The KS3 PE curriculum aims to instil a lifelong love of physical activity by developing students’ physical literacy, self-esteem, and personal well-being. Rooted in the philosophy of the IB MYP, it encourages students to be inquirers, engaging with key and related concepts within a global context. The curriculum creates an inclusive, engaging, and safe environment where students can thrive, both competitively and non-competitively, through personal, moral, and physical development. In line with our mission “Where ambition takes flight,” the curriculum encourages students to engage in a plethora of sporting disciplines for them to find their calling, with the ultimate goal of creating a life long love of physical activity.
PE Statement of Intent
The core aspiration of this PE curriculum is to instill a lifelong love of physical activity by developing students’ physical literacy and boosting their self-esteem and well-being. Guided by the IB MYP, the curriculum is highly ambitious and sequenced to encourage students to be inquirers and to deepen their understanding across a plethora of sporting disciplines. It aims to be inclusive, setting high expectations and offering diverse competitive and non-competitive opportunities to engage all learners. Finally, the program builds cultural capital and essential transferable skills like leadership and teamwork through enrichment, ultimately fostering holistic personal, moral, and physical development.
The curriculum is highly ambitious and carefully sequenced to ensure continuity and progression across KS3. Key themes and skills are revisited, developed, and refined over time, enabling students to deepen their understanding and enhance their performance. The assessment framework is designed to promote both formative and summative opportunities for students to demonstrate their knowledge, reflect personally, plan effectively, and evaluate their learning.
An inclusive approach underpins all aspects of the curriculum, ensuring accessibility for all learners regardless of ability or background. High expectations for behaviour and achievement are supported by well-established routines for learning and the highest quality teaching. A range of competitive and non-competitive opportunities are provided to stretch, support, and engage every student, promoting a holistic approach to physical, social, and emotional development.
The curriculum is enriched through a broad and balanced range of activities that build cultural capital and develop students’ understanding of global perspectives in sport and physical activity. Students are given opportunities to explore diverse sporting traditions, collaborate and compete with others, and build interpersonal skills. Through enrichment activities, extra-curricular clubs, school competitions and community engagement, students develop teamwork, leadership, and communication skills that extend beyond the classroom and contribute meaningfully to their overall character development.
KS3: Physical and Health Education
Module 1
Unit Title: Developing Skills, Techniques and Roles Court Sports (Netball/Basketball)
Statement of Inquiry: Relationships are built and strengthened through interaction and teamwork, shaping our identities and relationships with others in team sports
Module 2
Unit Title: Developing a Range of Tactics and Strategies (Tag Rugby)
Statement of Inquiry: For a team to function effectively, all team members must communicate using a common language.
Module 3
Unit Title: Performing Dances with Advanced Techniques – Aesthetics (Dance) Switching with M4 Badminton
Statement of Inquiry: Aesthetic movement is refined through practice and creativity, allowing personal and cultural expression.
Module 4
Unit Title: Developing A Range of Tactics and Strategies – (Badminton) Switching with M3 Dance
Statement of Inquiry: Understanding the boundaries of the court and rules helps us make smart choices that build strong connections
Module 5
Unit Title: Participating in Problem Solving Activities (Striking and Fielding)
Statement of Inquiry: Making progress means solving problems by adapting to change within systems.
Module 6
Unit Title: Demonstrating Personal Improvement (Athletics)
Statement of Inquiry: The development of human capability is reliant on energy and adaptation.
Module 1
Unit Title: Developing Skills, Techniques and Roles in a Sport (Handball)
Statement of Inquiry: Interactions within teams influence development and equality.
Module 2
Unit Title: Developing a Range of Tactics and Strategies (Rugby)
Statement of Inquiry: Successful systems rely on purposeful movement and effective communication through interaction.
Module 3
Unit Title: M3 Service in Action
Statement of Inquiry: Creativity can be refined and developed aesthetically through personal expression.
Module 4
Unit Title: Developing a Range of Tactics and Strategies (Badminton)
Statement of Inquiry: Success relies on the variation of an individual’s logical choices.
Module 5
Unit Title: Participating in Problem Solving Activities (Cricket/Rounders)
Statement of Inquiry: Performers thrive when given the opportunity to make their own choices and be creative
Module 6
Unit Title: Demonstrating Personal Improvement (Athletics)
Statement of Inquiry: Effective communication in a supportive environment promotes collaborative development.
Module 1
Unit Title: Developing Skills, Techniques and Roles (Court Sports – Netball/Basketball)
Statement of Inquiry: Communication and interaction can influence how individuals understand their roles and shape relationships within teams.
Module 2
Unit Title: Participating in Problem Solving Activities (OAA
Statement of Inquiry: Through cooperative movement, individuals in teams build stronger relationships during problem-solving activities
Module 3
Unit Title: Developing a Range of Tactics and Strategies (Football)
Statement of Inquiry: Strategies and systems often require adaptation to find solutions to challenges in game situations
Module 4
Unit Title: Performing in Aesthetic Activities (Exercise to Music/HRF)
Statement of Inquiry: Movement and energy can develop fitness and health, improving your way of life.
Module 5
Unit Title: Participating in Problem Solving Activities (Striking and Fielding)
Statement of Inquiry: Cooperation and effective relationships help to ensure adaptation occurs to overcome challenges.
Module 6
Unit Title: Demonstrating Personal Improvement (Athletics)
Statement of Inquiry: Refining skills can progress students’ development
KS4: BTEC Award in Sport
Module 1
HRF/OAA/Invasion/Net and Wall Pathway and Component 1: Preparing Participants to Take Part in Sport and Physical Activity
Module 2
HRF/OAA/Invasion/Net and Wall Pathway and Component 1: Preparing Participants to Take Part in Sport and Physical Activit
Module 3
HRF/OAA/Invasion/Net and Wall Pathway and Component 1: Preparing Participants to Take Part in Sport and Physical Activity
Module 4
HRF/OAA/Invasion/Net and Wall Pathway and Component 1: Preparing Participants to Take Part in Sport and Physical Activity
Module 5
HRF/OAA/Invasion/Net and Wall Pathway and Component 1: Preparing Participants to Take Part in Sport and Physical Activity
Module 6
HRF/OAA/Invasion/Net and Wall Pathway and Component 2: Taking Part and Improving Other Participants Sporting Performance
Module 1
HRF/OAA/Invasion/Net and Wall Pathway and Component 2: Taking Part and Improving Other Participants Sporting Performance
Module 2
HRF/OAA/Invasion/Net and Wall Pathway and Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
Module 3
HRF/OAA/Invasion/Net and Wall Pathway and Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
Module 4
HRF/OAA/Invasion/Net and Wall Pathway and Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
Module 5
HRF/OAA/Invasion/Net and Wall Pathway and Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
Module 6
HRF/OAA/Invasion/Net and Wall Pathway and Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
KS5: BTEC Sport
Module 1
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 2
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 3
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 4
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 5
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 6
Unit 1 – Anatomy and Physiology
Unit 5 – Application of Fitness Testing
Module 1
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry
Module 2
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry
Module 3
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry
Module 4
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry
Module 5
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry
Module 6
Unit 2: Fitness Training and Programming for Health, Sport and Well-Being
Unit 3 : Professional Development in the Sports Industry