Physical Education provides an opportunity for students to perform individually and as part of a team, whilst competing against others. It promotes an understanding of student’s own capabilities and those of others and an appreciation of failure as a way of developing success. This promotes responsibility for self and others, encouraging a culture of inclusivity and empowering social action beyond the playing field.
Sport inherently is underpinned by respect. In Physical education students learn their own and others value and the collective need to be respectful to the learning and development needs of themselves and others. The lesson structure embeds the basic standards of respect from the moment they enter the department, through the whole lesson experience to the moment they leave. Students are encouraged to learn and perform in an environment of respect and these are magnified through their understanding of the rules and regulations associated to the various sports they perform. For some students who are fortunate enough to represent the school, they also learn to respect the opportunity and how to conduct themselves in a highly competitive environment

Students are continuously challenged in Physical Education to develop the technical and tactical knowledge required to improve performance. This is done through listening to teaching points, whilst observing demonstrations and crucially exploring through practical application. Lessons are developed from knowledge of skills in isolation to competitive conditioned situations to the full competitive context to allow students to retrieve their developed knowledge and respond with improved accuracy.

Transferable skills are embedded into the logistical structure of PE lessons, such as organisation and communication and also through students’ application of skills during performance, such as communication, teamwork and leadership. Students are allowed to apply knowledge and skills in competitive situations and can demonstrate their wisdom in selecting the right ones at the right times. Students are stretched through questioning to judge the application of performance and give reasons for performance outcomes.

Opportunities are provided for students to experience a wide range of sporting experiences through the variety of sports taught in lessons across the year that create greater possibilities for positive experiences and supportive situations. The assessment of students at KS3 is based on an ascending steps system so all students are directed towards understanding their current abilities and are aware of the requirements of higher ability, therefore being encouraged to aspire towards the ‘next step’. A number of competitions are available to students through the extra-curricular programme to assist them in making positive life choices and pursuing further experiences.

Extra-curricular successes are celebrated publicly in staff briefings and on Twitter and publicised in a half termly sports report.