In This Section

  • Key Stage 3

    Main Aims in KS3 PE

    To develop practical skills in a wide range of sporting activities and ensure each student’s fitness levels are challenged in order to maintain a healthy, active lifestyle.

    To develop a deep understanding and knowledge of a range of sports and apply knowledge to help improve practical performance.

    To inspire and encourage students to challenge themselves practically and mentally to build strong resilient independent learners who are committed to a healthy active lifestyle.

    To develop each student’s competence and confidence through our high-quality PE curriculum enabling all pupils to enjoy and succeed in many kinds of physical activity.

    Year 7

    Our students in year 7 will complete their first year at Taverham High School in mixed gender groups but will be split into ability groups. We aim to provide students with a broad curriculum which focuses on developing key skills needed in PE and their overall fitness, health and wellbeing. Our assessment focuses on 3 key values throughout the year, practical performance, knowledge and understanding and students’ mind set to learning.

    Practical performance will assess their skill ability across the curriculum in a variety of sports and their decision making within their performance and their overall fitness.

    The knowledge component of assessment will focus on their understanding of technique for different skills, rules of the game and tactics to improve performance.

    Our third strand of assessment will consider students’ mind set considering their effort and commitment in lessons and how they apply themselves across the broad curriculum.

    These 3 key values will be a constant theme within our practical lessons over the whole of key stage 3 in order for students to monitor their progress.

    Year 8

    Students this year are split into single gender sets and again grouped by ability. Our top set boys and girls groups will begin to really focus on practical performance in team and individual sports which start to build the students understanding of what is expected of them at GCSE PE level in their practical performance. The same 3 key values still apply and are used during assessment to provide a constant theme of assessment for students.

    Practical performance looks at skills in both team and individual sports and begins to unpick the skills required within those sports in more detail looking at principles of attack and defence and how they can be used effectively in game play.

    Our knowledge component this year assesses students’ ability to build on prior understanding of rules, skills and tactics in order to discuss performance strengths and areas to improve. Through this component this year students will also begin to develop leadership skills through warm ups and some drill and game situations to help build confidence and other leadership skills.

    Our final key value still encourages students to ensure they are committed to learning and are continuing to work at a level which challenges their fitness and ensures they are making progress.

    Year 9

    This year students are kept in same gender ability groups similar to year 8 however there is always room for movement between groups during the years. This year will really begin to unpick specific parts of the GCSE PE specification, especially for top set groups who will potentially be picking GCSE PE in key stage 4; this ensures students are prepared for the expectation in lessons and some of the content to be covered in the course. The same assessment procedure is used in this year to finish off their key stage 3 PE experience using the same 3 key values for them to monitor how much progress they have made throughout the key stage.

    Practical performance is linked to GCSE sports and developing appropriate skills, techniques and tactics that they would need to succeed in that sport at GCSE level. This will mainly include game play and applying the different skills and tactics in order to make game play effective.

    Knowledge and understanding will build on rules and regulations by developing students’ leadership through officiating in different games. Students will also be expected to show understanding of rules in their own game play and when doing other leadership roles. Students will also develop leadership through coaching where they will be expected to lead specific parts of a lesson, depending on their ability, to show transfer of knowledge into practices.

    Our final strand of mind set allows students to continue to commit to their PE lessons, ensuring organisation and effort is focused on developing their learning so that progress is maximised. 

    Curriculum Timetable 2017/2018

    To access the PE curriculum timetable please click on the link below:-

    Curriculum timeline 2017-2018

  • Key Stage 4
    Physical Education (Core)
    Every student is required to participate in two hours of physical education per week as a core provision. There is a wide range of activities offering different experiences to suit the individual needs of our pupils. Some activities build on those covered in key stage 3, whilst others are new to the students, such as volleyball and trampolining. Students are expected to take responsibility in their lessons, taking on different roles such as performer, coach or official
    Physical Education
    Why study Physical Education?
    GCSE study in Physical Education will equip learners with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. We aim to challenge, motivate and inspire learners in the subject enabling them to make informed decisions about learning opportunities and pathways.
    What areas would you study?
    The course offers a mixture of practical and theoretical work. A range of team and individual sports will be covered in practical sessions, improving your skills in each in preparation for practical assessment. Students will also improve their ability to analyse and evaluate performance in specific sports of their choice. Students will develop their theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. They will cover a range of topics in theory that aim to help students understand the contribution which physical activity and sport make to health, fitness and wellbeing. These topics include understanding how the physiological and psychological state can affect performance and understanding how key socio-cultural influences can affect people’s involvement in physical activity.
    How are you assessed?
    Content Overview Assessment Overview Applied Anatomy & Physiology Physical Training Physical factors affecting performance (01) 60 marks 1 hour Written paper 30% of total GCSE Socio-cultural influences Sports psychology Health, fitness and well-being Socio-cultural issues and sports psychology (02) 60 marks 1 hour Written paper 30% of total GCSE Practical activity assessment Analysing and evaluating performance (EAP) Performance in PE (03) 80 marks Non-exam assessment 40% of total GCSE
    Where will this take me post-16?
    This course provides an excellent route into ‘A’-level physical education, psychology, science, sociology and allows for progression to related vocational qualifications, such as BTEC Nationals in Sport or Sport and Exercise Sciences. With further training, it can lead to a wide variety of employment opportunities in sports science, teaching, physiotherapy, dietician, recreational management, coaching, officiating, the fitness industry and the armed forces.

