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27/03/24

This evening was our Performing Arts Spring Showcase. There were so many talents on display. Well done to everyone that was involved today!🎺🎷🎸🎤🎻 pic.twitter.com/CtYcfeYPkn

27/03/24

Great to see the fantastic Y12 Jazz ensemble progressing thanks to the brilliant work of teachers Mike Rogers and Seb Marlow. Huge thanks also to for your work with our students🥇! what do you think? pic.twitter.com/TUNxrXKVUC

27/03/24

Harris Greenwich Vacancies😀 https://t.co/M5hChMTDRh

21/03/24

The NYJO Learning team is delivering a first-access project – Sound Foundations – in partnership with two local schools in Southeast London: and 🎷🎺https://t.co/Bav9m4j0u0 pic.twitter.com/b1rL3LQS0S

17/03/24

‘Red Nose Doodle Day’ is underway @ HAGR. Students creating red nose doodles for comic relief. If you want to donate please visit: https://t.co/VUJ0bu9bxJ  Thank you pic.twitter.com/vbpMRHFFzt

16/03/24

Our Year 9s getting stuck into their GCSE taster sessions. pic.twitter.com/iUMNjCq1kM

09/03/24

“HAGR celebrated World Book Day this year by having an author – Sonia Leong – come to visit. Sonia was doing workshops with students in Y7-Y10 through out the day where students had the chance to draw their own Manga characters. 📖📕 pic.twitter.com/9EUBUZR913

05/03/24

Year 7 Netball Team won their game against Harris Falconwood today. Happy faces all round. Well Done Girls🏐🏐 pic.twitter.com/O6M3oORivz

03/03/24

Our students cashing in on their positive points. Hard Work Pays Off🚀🏀⚽️🎻#REWARDSYSTEM pic.twitter.com/1KLd4a4PQ5

01/03/24

Our Year 11s in their after school Maths Booster on a Friday. #GCSEMOCKEXAMS 📚🧑‍🎓 pic.twitter.com/hNmI49aX8e

29/02/24

Well done to our four year 8 students who were selected by their peers to be apart of our school council 💥🚀👏🏽 pic.twitter.com/rH9APJFT9o

25/02/24

Year 10 taking  part in a Talent Foundry Careers Workshop. Students were able to develop their transferable skills, communication, and leadership. pic.twitter.com/jqTvZpQqrG

21/02/24

Our students attended a physical theatre workshop, inspired by the play TESS, using sticks to build and explore landscapes, creating striking imagery and working on precise transitions. pic.twitter.com/K3JhTLxaFe

20/02/24

What a start to the term having our amazing Jazz students performing last night 🎹🤩! Thank you for this fantastic opportunity! pic.twitter.com/pAWjz0sZSU

20/02/24

What a start to the term having our amazing Jazz students performing last night 🎹🤩! Thank you for this fantastic opportunity! pic.twitter.com/pAWjz0sZSU

01/02/24

Our year 8s smashing their interviews with the president and vice president of the student council🍾😀😀 pic.twitter.com/pnVggcj0Gu

01/02/24

Another week, Another Year 7 assembly 🚀💥 pic.twitter.com/Jpq3YO51Bc

29/01/24

"Author and Journalist, gave a talk on his best selling book 'Africa is Not a Country'. Dipo enlightened our students on the technological advances of Africa  and incredible natural resources, before the 'Scramble for Africa' interrupted its history. pic.twitter.com/HasqtOtcUk

26/01/24

Our Student Council Process has begun!! Congratulation for progressing into the final round. All the best 🧑‍🎓 👨‍🎓 🚀. ##StudentVoice pic.twitter.com/axnEJDLX3E

26/01/24

Ending lunch time on a high 🎤 🎹 🎶 pic.twitter.com/fR1yoHYyQm

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PE

Physical Education Curriculum Narrative

Physical education can challenge and inspire. It can lead to life changes in terms of improved health, learning achievements and the development of positive relationships. PE also plays an important role in our development and proves helpful for better physical, mental, social, emotional and spiritual life. We do not always have time to play indoor or outdoor games in the modern age of technology, but Sport is important for a person’s all-round development and for living a healthy life.

PE helps in developing the organic system and functioning of the body. It also improves the abilities of a participant to resist fatigue, to remain active and perform efficiently, which in life allows us to be more productive in both our personal and professional lives. It also helps in developing various kinds of intellectual qualities necessary both within and beyond the classroom. Thus, with the help of physical education, we develop intellectually. By participating in a variety of team and individual physical activities, we become more emotionally mature. As PE and sport often work in groups of more than one it allows us to work collaboratively together, including working with different cultures and backgrounds, and through sport we develop an understanding of working towards a common goal with co-operation and co-ordination. By participating in physical activities, qualities of group efforts, loyalty to the team and strong ties can be developed in participants. These qualities help in building a good moral character needed in modern society.

