Physical Education Department
Sport plays an integral part of school life here at Brooke Weston Academy. We provide the opportunity for students to experiment and take part in a range of sports to find at least one they fall in love with to continue throughout their life.
A range of sports are covered including swimming, badminton, trampolining, basketball, football and netball to name a few. As a school we fully understand that sport is about developing a student as a whole. In lessons they can take on many roles within lessons depending on their strengths. They can officiate, organise, lead or perform. We assess students on:
At Brooke Weston we offer students the opportunity to take part in a range of sporting activities throughout the year. Students complete up to 4 different sporting units each assessment point that focus on them developing their knowledge and understanding of the game alongside their practical skills in practices and games. Students can further develop these skills by attending extra-curricular activities after school or playing in fixtures against other schools.
Physical education continues into Key Stage 4 and 5 where students who are enthusiastic about sport can continue to develop their practical skills along with the theoretical side of Physical Education. The courses on offer are particularly relevant to students looking at a career in the sports industry or who want to maintain a good level of expertise and fitness in later life.
Physical Education Intent
Through Physical Education lessons at Brooke Weston students will gain an understanding of the rules, physical requirements and different roles in a broad range of sports. By learning this knowledge in PE lessons will allow them to understand sporting events across the world and enjoy them as a performer, official, coach or volunteer. Students will develop skills from isolated practices, modified games to outwitting opponents. We want our students to find a love for physical activity that leads to lifelong participation in a role of their choice that they have learnt through their experiences in PE.
Key Stage 3 & 4 Core PE
Students are given the opportunity to develop technique and skills within a range of sports both in isolated practices and modified competitive games. They should continue develop their fundamental skills learnt in KS2 by applying them in a range of sports but in more complex specific situations. In the later stages of this key stage we encourage an awareness of tactical set plays and game strategy to outwit their opponents and how this can be applied in competitive sporting scenarios through practical application or through fostering a passion of watching major sporting events to which they can relate to. Students over time will be empowered to develop leadership skills progressing from leading warm ups to specific skill based practices using accurate knowledge of the rules of the sport. These factors can be underpinned through students being reflective and creating specific targets for themselves in order for them to take ownership of their physical education journey throughout KS3 and beyond.
Students in KS4 are given an exposure to different sports to challenge and stimulate their academic and practical curiosity in order build on the foundations for their future and lifelong participation in sport. They are also given the opportunity to participate in mainstream sports to further develop their analytical awareness through various roles such as an official or coach. Students should be made aware of the health and social benefits sport has in order to open doors for the future which could lead to further academic study, job employment or a passion for the subject.
Key Stage 4 - options
Students build on sporting knowledge developed in core PE to apply this to various aspects of Sport and Performance. By the end of KS4, we aim for students to develop leadership skills in both a practical and theory situation. This basic leadership knowledge will prepare students for KS5 CTEC Sport whereby their knowledge and understanding of Sports Coaching will be deepened. Analytical and evaluative skills are developed in the Contemporary Issues exam. 'Sport in the Media' allows students to review a variety of roles such as players, athletes, officials and also spectators and how they impact all involved within sport, at grass roots and elite level. It is within this unit independent research skills are encouraged to enthuse student's curiosity of sporting issues and current events and competitions The fundamentals of independent research are introduced in KS4 in preparation for KS5 and further educational studies. If students complete this course in its entirety, they will continue to develop confidence, leadership and analytical thought process' and be able to apply these skills to current sporting affairs in a comprehensive manner.
Unit 1 - Contemporary Issues
By completing this unit, learners will explore a range of topical and contemporary issues in sport, relating to participation levels and barriers, the promotion of values and ethical behaviour through sport, performance enhancing drugs and their impacts and the role of high-profile sporting events and national governing bodies.
Unit 2 - Developing Sport Skills
By completing this unit, learners will develop their skills, techniques and use of tactics/strategies/compositional ideas in both an individual and a team sporting activity, as well as their understanding of the rules to allow them to act in a number of officiating roles within an activity. They will also consider the use of different practice methods in order to improve their performance. The unit builds upon the core themes of the National Curriculum for Physical Education in Key Stages 3 and 4 and offers learners the opportunity to refine and showcase skills developed as part of that programme of study.
Unit 1 - Sport Leadership
Students will develop some of the knowledge, understanding and practical skills required to be an effective sport leader and plan, deliver and review safe and effective sporting activity sessions themselves. They will be encouraged to consider and evaluate their delivery and, by doing so, develop their ability to communicate with an audience verbally and through practical demonstration, and adapt to developing situations and the different needs and abilities of those they are leading
Unit 2 - Sport and the Media
Students will look at the differences in sports coverage across a range of media outlets; the impacts the media has on sport and how this has changed over the years and the effect on public interest and involvement in sport that the media has had. Students will develop their knowledge and understanding of the relationship between sport and the media as well as their ability to evaluate and interpret the different ways in which sports items may be represented by the media.
