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Physical Education

We are fully committed to the development of physical education within the curriculum, and provide a positive learning environment where students feel confident, safe and thrive on the need to develop themselves, physically, mentally and emotionally. We encourage positive values through a variety of teaching strategies and methods in order to gain the best results from all students, irrespective of gender or ability. We aim for all students to reach their own maximal potential in practical performance through developing resilience and determination across a range of sporting activities.

In addition to our core PE in Years 7 to 11, we offer GCSE and A-level courses, and also provide students with the opportunity to develop their leadership skills on the Sports Leaders level 1, 2 and 3 courses. Students frequently assist our District School sports manager with festivals or competitions within our family of schools and the Dacorum area and we pride ourselves on the impact that our Sports Leaders have within the community.

We believe that for learning to be truly inclusive it should be personalised for each student. This is something we have worked hard to develop recently, which has had a positive impact on our GCSE and A-level results. We value good relationships between students and staff and fully encourage the ethos of the school to develop the “whole person”.

The opportunities we provide to students are not confined to the school timetable: extra-curricular activities are crucial to promoting lifelong participation in physical activity. It is vital that students take part in physical activity outside of school, not only to improve fitness and skill levels, but also as part of a healthy lifestyle. At Ashlyns we are passionate about sport, not just for the elite but for everybody to take part in. Our staff freely give up their time to create opportunities for extra-curricular clubs and fixtures, and we expect students to attend at least one club per term.

For details of our extra-curricular timetable, visit the PE area on the Portal or view a sample timetable here.

Physical Education: Key Stage 3

Students take part in two, one hour lessons of compulsory PE per week. Students will experience a range of activities based on the six key themes of; Outwitting Opponents, Developing Technique to Improve Performance, Accurate Replication, Intellectual and Physical Challenge, Analysing Performance to Achieve Personal Best and Making and Applying Decisions.

We pride ourselves on the range of sports available to students both inside and outside of the curriculum and lesson activities include dance, gymnastics, trampoline, football, rugby, netball, basketball, fitness, OAA, cricket, rounders, athletics and tennis. All students will experience a range of roles within these sports, from participating to leading and officiating. Progress is monitored throughout the year with the students being continually assessed in order to ensure that their needs are being met and personal development is occurring. Activities are split into eight sessions per activity and the classes are split by gender and set by ability in order to ensure that every child’s needs are met.

Sample Year 7 Physical Education Curriculum

Physical Education: Key Stage 4

In Years 10 and 11 students continue to receive the same four hours of Physical Education lessons as they experienced at KS3.  As the students are more developed, both mentally and physically, the focus of these lessons is to firmly embed the love of a healthy, active lifestyle and for students to understand the importance of staying active. The basis of these lessons will be more on competition within different sports and enjoying taking part and being healthy. Students will cover a range of activities previously covered within KS3 with more of an emphasis on them to lead the sessions, further developing their confidence and leadership skills within a practical situation. At the start of the year students will pick their pathway of either Sports Leaders or conventional PE.

Physical Education: Sports Leaders Award

The Level 1, 2 and 3 Awards in Sports Leadership are a nationally recognised qualification that enables successful candidates to independently lead small groups of people in sport and recreational activities. The qualification teaches generic leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit.

Example Course Structure

The Level 2 Award in Community Sports Leadership consists of eight units of work:

  • Contribute to organising and delivering a sports activity session
  • Establish and maintain a safe sporting activity
  • Understanding the structure of sport and recreation at local, regional, and national level
  • Understand and lead fitness sessions
  • Demonstrate principles and practice in running sporting events and competitions
  • Demonstrate principles and practice in adapting sports activities
  • Plan a series of appropriate sporting activities
  • Demonstrate leadership skills in the community

Coursework Information

The qualification will take a minimum of 35 Guided Learning Hours. Various factors such as the candidate/tutor ratio, the number of candidates, and the experience levels of the candidates will influence the time allocated to the delivery of any given course.

Unit 8 requires a minimum 10 hours of leadership to be completed by the candidate away from the centre; these hours are not included in the 35 Guided Learning Hours.

Learning Outcomes

Each unit is broken down into learning outcomes; these learning outcomes indicate what the candidate is expected to know, understand, or be able to do in order to pass each unit.

Assessment Criteria

It is possible to take each of the learning outcomes and break them down further into assessment criteria. We can think of the assessment criteria as what the candidate will be expected to achieve, in order to demonstrate that the learning outcome has been met.

Physical Education: GCSE

Course Structure

The course is divided into three sections:

  • Practical assessment – 30%.
  • Theory – 60%. Two examinations.
  • Personal Exercise Programme – 10%.

Coursework Information

The practical side of GCSE PE is classed as coursework. Students are required to take part in a moderation week during the spring term in Year 11, when they are assessed in three sports within the role of a performer, from a prescribed list. Practical ability and understanding of the activities count towards the final results.

It is essential that students attend extra-curricular clubs regularly in order to achieve their potential practical grades, and are regularly taking part in at least three sports (one team and one individual). For activities that are not able to be assessed in school then video evidence will be required.

Course Content

Students will cover a wide range of topics including the fitness and body systems and the applied anatomical and physiological make-up of the human body, as well as movement analysis and physical training.  They will also study health and performance and the topics of health, fitness and well-being, sport psychology, and the socio-cultural influence on participation. There are two external exams in the second year.

For more course details including a revision timetable, please visit the PE Portal area.

Edexcel GCSE Physical Eduation (2016) Pearson Specification Pages 

Physical Education: A Level

Course Overview

This course is based on the interaction between the theory and practice of physical education. Students will gain a clear appreciation of key issues in physical education including balanced, active and healthy lifestyles, a focus on performance in practical activity, and the opportunity to pursue particular areas of interest. The course is assessed 70% theoretically and 30% practically.

Component 1: Scientific Principles of Physical Education (35%)

This area is divided into three sections; applied anatomy and physiology, exercise physiology and applied movement analysis (biomechanics). This will develop the students’ knowledge of the anatomical/structural and physiological/functional roles performed in the body. They will cover how different stresses will bring about both acute and chronic responses, and how principles of Newton’s Laws of motion and movement analysis can be applied to sporting technique in order to improve performance. They will understand concepts of energy and how they relate to physical activity.

Component  2: Psychological and Social Principles of Physical Education (35%)

The fundamental aim of this unit is to increase the students’ knowledge and understanding of skill acquisition, sports psychology and sport and society. They will learn about the nature and development of skills within sport, the different learning theories, how memory systems process the information and the acquisition of skill. They will understand the role that sports psychology plays in facilitating optimal performance by exploring the different psychological views, theories and perspectives and applying them to discover an explanation of behaviour. They will gain an insight into the relationship between sport and society and the parallels between societal changes and sport, utilising this knowledge to consider historical and contemporary events and trends and the potential future developments. They will gain knowledge of the role commercialisation, politics, ethics and pressure play on a performer and the relationship between the media and sport.

Component 3: Practical Performance (15%)

Students will be required to perform or coach in one physical activity from a prescribed list. They will need to demonstrate their skills under pressure, in conditioned practices and a formal/competitive situation. They will be assessed on their decision making, technique, and use of strategies and tactics.

Component 4: Performance Analysis (15%)

The task encompasses a thorough analysis of a performer by investigating two components of a physical activity (physiological or technical/tactical). Students will produce an evaluation demonstrating the strengths and weaknesses and areas for subsequent development of a performer. They will then design a personal development plan focusing on the key areas for development.

Edexcel AS and A level Physical Education (2016) Pearson Specification Pages