The PE curriculum here at Harris Academy Greenwich emphasises the connection between theory and practical skills and is designed to emphasise a variety of activities which embeds both practical and theoretical knowledge to develop further interest for either examinations and/or participation in later life. But more than this, the curriculum provides all students with the tools to be able to undertake a multitude of Team and Individual sports that break down social and gender barriers and provide the foundation to foster a lifelong love of sport and physical activity which can be carried with them through life. Undertaking this curriculum allows for students to not only access traditional future careers such as Sports Physiotherapy and PE teaching , but areas such as Sports Marketing and Sports Journalism. It also allows them to study further apprenticeships in areas such as sports coaching and Personal training programmes.

Key Stage 3

 

Throughout the students’ journey of key stage 3 in Physical Education the students are taught their content in an interchangeable manner and throughout the year, they make links between the sports that are studied; when teaching the table tennis grip to students, for example, we will make a link between that grip and those that they use in badminton, a sport that they will study within the same academic year. This allows us to develop and draw strong links between the ‘big ideas’ needed in each sport and because every sport that is studied is taught year on year all the way through key stage three, this repetition of sports allows for solid foundations at Year 7 that are then built upon in year 8 and 9. Theory knowledge is interleaved with the practical skills taught lesson by lesson in PE and checked twice termly by homework and bi-annual assessments.

 

 

Year 7

In year 7, the theoretical focus moves through the definitions of Health and wellbeing, Sporting ethics, skeletal system and components of fitness. The students will study the team sports of Rugby, Netball, Handball and Cricket alongside the individual sports of Table Tennis, Badminton and Athletics and cover the wellbeing topics of Fitness and Dance. In rugby, they will begin by looking at the technique of passing in both directions; the idea being that within games you need to have both offensive and defensive lines alongside the concept of offside. They then move onto falling and presenting the ball and the introduction of the rucking technique. Once the rucking technique has been mastered, they will look at the basics of side on tackling. Within their sports study of netball, they will look at the three different types of pass (Bounce, Chest and Shoulder) before they then focus on the key aspect of footwork in netball and place these skills into a competitive context. They will then learn how to mark a player when defending and how to create space when attacking. Within their handball scheme they will begin by focusing on grip and using one hand to pass which is a change from their netball study where two hands are used. They will then focus on being able to catch with two hands before releasing with one. These techniques are worked on by the hip, bounce, overarm and side passes. This is then followed by how to dribble using the correct technique before introducing the technique of shooting. They finish the unit by studying the basic principles of attacking and defending in a game situation. The final team sport they study is cricket, which sees them mastering the grip and stance of batting before progressing into the forward defence and drive. They then move on to study the roll and retrieve and long barrier technique for fielding and the difference between low and high catching. The final skill that they look at within cricket is the fundamentals of bowling and using the correct technique to perform a legal bowl. During their study of table tennis, students begin with the fundamentals of the grip and stance; the concept being the same in both cricket and badminton even though the stances and grips may be sports specific. They then study both the forehand and backhand pushes in isolation and then using direction. After this, the group are taught the service rules alongside the forehand and backhand serve. Within badminton as in other subjects the year starts with the basic forehand grip and stance. The students then work on underarm contact with the shuttle before extending this to being hit over the net. Once this has been delivered, they look to build on this skill with the overhead clear before looking to combine the two shots together. They finally look at how to move around the court effectively, being able to perform these two shots. Their final induvial sport offer in this year looks at athletics. Within athletics they will begin to look at the fundamentals in running, jumping and throwing. This year will see them study the 100m and the sprint start, as well as the 800m meters and pacing. Alongside this they will look at the shotput and the long jump. Their fitness content for this year sees them look at the reasons and ways in which we warm up and cool down. Along with the benefits to taking part in continual exercise. They will then look at the how we train for cardiovascular endurance and muscular endurance before looking at a method of training which is circuit training. Before finishing with an introduction in the principles of training looking at specificity. Within their dance thy perform in two different dance styles using the basic dance techniques such as cannon and unison, relationship and examining the idea of aesthetics.

They will in conjunction with Dance they will discover Outdoor and Adventurous Activities for year 7 these will include tent building, Orienteering, Team Building and archery.

