Physical Education at Deira International School
Physical Education is much more than just learning how to be play sport. It is an opportunity for students to develop knowledge and understand the importance of living a healthy, active lifestyle. To develop as people and learn transferable skills that they can use in real world situations such as leadership, self-regulation, perseverance, resilience, and teamwork. Within PE we want to motivate and inspire students to stay physically active when they leave school and for physical activity to be an integral part of their lives.
Please click on the arrow for a detailed breakdown:
Curriculum Intention
Students are taught how to develop physical literacy through a variety of activities over the course of the year.
The aim is to encourage and engage students to live healthy, active lifestyles and motivate them to participate in physical activity outside of the classroom. They are encouraged to explore and experiment, never give up, show diligence and resilience and not be afraid to fail.
Another aim is to develop students holistically, working on different concepts. In Year 7 the focus will be on:
1. Sportsmanship
2. Resilience
3. Teamwork
These transferable skills will benefit students in everyday life both within an educational context and outside of school. When they leave school, it will help them to secure certain positions and help them deal with failure and understand the importance of learning from mistakes and coming back stronger.
There will also be a focus on well-being and how a healthy active lifestyle can benefit this.
Alongside the two areas above students will be following a theory scheme of work developing their knowledge and understanding of different theory elements of PE.
In year 7 the 3 principal areas of focus will be:
1. The skeletal system and joints
2. Muscular system and movement
3. Diet and nutrition
The reason we have introduced this into the curriculum is 3-fold:
1. To help secure knowledge and understanding of anatomy and physiology, the importance of eating a balanced diet.
2. To introduce students to the IGCSEPE content early to see if it interests them for when it is time to pick their options and give those students that do pick IGCSEPE a head-start on the course.
3. To give students that are not as physically literate as other students, the opportunity to still excel within the subject.
By the end of Year 7, students will be able to:
1. Show competence in basic and complex physical skills.
2. Develop holistically and learn how to deal with different, and sometimes demanding situations.
3. Develop knowledge and understanding of theory concepts within PE.
IB Profile focus: Inquirers and Risk takers. Students are encouraged to explore and experiment, taking risks and making mistakes. They will try different techniques, tactics and skills to try and achieve their goals and learn from their mistakes.
Curriculum Implementation
In Year 7, students will be taught through exploring and experimenting (inquiry-based learning), learning from mistakes (trial and error), practice and rehearsal and modelling. Students will always be able to see what the very best practice looks like and given the tools to try and achieve that.
1. Students’ tasks will always be personalised to help everyone achieve their goal. Tasks will be scaffolded to enable this to happen.
2. Students will be given continuous external feedback that forces them to work out the best way to improve rather than just being told.
3. Students will also be encouraged to self and peer assess, working on communication and analysis skills.
4. Students will be encouraged to attend after-school activities to develop their skill development further.
5. Resources used in PE include: TEAMS, FLIPGRID and various video analysis programs such as BAM, Video Delay
Assessment in PE:
Students are assessed in PE every half term. They are assessed through 3 different methods:
60% practical performance (moderated through IGCSE criteria)
20% Concepts (sportsmanship, resilience, and teamwork)
20% Theory – tested through Socrative
Sports Cocurricular (CCA) and Fixtures
Outside of curriculum sport, students have the opportunity to participate in an extensive sports CCA programme. There are many different sports and physical activity clubs that run at both lunchtime and after the school day. The CCAs run either as a recreation physical activity session or as training sessions for one of our many teams. At DIS we have a fully inclusive CCA sports programme and encourage all students to take part in as many different sports CCAs as they can.
