSE Grade
Level 2 Distinction* >180 8.5
Level 2 Distinction >160 7
Level 2 Merit >140 5.5
Level 2 Pass >120 4
Level 1 Distinction >100 3
Level 1 Merit >80 2.25
Level 1 Pass >60 1.5

The current Y11 are completing the following units in Y11 (2022-23):

R056 Developing skills and knowledge in outdoor and adventurous activities. (Term 1, to be submitted in January to the exam board)

RO51 Contemporary issues in sport (Examined unit 2nd attempt).

RO53 Sports leadership (Term 2, to be submitted in May to the exam board).

Each Unit is worth 60 marks so the total mark to be achieved is out of 240 marks and this will equate to a grade from the following table:

Sports Studies
grades
Raw scores GCSE  Grade
L1P 72 1.5
L1M 96 2.25
L1D 120 3
L2P >144 4
L2 M >168 5.5
L2 D >192 7
L2 D* >216 8.5

 

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   40

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.

 

Year 11 are studying AQA TECH AWARD Level 1/2 -Performing Arts

This qualification is modular and is split into three units. One is an externally assessed exam and the other two are internally assessed.

Unit 1: Unlocking creativity
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.

How it’s assessed

Internally assessed

36 GLH (guided learning hours) approx

60 marks

30% of Technical Award

Unit 2: The production/performance
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

How it’s assessed

Internally assessed

36 GLH approx

60 marks

30% of Technical Award

Unit 3: The performing arts experience
 

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

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 course 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.

End of Course Assessment

This has been mentioned above in the KS4 and KS5 qualification information.

 

Career Links

      

St Thomas More has its very own dedicated careers team.  To find out more about careers at St Thomas More, please click here. 

 

Tips and Advice

OCR Level 2 Cambridge National in Sport Studies:

OCR Level 3 Cambridge Technical in Sport and Physical Activity:

The above text books are the official text books used for both qualifications.

 

Further Information

KS4

2018 -specification.pdf

Activity list.pdf

259061-question-paper-unit-r051-01-contemporary-issues-in-sport.pdf

KS5

260775-cambridge-technicals-sport-and-physical-activity-summary-brochure.pdf

https://www.open.edu/openlearn/

https://www.brianmac.co.uk/

https://www.bbc.co.uk/bitesize/guides/z32wmnb/revision

https://www.bbc.co.uk/bitesize/guides/z2gyrdm/revision/1

https://www.bbc.co.uk/bitesize/guides/z8fhycw/revision/1

https://www.bbc.co.uk/bitesize/guides/zyjbqhv/revision/1

https://www.bbc.co.uk/bitesize/guides/zsw3jty/revision/1

https://www.bbc.co.uk/bitesize/guides/zpd4wxs/revision/1

https://www.bbc.co.uk/bitesize/guides/z2c34j6/revision/1

https://www.youtube.com/watch?v=1AZMiq6Mg-k

https://resources.finalsite.net/images/v1532877954/gordonschoolorg/kb9ga4eafxf6vfwtxaoz/Essential_Soccer_Skills32491.pdf

https://resources.finalsite.net/images/v1532877954/gordonschoolorg/kb9ga4eafxf6vfwtxaoz

https://www.badmintonbc.com/page/2888/The-Laws-of-Badminton

 

Subject Leader Information

For more information or if you have any questions please use the contact details below.

Mr A. Stonier – Subject Leader astonier@stmca.org.uk

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