 

Year 8

In year 8, students develop their knowledge of health and wellbeing, sporting ethics, skeletal system and components of fitness but now look at being able to apply these skills to sporting situations. Within their practical studies they will build onto the foundation skills learnt in year 7 providing a sound footing to build on the fundamentals in year 8. During their rugby unit they build on the side on tackling skills from year 7 and look at front on tackling. They will look at developing passing by using the miss and loop pass, as well as looking at how to outwit their opponent with a side step, which links to the skill of front on tackling. Having students the ruck in year 7, students now focus on when you would ruck and when you would not including counter rucking. This then develops again into the maul in year 8, before finally how to attack off of a ruck/maul. In netball they will develop their skills but placing them into a structured game of high 5 netball learning about the key positions. Once this is mastered, they then add the WD and WA to make a full game. They will then learn the new skill of shooting looking at it in both static and dynamic situations. In handball they will build on their dribbling and shooting skills by looking to use the dribble before taking a shot and attacking the D. they will then build on their basic attacking strategies by looking at attacking formations and positioning eg. 5-1 and 3 back players. They will then look at the different ways to defend tactically against these varying forms of attack. In Cricket they build on their basic bowling technique by looking at bowling at different lengths and the idea of going over or around the wicket. They will build on the basic batting technique by adding the sweep shot and the cut shot to their forward drive and defence from year 7. They will develop their fielding skills by looking at the short barrier and the technique needed to throw at the stumps. For their individual sports they will again look at table tennis where they will start by working on the forehand and backhand serve learnt in year 7 and look at hitting these with direction to outwit their opponent. They will then move onto the development of the forehand push to the forehand drive, before again looking at hitting with direction. This is then finished with the backhand drive again both in isolation and then hitting with direction. In badminton the students will begin by making sure that their overarm clear can be used in a rally, before adding the backhand and short serve to compliment the forward serve learnt in Year 7. They will then develop their understanding of the drop shot and be able again to place it effectively into a rally. This culminates in the introduction of the net shot. In athletics this year they will look at further athletics disciplines that they have not covered in year 7 but under the same three areas of running, jumping and throwing. These events are the 200m which includes bend running and builds on the sprint event of the 100m from year 7, the relay for the 4 x100m as well as the triple jump and javelin. Looking at their fitness work this year the students will build on the components of fitness taught in year 7 by looking at training for flexibility and agility. They will again look at two more types of training in fartlek and HIIT training . In principles of training, they build on specificity they learned in year 7 they will begin to look at progression. In Dance this year they will learn a different dance style to that learnt within year 7 but will be looking to build onto the dance techniques used of unison, Cannon and relationships and adding to these by looking at actions and space. Due to being in its infancy they will be undertaking a harder variation on the skills taught in Year 7 tent building, Orienteering, Team Building and archery.

 

Year 9

In year 9 they begin to diversify their theory knowledge and focus on its application towards sporting examples and placing content into a sporting context, as well as understanding how these theoretical aspects may affect their practical activities. This year practically see the students really focus on the more advanced skills in each of the sports taught within the curriculum rather than the fundamentals which has been the focus of years 7 and 8. In rugby they will be looking at the idea of spin passing building on the fundamentals of passing from years 7 and 8. They will then look at the idea of guards around the fundamental skill of the ruck. This leads on to the new advanced skill of scrummaging; due to the nature of this skill it is built up from 1v1 to 3v3 and then 5v5. The final skill that is taught in the use of kicking in the game and when and where it is used. In netball this year the students will begin by recapping both the footwork and passing needed in specific match based situations to develop a greater understanding of when to use each skill. They will then get back into positions learnt in year 8 and learn about the centre pass and the tactics that can be employed with it. Following on from this they will look at two attacking and two defensive tactics and use them effectively within a competitive situation including how to work to create a chance to shoot which develops from their shooting in year 8. In handball they will look at the jump shot building on the shooting technique from year 7 and the dribble and shoot from year 8. They will then look at techniques that are used to support the tactics learnt in year 8, such as the ability to create space. The same will then be done for the defensive tactics where they will look at using a 6.0 defence to get players to form a “wall”, where players should leave their space to pressure players directly opposite them, before stepping back and filling their gap once the ball has been played. Their cricket will see students develop their forward drive shot from lower years into playing an on and off drive, performing these both within isolation and a game. They will develop their bowling to deliver a slower ball to deceive the batsman. They will also look at the idea of diving and close in fielding before finishing with the batting backfoot defensive and drive shot. In their individual sports they will again look at table tennis, badminton and athletics. In table tennis they will develop their forehand to be able to play the forehand flick as well as the forehand topspin and slice. This will lead to them undertaking the backhand slice and topspin before working on both singles and doubles tactical play. In badminton they will use the previous taught skills of the drop shot and net shot and look how these shots can be performed in tactical play. This then leads on to adding the lob and smash shot to their set of skills before they finish the unit placing all the skills into competitive situations. In athletics they will focus on remaining disciplines not covered so far at KS3 meaning they will look at the relay in 400m and the 300m , they will learn how to throw a discus and undertake the two techniques that can be used in the high jump of the scissor kick and Fosbury flop. In their fitness unit students will look at the difference between training anaerobically and aerobically applying these to practical situations. They will look at two more different types of training in Power/Plyometrics and Weight training. This then follows on with the next principle of training from previous study in years 7 and 8 where they will look at overload, and placing this again into circuit training. Dance this year they will learn a different dance style to that learnt within year 7 and 8 and again will be looking to build onto the dance techniques used of unison, Cannon and relationships, actions and space and adding the concepts of choreography and dynamics to it. In year 9 OAA they will again study the core OAA skills of tent building, Orienteering, Team Building and archery but look at a wider variety of these skills

