General Education

 

Physical Education Year 7boys PE

In Year 7 students are taught in single sex groups with some mixed ability and some set groups.

The range and content of the curriculum encompasses:

  • Outwitting opponents
  • Accurate replication of actions, phrases and sequences
  • Exploring and communicating ideas, concepts and emotions
  • Performing at maximum levels in relation to speed, height, distance, strength and accuracy.

Exercise safely and effectively to improve health and wellbeing.

Students will learn about the statements listed above by completing units of work in Gymnastics, Swimming, Games (invasion, net and wall, striking) and Athletic Activities. They have two one hour lessons a week. At the end of each eight hour module they will be given an attainment level and a progress grade. They are assessed in the five key processes:

  • Developing skills in physical activity
  • Making and applying decisions
  • Developing physical and mental capacity
  • Evaluating and improving
  • Making informed choices about healthy active lifestyles.

Physical Education Year 8girls PE

In Year 8 students are taught in single sex groups with the girls taught in mixed ability house groups and the boys in some mixed ability and some setted groups. They follow courses in Gymnastics, Swimming, Games (invasion, net and wall, striking) and Athletic Activities. They have two one hour lessons a week. At the end of each eight hour module in each activity they will be given an attainment level and a progress grade. They are assessed in Four Core Strands:-

  • Acquisition of Skill (Performance)
  • Selection and Application (Use of skills in competition, practices or sequences)
  • Health Related Fitness (their knowledge of the body in relation to exercise)
  • Evaluation and Analysis (recognising own and others’ strengths and weaknesses).

Physical Education Year 9
In Year 9 students are taught in single sex groups with the girls taught in mixed ability house groups and the boys in some mixed ability and some setted groups. They follow course in Gymnastics, Swimming, Games (invasion, net and wall, striking) and Athletics Activities. They have two one hour lessons a week. At the end of each eight hour module they will be given an attainment level and a progress grade. They are assessed in Four Core Strands:

  • Acquisition of Skill (performance)
  • Selection and Application (use of skills in competition, practices or sequences)
  • Health Related Fitness (their knowledge of the body in relation to exercise)
  • Evaluation and Analysis (recognising own and others’ strengths and weaknesses).

BTEC First Certificate in Sport:

This course is taught over four periods a week, and is equivalent to two GCSE grades. The course comprises three units over the Year 10 and 11, all of which are assessed by coursework. Year 11 students continue with the Practical Unit which requires students to demonstrate skills, know the rules and roles of officials and be able to analyse the performance of a team and individual. Each of these tasks must be completed for an individual and a team sport. The final unit – Preparation for Sport – focuses on training programmes, nutritional requirements for athletes and psychological factors that affect sports training and performance. Students are responsible for investigating and producing their own work using a variety of sources and presentation methods to an appropriate level and depth to meet the assessment criteria.

tennisPhysical Education Year 10
The GCSE course is divided into three parts. On the theoretical side students study Anatomy and Physiology, aspects of training and fitness, the sociological implications of playing sport, diet and some first aid. In practical areas students demonstrate their expertise in four main activities. They are required to show a more in depth knowledge in one particular activity which will involve analysis of technique, correction of faults etc. and this is achieved in conjunction with a six week Personal Exercise Plan which all students are required to complete.

In core PE students are given a number of activities to choose from for half term modules, selecting five in total over the academic year. Their sixth module is a health related fitness programme comprising swimming, circuit training and testing.

Physical Education Year 11
The GCSE course is divided into three parts. On the theoretical side students study Anatomy and Physiology, aspects of Training and Fitness, the sociological implications of playing sport, diet and some first aid. In practical areas students demonstrate their expertise in four main activities. They are required to show a more in depth knowledge in one particular activity which will involve analysis of technique, correction of faults etc. and this is achieved in conjunction with a six week Personal Exercise Plan which all students are required to complete.

In core PE students are given a number of activities to choose from for half term modules, selecting five in total over the academic year.

Physical Education Year 12
During the AS course students study two modules. Unit 1 covers work on Opportunities for and the effects of leading a healthy and active lifestyle. Topics studied include Applied Exercise Physiology, Skill acquisition, Opportunities for Participation. Students will be expected to apply these topics to a practical situation and in a written format. Unit 2 covers work on Analysis and evaluation of physical activity as a performer and/or in a adapted role/s. Each candidate will be assessed on their ability as a performer, official or leader and required to apply theoretical knowledge to ensure effective performance.

Physical Education Year 13
During the A2 course students have prepared for three modules. The first considers the socio-cultural and historical factors that affect participation in sport. The second studies exercise physiology, biomechanics and psychology; examining the performer in action. The third is a coursework module including a practical demonstration of their chosen sport in conjunction with an analysis of performance.

