Mr P Moffatt: Lead for PE

Mr J Powell: Teacher of PE

Miss K Buckthorp: PE Teacher and Assistant Headteacher
Mr J Bowater: Teacher of PE and Geography
Mrs L Powell: Teacher of PE 

Key Stage 3        

Curriculum Intent

During their time at Alcester Academy students are offered a broad range of individual and team activities that encompass the development and refinement of skill and its application in physical activity, as well as providing students with the knowledge and understanding of how to lead a healthy and active lifestyle. As such, we have a specialist team of staff who dedicate themselves to improving the performance and knowledge of our students, from our elite standard athletes who are performing at representative level to those who simply enjoy physical activity and the unquestionable benefits it provides. We believe that the broad range of activities covered, coupled with the opportunity to experience BTEC Sport taster sessions, allows pupils to build their confidence within the subject and make an informed decision when choosing their options at the end of year eight.

Following the disruption of the past two years it has been crucial for us to adapt the curriculum to try to fill the gaps left through COVID lockdowns. Activities missed through 2020-21 have been prioritised, allowing us to catch up on some of the more technical activities such as gymnastics, and many other opportunities have been provided in areas such as OAA and Dance. Curriculum activities have been supplemented by our extensive range of extra-curricular activities to negate the effects of the recent curriculum time gaps.


We aim to ensure that all pupils:  

  • develop competence to excel in a broad range of physical activities. 
  • are physically active for sustained periods of time. 
  • engage in competitive sports and activities.
  • lead healthy, active lives. 

To achieve these aims we focus on the following essential skills and processes in P.E. that pupils need to learn to make progress. 

Accurate replication

Students should be able to:

  • accurately replicate basic skills. 
  • develop their ability to fine tune these skills to suit the environment in which they are engaged. 
  • understand that different sports demand different skill types.
  • adapt their skills to the needs of the activity. 

Developing physical and mental capacity

Students should be able to:

  • develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities.
  • develop their mental determination and resilience to succeed. 

Developing skills/performances in Physical activity

Students should be able to:

  • refine and adapt skills and techniques.
  • develop the range of skills they use to improve the precision, control, and fluency of their techniques. 

Making and applying decisions

Students should be able to:

  • select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts. 
  • refine and adapt ideas and plans in response to changing circumstances. 
  • plan and implement what needs practicing to be more effective in performance. 
  • recognize hazards and make decisions about how to control any risks to themselves and others. 

Making informed choices about healthy, active lifestyles

Students should be able to:

  • identify the types of activity they are suited to. 
  • identify the types of role they would like to take on. 
  • make choices about their involvement in healthy physical activity. 

Evaluating and improving

Students should be able to:

  • reflect and analyse performances, identifying strengths and weaknesses. 
  • make decisions about what to do to improve their performance and the performance of others and act on these decisions in future performances. 
  • be clear about what they want to achieve in their own work and what they have actually achieved. 

Each of the above elements is weaved into an extensive Key Stage 3 curriculum. Throughout the Key Stage, students will be given the opportunity to experience a breadth of sports including Rugby, Football, Netball, Hockey, Badminton, Basketball, Dance, Gymnastics, Fitness, Table Tennis, Cricket, Rounders, OAA activities, Volleyball, Tennis and Athletics.

The range, breath of our curriculum is designed to ensure that we immerse students into a comprehensive diet of physical activities and sport, in the hope that we engage, excite and excel our students within the subject.

As a result, a many of our Key Stage 3 students continue their studies in to Key Stage 4 as part of the BTEC First in Sport programme.

Curriculum Implementation (see also Long Term Plans)

To assist in the creation of an enriching Physical Education programme, long term plans have been developed with the intention of giving the students experience of a number of different sports that cover the full range of National Curriculum requirements.

Students cover a six lesson block of each sport and through this we aim to 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. E.G. Pupils in year 7 look at the effects of warming up and cooling down the body during exercise and develop the knowledge and understanding of what would be involved in planning their own activities.

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 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. E.G. In Year 8 more emphasis is placed on pupils to take different roles and responsibilities, including leadership, coaching and officiating.