 

Key stage 4 

 

For those students who opt to take PE at KS4 there are two pathways; GCSE or Cambridge National. Within these they have the opportunity to build upon the foundations set practically in KS3, further exploring the way in which parts of the human body work and function during physical activity and the physiological adaptations that can occur during training.  

 

GCSE

At GCSE the students have the opportunity to interleave learning from a range of topics including; The cardiovascular system, Deviance in sport, Short term and long term effects of exercise and Engagement in physical activity and sport in the UK. Each topic is broken down into small segments which allows the students to cover bitesize content from each topic throughout year 10 and 11. This method of interleaving has proven invaluable in preventing students “forgetting”; let’s not learn all of the cardiovascular system at the start of year 10 but build and develop bitesize knowledge throughout the two year course allowing for much powerful learning and embedding of knowledge. By the end of year 10, students will have covered three quarters of the theory content required for their final summer exams in year 11 with the final quarter being delivered between September and Christmas of year 11. At this stage, the more challenging content from exam one will be mastered allowing for less time for this content to be “forgotten” prior to the summer exams. Between January and March of year 11, students will have the opportunity to apply their previous learning to an element of coursework. This will involve the students analysing key skills required and evaluating their own performance within a chosen sport, considering strengths/weaknesses, and designing a training programme to improve a personal weakness of theirs. Further to theory lessons, students will use their new found knowledge and apply it within practical lessons. Students will administer and conduct fitness tests, collate data and analyse performance within a practical setting. Students will partake in a range of individual and team sports and with the assistance of their teacher will work towards choosing three sports to take forward for final assessment in year 11.

 

Cambridge National

 

At the beginning of year 10 students will begin to study their Unit 1 exam. The content begins by them studying factors and participation rates that affect sport in the U.K, as well as the modern Olympic games and its moto. They will then focus on the impact ethical issues such as performance enhancing drugs have on Sport and the ways in which the governing bodies are trying to ensure a level playing field. They will look at possible sporting initiatives that have been put in place by national governing bodies to allow people from all backgrounds to enjoy their sport. Finally, in the exam the students will look at the ways in which sports are governed by these bodies, what part of sports they oversee, and the roles in which they play in making sure that sport is accessible for all. Alongside this they study practical lessons which focus on developing their practical skills in both team and individual sports ranging from basketball, netball, handball and cricket, to the individual sports of table tennis/badminton and athletics. They are assessed technically in their sport specific skills and the ability to perform tactically within these sports during each unit of study. They also will be assessed in their communication and teamwork skills when participating in these sports. Afterwards, they begin to analyse their performance, finding strengths, weaknesses and the impact that these will have on their game. They then find methods and tools such as the different types of practice and the different skill types to help them begin to plan a way that will help support an improvement in areas of weakness that they have discovered in the form of a six week training plan, before they discuss the varying methods of monitoring their performance throughout the plan and the reasoning to why they might use this. This then leads into year 11 where they focus their studies on Sports leadership and Sport and the Media. Sports leadership see them discuss the major roles and responsibilities of a leader/coach and why these are important, before discussing the possible risk factors that may affect their session and producing a risk assessment to limit these factors. They follow this by planning and delivering a progressive coaching session to younger students following a structure that they are familiar with from their lessons at KS3, before analysing their success and recommending improvements. The year culminates in them discovering the relationship of sport and the media. They look at the different forms of media that are available before looking at both positives and negatives and how each need each other to be successful. They then look at how sport has been reported through time and the differences between today's age of social media to previous decades where this was not as prominent, before analysing how two media outlets can report a current sports story.