 Personal Development

Year 7 Personal Development
In Year 7 the Personal Development programme delivered by the tutor seeks to develop a wide range of skills through a variety of topics and active teaching methods. Throughout the Personal Development Programme, students are encouraged to think independently and reflect on a range of issues. Group discussion is a regular feature of lessons and students become confident in articulating their own opinions and responding appropriately to the contributions of others.
Initially ground rules are developed by the Tutor Group as students settle in, leading to consideration of school rules, and appropriate ways of working together within a community. Self reflection, increasing confidence and an awareness of the many aspects of personal safety, risk taking and Sex Education are all included at an age appropriate level.

Year 8 Personal Development 
The Year 8 Personal Development Programme is delivered by the tutor. Students cover a range of topics focusing on aspects of personal identity and Citizenship. Issues such as peer group pressure, self esteem and coping with change are covered early in the year. Prejudice, discrimination, equal opportunities, conflict and the media are also considered. Students are also introduced to the world of careers, money and choices via the Electronic Real Game Group. Discussion is a regular feature of lessons and students become confident in articulating their own opinions and responding appropriately to the contributions of others.

Year 9 Personal Development 
The Year 9 Personal Development Programme, delivered by the Tutor seeks to develop a wide range of skills through a variety of topics and active teaching methods. Lessons focus on personal identity, risk and managing situations effectively. The objective is to raise student awareness and ability to consider the outcomes or consequences of their decisions. They also cover money management and a range of Citizenship topics such as the community, media and justice. Group discussion is a regular feature of lessons and students become confident in articulating their own opinions and responding appropriately to the contributions of others .

Year 10 Personal Development 
In Year 10 Personal Development the tutor teaches students “Personal, Social, Health, Economic & Citizenship Education.” Initially, there is an emphasis on training students to cope well with the various changes involved in the transition to the ‘GCSE years including an exploration of students’ perceptions of Key Stage 4, organisation, coursework and note-making and other skills needed to succeed.  The overarching themes during the year are: Politics, Healthy Lifestyles, Study Skills, “Active Citizenship” and Work Experience. They are taught during one period each week. Active learning strategies, group work, team presentations, ICT, guest speakers, DVDs and assemblies all contribute to enriching the students’ experience of the subject.
Specific themes addressed include an exploration of students’ personal preparation for work experience, consideration of a range of issues relating to health, including “our misconceptions about drugs”, healthy lifestyles, racism, stereotypes, consumer issues, (particularly those concerned with banking and finance), and topics relating to parliament, including voting. Study skills are also revisited in preparation for Year 10 examinations.

Year 11 Personal Development 
In Year 11 Personal Development the tutor teaches students “Personal, Social, Health, Economic & Citizenship Education.” There are many, varied topics covered during the year and the two main areas of focus are “the world of work,” (including careers education & guidance), and preparation for exam success.  The programme seeks to develop a wide range of skills that are targeted at the specific situations Year 11 students will be encountering in the coming months. A variety of topics are taught using active teaching methods. There are lessons dealing with current affairs, sexual health, war, “excessive behaviours” and human rights & justice. Following work experience in the autumn term and consideration of mental health, the focus moves to future pathways, examination preparation, revision and study techniques. Post-16 options are taught and presented by a variety of methods including lively, engaging presentations by guest speakers.

Year 12 and 13 Personal Development 
This programme is an essential part of the school’s support for individuals as they mature and develop into independent and capable young adults.
All young people need support and guidance as they develop the skills and understanding necessary to make a success of sixth form studies. Likewise, they need an opportunity to discuss the most important and relevant issues of the day which impact on their lives, from environmental concerns, to issues of morality, social exclusion and equality. Equally, they need to learn more about personal health and relationships appropriate for their age, and be prepared for the world of work and higher education with close guidance on UCAS/job applications and financial awareness. This programme combines all of these elements to help our young people understand their place in the world and develop the skills and understanding necessary to be successful and effective.
Each week, students engage with a different topic from the programme, led and facilitated by the Tutor, during one period. The time may include an assembly, which will either serve to introduce or develop the theme from the session, or may be an opportunity for the whole school to gather to celebrate community and achievement. There is careful use of outside speakers and specialists to illuminate key issues. Two, day-long workshops, one at a Higher Education conference, and one to explore business and enterprise issues, offer in-depth focus on key topics. Students engage through discussion and debate, role play and group work learning

Specific topics addressed in Year 12 include settling in to the Sixth Form and advanced study skills, preparing winning job applications and CVs, the nature of war, substance abuse, social exclusion and being an effective Citizen. We also begin to explore Higher Education opportunities, look further at making the right career and employment choices and enterprise learning, as well as address issues around lifelong and independent learning.

Specific topics addressed in Year 13 include accessing Higher Education: support with writing UCAS applications, choosing courses and colleges, and dealing with subsequent offers. Help is also available with designing a gap year, and students who choose not to apply to university, have their own programme outlining writing an effective CV, gaining employment and the different options available to them post 18. Understanding personal finance and health related issues as well as topical moral, environmental and ethical debates also feature.

If you would like to apply for a place at St.Bart’s, please contact the school.