To achieve an accurate assessment of individual pupils we formatively assess at the end of each module to ensure that whole school data and assessment has the holistic progress of our pupils at its heart. We assess throughout the module to monitor progress/issues in addition to the final assessment.  Data is used to identify and document below and above par performance, for pupil and teacher, which, in turn, triggers a series of interventions such as extra-curricular provision and recapping of certain identified skills.

Although reading/literacy opportunities are limited in a practical setting, we work hard to ensure each student has exposure to sport/subject specific vocabulary and students are encouraged to use it in the right context wherever possible. Word walls provide instant access for all students to a wide array of PE vocabulary across all the sports we undertake.

Throughout the recent disruptions we have been utilising Google Classroom to provide a wide selection of activities for our students to keep them physically active and mentally stimulated. A variety of exercise sessions, yoga sessions, active board games and challenges were utilised across both lockdowns to keep the students busy and trying new things. A lockdown sports day was also successfully completed which pulled the school community together at a difficult time.

Curriculum Impact

We believe our wide-ranging curriculum of activities allows pupils to find “their” sport and gives them the opportunity to improve their skills and decision making in a variety of sporting contexts. It is designed to allow students to experience first-hand several different sporting disciplines and, through these, develop as a performer in terms of evaluative skills, mental capacity and knowledge of what constitutes a healthy, active lifestyle.

Following KS3 we usually expect about a quarter of the cohort to go on to do the BTEC First in Sport course at KS4 with high degrees of success.

Key Stage 4

BTEC First in Sport (2018)

Curriculum Intent

PE KS4 Core PE

Pupils in KS4 follow a different curriculum than in Key Stage 3, student take part in 2 PE lessons a week. Pupils are given the choice of a number to activities they can participate in half termly. Activities to choose from include Rugby, Football, Basketball, Netball, Hockey, Table Tennis, Badminton, Gymnastics, Dance, Volleyball, Health and Fitness, Rounder's, Cricket, Softball, Tennis and Athletics.

The purpose of KS4 Core P.E. is to provide pupils with knowledge and understanding on how to perform effectively in sport, to promote a lifelong interest and sport participation.

PE KS4 BTEC Sport Level 1/2

The skills learnt in studying a BTEC First will aid progression to further study and prepare learners to enter the workplace in due courseIn the sport sector, typical employment opportunities may include working as a coach or as a fitness instructor. When taken as part of a balanced curriculum, there is a clear progression route to a level 3 course or an apprenticeship.

BTECs are vocationally related qualifications, where pupils develop knowledge and understanding by applying their learning and skills in a work-related context.

Additionally, they are popular and effective because they engage pupils to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace. These skills include: team working, working from a prescribed brief, working to deadlines, presenting information effectively and accurately completing administrative tasks and processes. BTEC Firsts motivate pupils, and open doors to progression into further study and responsibility within the workplace.

Curriculum Implementation (see also Long Term Plans)

What are the aims of a BTEC First Award in Sport?

To enable pupils to develop knowledge and understanding of areas within sport through the investigation of a range of sporting organisations.

Help prepare pupils for employment, further education or training

There are four units that should be completed for a Level 2 BTEC First Award in Sport


Assessment method

Unit 1: Fitness for Sport & Exercise (Mandatory)

External online exam

Unit 2: Practical Sports Performance (Mandatory)

Practical and theory-based coursework

Unit 3: Applying the Principles of Personal

Training (Mandatory)

Practical and theory-based coursework

Unit 5: The Sports Performer in Action (Optional)

Practical and theory-based coursework

Unit 1: Fitness for Sport and Exercise.

Fitness for sport and exercise is core to the programme of study. This unit has links to, and underpins, the other units for sport. In Learning Aim A students will cover the components of physical and skill-related fitness and the principles of training. Learning aim B explores different fitness training methods for developing components of fitness, and for Learning Aim C students will gain knowledge and skills in undertaking and administering fitness tests.

This unit is particularly relevant if students would like to work in sports coaching, elite sport or personal training.

Unit 2: Practical Sports Performance.

This unit focuses on developing and improving practical sports performance. This is achieved through active participation in practical activities and reflection on the students’ own performance and that of other sports performers.