 

Core PE

At Harris Academy Greenwich all students take part in Physical Education even if they chose not to carry it on as an examinable subject. They are given the opportunity to take part in activities that allows them to continue to lead a healthy and active lifestyle and that will give them the confidence and opportunities to explore sport both with school and outside in the community, leading to the using sport to provide a balanced lifestyle in post Academy life. These sports are a continuation from Key Stage 3 but focus no longer on the teaching of new skills but the practical application of the skills and tactics into both drills and game-based scenarios, to allow this to occur fully at Key Stage 4 we allow students to take part in 6 week blocks due to the fact that they go from having 2 PE lessons a week at Key Stage 3 to 1 at Key Stage 4.

 

Key stage 5 

 

By the time students reach KS5 where two options are available to students are A level and Cambridge Technical. This allows students who have studied at Key stage 4 the opportunity to continue building on their core knowledge that has been delivered at Key stage 4. 

Physical education can challenge and inspire. It can lead to life changes in terms of improved health, learning achievements and the development of positive relationships. PE also plays an important role in our development and proves helpful for better physical, mental, social, emotional and spiritual life. In A level PE, there are three key areas studied; physiological aspects which focuses on the impact of physical activity on the body systems; psychological aspects such as how memory models can improve movement skills and finally students will develop knowledge of the emergence and evolution of modern sport. Students will develop theoretical knowledge and an understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. Students will be assessed practically in one chosen sport throughout the two-year course through video recording collection.

Cambridge Technical Level 3 provides an exciting opportunity for all students who have a passion for sport and are interested in how excellence in coaching and leadership can be developed. Students will follow a vocationally specific qualification which will develop a range of personal skills and knowledge that will be essential for successful performance in working life. In year 12, students develop their knowledge of Anatomy and Physiology in an examined unit, which works on the major bones, muscles and joints (a skill that has been interleaved throughout KS3,4 and now 5) and their adaptations during both the short- and long-term during exercise. They will also study how the respiratory and cardiovascular systems work in relation to our performance and their long- and short-term effects. This finishes with a study of the makeup of the body’s three energy systems and when each is needed during different sporting events. After a January exam, students move on to Sports Development, in which they will study the structure of sport within the UK and the roles of UK government departments and national governing bodies and supportive bodies in supporting the development of sports that are experiencing either a fall in popularity or lack of facilities. They will then study the sport development triangle and the possible barriers at each stage and how they can use the sporting bodies to help overcome these barriers. This continues by looking at the target groups and what the major barriers to participation are (a strong link for those that study Cambridge National Level 2 at KS4). It emphasises the links between the bodies and these target groups and the measures that can be taken about trying to improve their participation. Once the measures have been identified they will then look at the success criteria of the measures spoken about, before discussing the possible impact they may have. Finally, they will look into the advantages and disadvantages of sports development as a whole before undertaking their unit 3 exam in May.

As they transition into year 13 the focus moves from exam studies to coursework based topics of study. They will begin the year looking at developing their coaching skills from KS4 and develop it into delivering a progressive and sequenced series of leadership sessions to others before using this knowledge to organise and plan their own sports competition and performing a variety of roles to make this successful; they have foundation knowledge of these aspects from Key Stage 4 in delivering a standalone sports session. Here there is more focus placed on the individual needs of people in the group, but also how they may have to adapt each of their sessions to cater for the varying levels of ability of the participants. They also have to understand the theories of group dynamics and Steiner’s Model of Group effectiveness to allow them to plan effectively and learn how different learners may perceive them and how to get the best out of them. They will then evaluate their performance across these sessions in relation to how they feel the students have achieved and where and when they may have had to adapt the sessions and the impact that that has had. The next Unit of Studi is Organising Sports Events, this is designed for them to develop skills in planning, promoting and delivering a sports event. With the focus primarily on set of specific roles as well as working as part of a team, reflecting on your input and future personal development. This unit enables students to establish transferable skills which can be used within sport and active leisure as well as within the fitness industry. It will also enhance skills such as teamwork, organisation and safeguarding awareness. The final topic of study is Sports Injuries and rehabilitation. This unit will teach students how to recognise and treat common sports injuries both immediately and through a long term rehabilitation programme, the possible psychological impacts of sports injuries and how to minimise the risk of sports injuries occurring in the first instance.

 

 

Documents

PE curriculum KS3 and 4 07th Mar 2022 Download