    Curriculum Timetable 2017/2018

    To access the PE curriculum timetable please click on the link below:-

    Curriculum timeline 2017-2018

  • Sixth Form

    Physical Education (A Level)

    Examination Board: OCR GCE Physical Education

    Introduction and Structure: A Level Physical Education offers students the opportunity to explore and develop a breadth of skills and enhance their understanding of Physical Education. The aims of the course are:

    • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
    • understand how physiological and psychological states affect performance
    • understand the key socio-cultural factors that influence people’s involvement in physical activity and sport
    • understand the role of technology in physical activity and sport
    • refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
    • develop their ability to analyse and evaluate to improve performance
    • understand the contribution which physical activity makes to health and fitness
    • improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.

    Content Overview

    Assessment Overview

    • Applied Anatomy

    & Physiology

    • Exercise physiology
    • Biomechanics

    Physiological factors affecting performance


    90 marks

    2 hour written paper


    of total


    • Skill Acquisition
    • Sports psychology


    Psychological factors affecting performance


    60 marks

    1 hour written paper


    of total

    • Sport and society
    • Contemporary issues in physical activities and sport

    Socio-cultural issues in physical activity and sport


    60 marks

    1 hour written paper


    of total


    • Performance

    or coaching

    • Evaluation & Analysis of Performance for Improvement (EAPI)

    Performance in physical education


    60 marks**

    Non-exam assessment



    of total




    Applied Anatomy & Physiology (1)

    • Joints, movements and muscles
    • Cardiovascular system
    • Respiratory system
    • Energy systems*
    • Environmental effects on body systems*

    Exercise Physiology (1)

    • Diet & Nutrition
    • Ergogenic aids
    • Training methods
    • Injury prevention

    & Rehabilitation*


    Biomechanics (1)

    • Biomechanics principles, levers and use of technology
    • Linear motion, angular motion, fluid mechanics and projectile motion*

    Skill Acquisition (2)

    • Classification of skills
    • Stages of learning
    • Feedback
    • Memory models*


    Sports psychology (2)

    • Individual differences
    • Group & team dynamics in sport
    • Goal setting
    • Attribution*
    • Confidence, self-efficacy and leadership in sport*
    • Stress management

    to optimise performance*

    Sport and Society (3)

    • Emergence and evolution of modern sport
    • Global sporting events


    Contemporary issues in physical activities and sport (3)

    • Ethics and deviance in sport*
    • Commercialisation

    and media*

    • Routes to sporting excellence in the UK*
    • Modern technology in sport*

    Performance or coaching (4)

    • Assessed in the role of performer or coach in one activity.
    • Demonstrate effective

    performance, use of tactics or techniques and ability to observe the rules and

    conventions of applied


    Evaluation & analysis of performance for improvement (4)

    • Observe a live or recorded performance by a peer in either their own assessed performance or another.
    • Through observation,

    learners will provide an oral response analysing and

    critically evaluating

    their peers’ performance.



    Forms of assessment

    A01, A02 and A03 - will be assessed using a mixture of objective response, short and medium length answers and extended response items. It may also include the use of multiple choice answer questions.

    A04 (Performance in physical education) - will be assessed via NEA which will include a practical performance and the Evaluation and Analysis of Performance for Improvement (EAPI).

    Careers: Physical Education helps you to develop a variety of skills such as analysis, independent learning, effective communication, teamwork and leadership. It is an excellent pre cursor to many university courses as well as leading to opportunities in careers such as; sports journalism, sports psychologist, sports development, dietician, PE teacher, physiotherapist and sports kinesiology.

    Entrance Requirements: Standard entry requirement for entry onto A-level programmes of study is 6 GCSE’s at grade C or above. You will need to have either a GCSE in PE or Science at grade B.


  • Assessment

    YEAR 9 

    Key Values 

    Practical Performance –

    Skill, Decision making, fitness


    Understanding, Evaluating performance, Leadership

    Mind Set

    Attitude to learning





    Skill – Can be successful in a range of different skills and can attempt to transfer into game play.

    Decision Making – Can make correct decisions in skill practice and game play.

    Fitness – Are able to meet the demands of some environments.  



    Understanding – Knows and uses the correct terminology for a range of skills. Can identify simple rules required for a range of sports.

    Evaluating performance – Can work as part of a small group to identify strengths or weaknesses in a peer’s performance using set criteria.