Curriculum Impact
Practical (60%)
1. Students will be able to perform basic and complex skills in isolation, showing competence, control and coordination.
2. Students will start to successfully perform skills in pressured/game situations.
3. Students will Understand the rules and regulations for the activities covered.
Concept (20%)
1. Understand the importance of sportsmanship and etiquette and demonstrate examples without prompts.(Sportsmanship)
2. Develop a ‘can do’ ‘never give up’ mind set. Understand the importance of learning from mistakes and continuing to try their best. (Resilience)
3. Successfully work within a team and take on different roles (Teamwork)
Theory (20%)
|
Skeletal System |
Muscular System |
Diet and Nutrition |
|
· Be able to name the major bones of the body · Distinguish between the axial and appendicular skeleton · Describe the different types of bones · Describe the functions of the skeleton · Identify different types of joints |
· Describe different types of muscles · Be able to name the major skeletal muscles of the body · Describe the different types of movement · Identify which muscles produce what types of movement in the body |
· Identify the 7 components of a health diet · Describe the importance of each component and what a lack of one component may cause · Explain how the diet of different athletes may vary |
Students will understand their areas of strength and what they need to do to improve. They would have built resilience and diligence and a ‘can-do’ attitude to learning and development.
Curriculum Intention
Students are taught how to develop, refine and implement their skills within games situations and under pressure. Students will have the opportunity to lead and develop communication skills.
The aim is to encourage and engage students to live healthy, active lifestyles and motivate them to participate in physical activity outside of the classroom. They are encouraged to explore and experiment, never give up, show diligence and resilience and not be afraid to fail.
Another aim is to develop students holistically, working on different concepts. In Year 8 the focus will be on:
1. Communication
2. Leadership
3. Self-regulation
These transferable skills will benefit students in everyday life both within an educational context and outside of school. When they leave school, it will help them to secure certain positions and help them deal with failure and understand the importance of learning from mistakes and coming back stronger.
There will also be a focus on well-being and how a healthy active lifestyle can benefit this.
Alongside the two areas above students will be following a theory scheme of work developing their knowledge and understanding of different theory elements of PE.
In year 8 the 3 principal areas of focus will be:
1. Cardio-respiratory system
2. Short- and long-term effects of exercise on the body
3. Components of fitness
The reason we have introduced this into the curriculum is 3-fold:
1. To help secure knowledge and understanding of the affects exercise has on the body and developing knowledge of different components of fitness and how to test them.
2. To introduce students to the IGCSEPE content early to see if it interests them for when it is time to pick their options and give those students that do pick IGCSEPE a head-start on the course.
3. To give students that are not as physically literate as other students, the opportunity to still excel within the subject.
By the end of Year 8, students will be able to:
1. Show competence in basic and complex physical skills in isolation and in game situations under pressure.
2. Develop holistically and learn how to deal with different, sometimes difficult situations.
3. Develop knowledge and understanding of theory concepts within PE.
IB profile focus: Communicators and caring. Students will develop these attributes through leadership and teamwork. They are encouraged to show empathy and be caring towards those that may not understand and need extra help and support.
Curriculum Implementation
In Year 8, students will be taught through exploring and experimenting (inquiry-based learning), learning from mistakes (trial and error), practice and rehearsal and modelling. Students will always be able to see what the very best practice looks like and given the tools to try and achieve that.
1. Students’ tasks will always be personalised to help everyone achieve their goal. Tasks will be scaffolded to enable this to happen.
2. Students will be given continuous external feedback that forces them to work out the best way to improve rather than just being told.
3. Students will also be encouraged to peer assess, working on communication and analysis skills.
4. Students will be encouraged to attend after-school activities to develop their skill development further.
Resources used in PE include: TEAMS, FLIPGRID and various video analysis programs such as BAM, Video Delay
Assessment in PE:
Students are assessed in PE every half term. They are assessed through 3 different methods:
60% practical performance (moderated through IGCSE criteria)
20% Concepts (leadership, self-regulation and communication)
20% Theory – tested through Socrative
Sports Cocurricular (CCA) and Fixtures
Outside of curriculum sport, students have the opportunity to participate in an extensive sports CCA programme. There are a large number of different sports and physical activity clubs that run at both lunchtime and after the school day. The CCAs run either as a recreation physical activity session or as training sessions for one of our many teams. At DIS we have a fully inclusive CCA sports programme and encourage all students to take part in as many different sports CCAs as they can.