Health and Social Care
Unit 1 - Essential Core Values
Students will learn the rights of individuals and how these values of care are used when working in a health, social care or early years environment. All good practice is based on these values and enables those who use and work in care settings to apply quality practice. The unit also provides an overview of legislation and its impact on the care settings and covers the hygiene, safety and security matters that relate to promoting a healthy and safe environment. Learners will have the opportunity to apply their knowledge and understanding through the use of focused activities such as role-play, case studies and scenarios. On completion of the unit, learners will have gained an understanding of how to provide quality care for individuals, helping them to achieve their goals and how to apply the values of care so that individuals feel valued. Learners will also have gained an understanding of how regulatory frameworks aim to protect both individuals and care workers in settings and how procedures that are in place in care settings, aim to promote standards of hygiene and maintain safety and security for all who use or work within the setting.
Unit 2 - Communication
Pupils in this unit will learn knowledge and understanding of how to communicate effectively and what personal qualities will contribute to the creation of a caring environment when working with individuals in a health, social care and early years setting. Through this unit learners will gain an understanding of the different types of communication, the importance of good communication,the factors that influence effective communication and ways to overcome barriers, and an understanding of the qualities that contribute to effective practical care. On completion of this unit learners will be able to appreciate how the way they communicate and the personal qualities that they utilise when working with individuals in a health, social care or early years setting will have an impact on the care of those individuals. They will be able to demonstrate that they have those effective communication skills that are needed to work in a health, social care or early years setting. They will be able to plan effectively for interactions in a health, social care and early years setting
Unit 1- First Aid
Students will develop knowledge and understanding of basic common first aid procedures that could be used within health and social care settings. Students will be able to assess the scene of an accident in health, social care and early years settings for risks and continuing dangers. Students will know what information is needed when contacting the emergency services, and willl be able to perform a variety of basic first aid procedures that could occur in a range of health, social care and early years settings.
Unit - Body Systems
Students will learn the three major body systems: respiratory, digestive and cardiovascular. The interaction of our body systems and the structure and function that they provide allow humans to breathe, move, experience taste, touch and smell the amazing world we live in. Students will learn the structure and function of three body systems and three separate illnesses that may affect these systems. Students will develop their knowledge and understanding of the importance of the systems, structure, function and disorders that can affect the individual within health, social care and early years settings. They will be able to measure and interpret data obtained from various relevant body functions.
Key Stage 5
Unit 1 - Anatomy & Physiology
In this unit students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity, and the effects that physical activity, training and lifestyle can have on them. The body systems looked at are the Skeletal and Muscular systems and the Cardiovascular and Respiratory systems, Energy systems are also looked at in respect to their structure and their recruitment in a practical activity.
Unit 2 - Coaching
Students will learn to communicate, adaptability and inclusivity which will prove valuable in other aspects of their life such as work and study. This unit will give students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of sports participants. They will explore the roles and responsibilities of coaches and leaders and how these differ from each other and be involved in delivering and teaching sport and physical activity. Students will develop the skills and understanding necessary to effectively plan and deliver a series of sports or activity sessions, reflecting on their own practice and using this feedback to improve their performance as a sports coach or activity leader.
Unit 3 - Sports Nutrition
In this unit students will gain an understanding of what is meant by the term ‘balanced diet’ as well as the principles behind it, the relationship between energy intake and energy expenditure and how this changes depending on the sport or physical activity taking place, and the importance of hydration for performance. They will also gain an insight into the use of nutritional supplements and how these can be used to improve performance in sport and physical activity. The impact of a variety of eating disorders and how sporting individuals can become prone to suffering from these often documented disorders is also covered.
Unit 1 - Sports Organisation
In this unit students will gain an understanding of the organisations involved in sport in the UK, their roles and responsibilities and how they work together. They will also gain an understanding of sports development including the organisations involved, who sports development is targeted at, why sports development is carried out and how the success of sports development initiatives can be measured. Detailed analysis of case-studies that highlight the importance of sports development and the advantages or disadvantages of hosting a large international scale event such as the Olympic Games ios also looked at.