    Leadership – Can work in a group to lead a warm up.


    - Passive learner who is happy to sit back and listen to others.

    -Is reluctant to answer questions in lessons.





    Skill – Is confident in a range of skills and can apply these in competitive situations with a degree of aesthetics.

    Decision making – Can offer ideas to help solve problems, develop tactics and to plan sessions.

    Fitness – Shows a desire to work hard and meets the demands of most environments.


    Understanding – Can identify and apply rules and key terminology for a range of sports.

    Evaluating performance – Can identify strengths and weaknesses of self and peer performance using criteria set.

    Leadership – Can lead specific stages of a warm up to a whole group; can manage teacher set tasks within a small group.


    -Positive learner who works hard to improve.

    -Answers class questions when asked.

    -Challenges themselves to achieve.





    Skill –Develops expert technique to improve performance and can smoothly transfer into competitive situations.

    Decision making – Can plan and apply tactics in competition to improve and influence their own and other’s performance.

    Fitness – Ability to meet the demands of all environments including competitive situations.  


    Understanding – Shows sound understanding for all sports covered including rules, skills, tactics and key terminology and can use in discussions.

    Evaluating performance – Can pick out a performance’s strengths and/or weaknesses using key terminology and can offer recommendations for improvement.

    Leadership – Can lead an effective 3 phase warm up, and can set up and run simple drills and practices effectively.


    -Active learner who wants to learn how to improve and reach top marks.

    -Uses sound knowledge to answer questions in class.

    -Works independently of lessons to further develop a range of skills.






    Skill – Shows a natural ability and excels in all sports efficiently applying skills and tactics into game play.

    Decision Making –Is a dictator in tactics and decisions to outwit opponents and maximise performance in individual and team situations.  

    Fitness – ALWAYS meeting the demands of competitive environments at a high intensity in lessons and at extra curricular.  


    Understanding – Has a comprehensive knowledge of rules, regulations, key terminology and fitness requirements for a range of sports.

    Evaluating performance – Can identify progressions for skills and techniques and uses this to enhance self and peer’s performance.

    Leadership – Is a confident leader who can coach and officiate different sports and regularly contributes with this during extra curricular hours.


    - Active learner who constantly works hard to improve in a range of sporting situations.

    - Takes risks to overcome challenges and uses failure as a route to success.

  • Enrichment

    The PE department offers a rich and varied extracurricular programme. We aim to provide opportunities for all students to participate and compete in a wide variety of activities to suit all their needs. Currently we run a winter and summer programme of activities with popular clubs like badminton and gymnastics running all year round.

    We enter a wide range of competitions for students to participate in and work well with the West Norwich and Dereham School Sports Partnership to provide even more extensive opportunities for our students. Currently we enter A & B teams into local and national football competitions for all year groups, along with netball, rounders, cricket, athletics and hockey teams in different competitions. The Partnership provides opportunities for us to enter competitions such as sportshall athletics, table tennis, Playground to Podium and fishing. This year we have seen large number of students representing the school with even more participating in our many clubs. We encourage all students to attend whatever their ability and our open door policy to all clubs allows students to develop their skills at a pace they are comfortable with.

    To coincide with our successful extracurricular programme we run leadership opportunities for our students. We have a large number of students who go through our internal leadership programme and they are able to develop their skills by helping out in clubs and teams both in school and the local community. We have run a successful football referees programme that qualifies students to officiate football games to a high standard recently and hope to offer this course again in the very near future. We actively encourage students to volunteer their help within the PE department and are delighted to have sixth formers helping out our in lessons.

    Each year we run intra-form competitions with the handball tournament being very popular for each year group and run exclusively by our own students. In July, we have our annual sports day. This is big festival style day, providing opportunities for students to earn points for their form group in the form competition as well as compete in the athletics competition for the Victor Ludorum.

    We are always keen to celebrate the success of our students both in and out of the sporting curriculum and to support this we hold our prestigious Sports Awards Evening in June. This is an opportunity for us to share and celebrate the success of our students with parents and we have a whole variety of awards promoting both effort and achievement as well as sports leadership. The crowning moment of our year is the Liz Vaughan Award, which is voted by our students for the student with the best sporting achievement/s of the year. To date our winners have come from a variety of sports including; korfball, skiing, shooting, rowing, athletics and BMX.

    Girls Active is a new extra-curricular club and part of the well-known organisation ‘This Girl Can’, engaging young girls in sport and physical activity. Here at THS we run a ‘Girls Active’ club after school for all female students in the school. The aim of the club is to promote participation in sport and offer a diverse number of sports for all to get involved in. It is open to all ages and all abilities. We have a team of effective and enthusiastic Girl Activators who are our leaders, they set up and run all the activities ensuring all the girls have fun! This club has really taken off and seen the number of girls at THS rise in the last year. We also celebrate the success of the club with girl active club trips, already having gone ice skating at Christmas and currently planning the next one.