This unit introduces students to a variety of different sports and, through participating in different sports, it is expected that students will develop knowledge of the associated rules, regulations, scoring systems, skills, techniques and tactics. In learning aim A, students investigate the rules and regulations of a sport and apply the knowledge gained through observing officials in action. Students can also decide to take part in national governing body coaching and leadership awards to reinforce and extend their knowledge and qualifications in this area.

For learning aim B, students take part in a variety of sports. These may be sports in which they excel or have a particular interest. They are required to demonstrate the skills, techniques and tactics within each of the sports selected for assessment.

For learning aim C, students review their performance in the sports in which they participated. This review will look at the strengths and areas for development within their own performance. Students will also be encouraged to consider plans to develop their performance within the selected sports.

Unit 3: Applying the Principles of Personal Training

This unit takes students through the stages of designing a personal fitness training programme, where they can select any appropriate method(s) of training to improve or maintain their fitness levels safely.

Learning aim A takes students through the stages of designing a personal fitness training programme, where they can select a component of fitness and an appropriate method of training to improve or maintain their fitness levels safely for their chosen activity/sport.

For learning aim B, students will gain awareness of the musculoskeletal and cardiorespiratory body systems and how they respond during the exercise.

In learning aim C, students will implement their personal fitness training programme, maintaining a training diary.

For learning aim D students will review their programme, looking at strengths, areas for improvement and suggesting recommendations for future training and performance.

The ability to improve personal fitness is essential for sports performers. However, the same knowledge, understanding and skills are required to improve other people’s fitness and are essential for a number of progression opportunities in the sector, such as qualifications for sports coaches and personal trainers.

Unit 5: The Sports Performer in Action

This unit will look at the training effects that occur when a person regularly participates in sport and physical activity over a given period.

For learning aim A, students will look at the musculoskeletal and cardiorespiratory systems and how they function normally (before a training programme, taking part in exercise/sport regularly) and how they can function as a result of taking part in training/exercise/sport over a length of time.

For learning aim B, students will also look at the energy systems for different sporting activities. If a performer needs energy quickly, they will rely on energy already stored within the body. For a longer-term period of sport or exercise, the body struggles to store a lot of energy, but it can make energy from resources inside and outside the body.

By understanding how their body works and how it can be trained, as a sports performer or as a coach, students can help to make the necessary adaptations to produce improved sports performance.

Google Classroom

Through the recent lockdowns Google Classroom was a godsend for our students who were able to access work and information to maintain their study levels to close to where they would have been normally. Most students were accessing live timetabled lessons twice weekly and the impact on their studies (coupled with the adjustments Edexcel made to their assessment procedures) was lessened due to their ability to constantly access their work. Since returning to school we have successfully maintained our use of Google Classroom as a work support platform, as the benefits for information distribution, assignment production/collection and accessibility speak for themselves. As a tool for the BTEC course it meets our needs effectively and allows all our students to successfully meet the demands of the course.


The BTEC Sport course offers numerous opportunities for the students to access subject specific texts and vocabulary. Internal assessments are word processed but are lengthy pieces of work with a requirement to show understanding and application of learned terms and vocab. A glossary is provided with each unit to aid clarification and understanding, and literacy is assessed in every piece of work in line with Academy policy.

Numeracy plays a large part in unit 1 particularly, which requires several examples of data handling, counting, percentage work and recording tasks relating to the performance and assessment of fitness tests and their results. These tasks pop up frequently in the exam and, as such, form an important part of the course.

Curriculum Impact

2018 22% Distinction, 39% Merit, 39% Pass (100% overall pass rate).

2019 22% Distinction, 52% Merit, 26% Pass (100% overall pass rate).

2020 12% Merit, 88% Pass (100% overall pass rate).

2021 29% Distinction, 46% Merit, 25% Pass (100% overall pass rate).

As a result of the curriculum offered in Key Stage 4 a number of students elect to further their studies in PE/Sport at Key Stage 5 pursuing either A-level of Level 3 BTEC Nationals.

PE Long Term Plans and Assessment Plan


PE Assessment Plan


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