Unit 2 - Exercise for specific groups
This unit will allow your students to develop a knowledge and understanding of the different groups of individuals who would benefit physiologically, psychologically and sociologically from participating in physical activity and why these particular groups are targeted by initiatives. This knowledge and understanding will then support students in planning suitable physical activity sessions for the groups identified and the considerations that need to be taken into account for each of them
Unit 3 - Sports Injuries
CTEC Health & Social Care
Unit 1 - Equality, Diversity and Rights in Health and Social Care
In this unit pupils will learn how to promote equality and respecting diversity and rights in health, social care and child care environments is essential in today’s very diverse society. Many individuals who use health, social care or child care environments can be vulnerable and dependent on others; this means that practitioners’ attitudes, values and prejudices can significantly affect the quality of the care individuals who require care or support experience. This unit will help your students to understand the implications of diversity on practice and also the effects of discriminatory practice on individuals who require care or support. They will also gain an appreciation of how legislation and national initiatives can support anti-discriminatory practice. Strategies used to promote equality, respect diversity and support individuals’ rights will be examined. Students will develop the ability to recognise both good practice, and discriminatory practice in care situations. They will develop the judgement and decision making skills to choose appropriate responses to care situations and determine a course of action to promote the equality, diversity and rights of individuals in care settings
Unit 2 - Positive Relationships
This unit aims to introduce your students to the many different relationships that they will encounter within the Health and Social Care sector, whether with colleagues, senior members of staff, other professionals within the sector and individuals who require care and support. They will apply communication and relationship building skills in a practical way, considering how different factors, including context, can impact on the building of positive relationships. Students will also be introduced to the concept of the person-centred approach which will help with their relationship building skills.
Unit 3 - Sports nutrition
Students in this unit will learn the importance of understanding the impact of nutrition on wellbeing and health. Rising levels of obesity are leading to increases in heart conditions, diabetes and liver disease. This unit introduces nutritional health and the components of good nutrition. Students will have the opportunity to scrutinise different foods, consider their health benefits and investigate how to support other people to follow dietary advice to impact their health and wellbeing.
Unit 4 - Health, Safety and Security in
Health and Social Care
This unit introduces your students to health, safety and security in health and social care. They will acquire the necessary knowledge and skills to equip them in maintaining a safe working environment for themselves, their colleagues and individuals who require care and support. Students will learn how legislation, policies and procedures work to reduce risks in health and social care and the consequences of not following them. They'll also learn how to respond to different incidents and emergencies within health and social care settings.
Unit 1 - Anatomy & Physiology
This unit will help students to understand why these essential processes are so important in maintaining life. They will learn about the structure and function of not only some of the cells and tissues involved, but how they form organs and body systems that then have to interact to ensure that the body can provide the conditions necessary for thought, co-ordination, movement and growth. This unit aims to introduce students to the basic structure and functions of the body systems involved in everyday activities and maintenance of health, including cardiovascular, respiratory and digestive systems. They will also understand the part played by organs such as the pancreas, liver and kidney. They'll investigate the systems and organs involved in detecting and responding to change such as the nervous system as well as the eyes and ears. Also as individuals grow older, they are likely to be affected by malfunctions as a result of degeneration. Some of these will simply be inconvenient; others will be life changers. Students will understand the effects on individuals and what has to be done on a daily basis to enable them to lead as full and independent life as possible.
Unit 2 - Learning difficulties
This unit will develop your students understanding of learning disabilities and considers issues involved in providing support for people with a learning disability and their family. The unit explores the areas of inclusion, human rights, advocacy, empowerment and active participation. In this unit students will understand the term “learning disability”, and will look at a range of different types and possible causes, and will examine how the lives of individuals with a learning disability are changing as attitudes and approaches to support evolve. The unit will explore these areas with the emphasis being on taking a person-centred approach that focuses on the individual’s strengths, preferences and hopes and on ways of enabling the individual to achieve their goals and ambitions.
Sport doesn’t just promote practical skills, we also have a strong foundation for developing some excellent sport leaders. From year 8 upwards, students can to apply to be a Brooke Weston Sport leader. Our Sports Leaders take on the responsibility of:
- running primary and secondary festivals across a range of sports like Sportshall athletics, Netball and Swimming, to running and
- organising Level 4 School Games competitions
- working with local primary schools to lead and organise a number of primary sports days
Sport Specific Trips
- Condover hall netball: The girls netball team visits Condover Hall for a weekend of netball tournaments to compete for the cup.
- Sports tour to Club LA Santa: the leading sport facility in the world. Students can take part in over 28 sports from Tennis, Paddle boarding to step classes and body bike.
Each term students represent their tutor group in an inter-tutor competition based on the sport students have been taught that term with the winning team being declared at the end of the year.
Every year all students in year 7-10 take part in our much celebrated Sports Day. Working in their tutor groups and in front of cheering crowds of peers and family, students partake in field and track events with the winning tutor groups taking home the prize.
Talent Management Programme
We champion our Sports women and men here at Brooke Weston and recognise students competing at all levels from County, Midland, National and international achievements. We celebrate all round achievement based on the three strands of assessment used in Core PE to nominate a male and female Student of the Term
We are offering students the chance to apply to become a sports captain. Upon being selected students will be awarded a badge and designated the sport they were successful in.
Sport captains will be given tasks to complete throughout the year, along with helping with fixtures, extra-curricular training, promoting the sport and organising festivals for the rest of the school.
Head of Physical Education
Teacher of Physical Education
|Sarah van Nierop||
Teacher of Physical Education
Teacher of Physical Education
Teacher of Physical Education
For detailed information regarding the curriculum refer to documents below.