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Physical Education
Head of Subject: Miss Kirsty Treloar
ktreloar@redruth.cornwall.sch.uk
Intent of the PE curriculum
To provide multiple sporting opportunities which enthuse, challenge and enable physical development, whilst experiencing and gaining a wide variety of life skills, engaging physically and socially in lessons and extra-curricular provisions. The foundations of our curriculum promote the importance of leading a healthy life and how physical activity contributes towards this. We strive to ensure that our young people leave Redruth with the knowledge, skills and understanding of a range of sporting activities that they pursue into adult life knowing the benefits that this will have for a healthy future. At Redruth our mission is to enable students to apply their knowledge and skills across the broad range of sports and know the importance of leading a healthy active lifestyle beyond school. 
What does the Key Stage 3 curriculum look like?
Year 7: students know what movement skills are involved and how to perform them across 8 different sporting activities. Students develop their technique and improve their performance through knowledge of the rules of the activities, and get an introduction to start to develop motor competence through practice.
Year 8: students know what safe and successful movements look like across a broad range of sporting activities and show when to use them in the correct sequence or timing of the skill/movement. Students start to use a range of tactics and strategies to overcome opponents in direct competition and apply rules, and strategies. Students start to understand what healthy participation means, motor competence is developed through repeat of sporting activities from Year 7.
Year 9: students show how to perform safe and successful movements through applying tactics of when to use individual skills and sequencing of movements in a range of sporting activities. Students start to analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best. Application of rules, strategies and tactics are shown using developed motor competency. Students know how to participate in sport to achieve a healthy participation.
What does the Key Stage 4 curriculum look like?
Key Stage 4 core curriculum: students are able to grow and apply the movement skills and knowledge of the activity through practice to execute safe and successful outcomes. Students grow through developed knowledge of what activities are to be followed post education through an informed choice curriculum offer.
Students are able to evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best. Students will have the ability to continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.
Motor competence is secured within individual capabilities and rules, strategies and tactics are understood and applied to encourage healthy life long participation in students’ chosen activities.
Key Stage 4 sport science curriculum: students begin their sport science course with a 40% coursework unit looking at their current fitness, strengths and weaknesses. Using these results they then learn the principles of training and how to improve any fitness and skill weaknesses to be better at their chosen sport. Students understand the importance of gradually increasing the demands on the body through a range of techniques and how to avoid injury through doing so.
In the second coursework unit, worth 20% of the course, starting at the end of Year 10 students look at both the short term and long term effects of exercise on the body. Within this, they gain knowledge of how the body is structured, learning about the musculo-skeletal and cardio-respiratory systems and the impact of exercise on both.
To complete Year 11 and the course, students study the risk of injuries in sport which is 40% of the course and assessed through an external exam. They learn what extrinsic and intrinsic risks factors are and how to control them. They understand the importance of a warm up and cool down and are able to know the signs, symptoms and treatments for diabetes, asthma and epilepsy.
How can you support learning at home?
Any encouragement for young people to take part in healthy lifestyles and any sort of exercise will have huge benefits. This could be walking the dog together or playing in the park, all the way to attending clubs and fixtures to support your young person.