Curriculum Impact
Practical (60%)
1. Students will be able to take on basic and complex skills and be able to implement them successfully within game situations and while under pressure.
2. Students will be able to start to officiate small sided games.
3. Students will be able to analyse and offer improvements to themselves and others.
Concept (20%)
1. Develop communicationskills by working in pairs and small groups, analyzing performances and offering improvement to peers.
2. Develop leadershipskills by taking charge of small groups, leading warm ups and activities.
3. Understand the importance of self-regulationand controlling their emotions and how if not controlled these emotions can lead to negative consequences.
Theory (20%)
|
Cardio-respiratory system |
Short and long-term effects of exercise on the body |
Components of fitness |
|
· The pathway of air · The mechanics of breathing · Components of blood · Heart structure and function · Heart rate, stroke volume and cardiac output |
· Immediate changes to the body during exercise · Long term adaptions to the body from exercise |
· The health and skill related components of fitness · The tests for each component of fitness |
Students will understand their areas of strength and what they need to do to improve. They would have built resilience and diligence and a ‘can-do’ attitude to learning and development.
Curriculum Intention
Students are taught how to develop, refine and implement their skills within games situations and under pressure. Students will have the opportunity to lead and develop communication as well as exploring and implementing different tactics.
The aim is to encourage and engage students to live healthy, active lifestyles and motivate them to participate in physical activity outside of the classroom. They are encouraged to explore and experiment, never give up, show diligence and resilience and not be afraid to fail.
Another aim is to develop students holistically, working on different concepts. In Year 9 the focus will be on:
1. Humility
2. Creativity
3. Judgement/Decision making
These transferable skills will benefit students in everyday life both within an educational context and outside of school. When they leave school, it will help them to secure certain positions and help them deal with failure and understand the importance of learning from mistakes and coming back stronger.
There will also be a focus on well-being and how a health active lifestyles can benefit this.
Alongside the two areas above students will be following a theory scheme of work developing their knowledge and understanding of different theory elements of PE.
In year 9 the 3 principal areas of focus will be:
1. Biomechanics
2. Psychology
3.Skill acquisition
The reason we have introduced this into the curriculum is 3-fold:
1. To help understand and secure knowledge of how to be successful in different sporting contexts.
2. To introduce students to the IGCSEPE content early to see if it interests them for when it is time to pick their options and give those students that do pick IGCSEPE a head-start on the course.
3. To give students that are not as physically literate as other students, the opportunity to still excel within the subject.
By the end of Year 9, students will be able to:
Show competence in basic and complex physical skills in isolation and in game situations under pressure. Understand different tactics and implement them succeed within a competitive situation.
Develop holistically and learn how to deal with different, sometimes demanding situations.
Develop knowledge and understanding of theory concepts within PE.
IB profile focus: Reflective and principled. Students will develop these attributes through self and peer assessment, reflecting on theirs and others’ performances and offering improvements. They will also be encouraged to be respectful and show self-regulation within teams and as individuals.
Curriculum Implementation
In Year 9, students will be taught through exploring and experimenting (inquiry-based learning), learning from mistakes (trial and error), practice and rehearsal and modelling.
Lessons will be taught with even more independence given to the students. Students will be able to choose their own tasks in order to develop.
1. Students will always be able to see what absolute practice looks like and given the tools to try and achieve that.
2. Students’ tasks will always be personalised to help everyone achieve their goal. Tasks will be scaffolded to enable this to happen.
3. Students will be given continuous external feedback that forces them to work out the best way to improve rather than just being told.
4. Students will also be encouraged to peer assess, working on communication and analysis skills.
5. Students will be encouraged to attend after-school activities to develop their skill development further.
Resources used in PE include: TEAMS, FLIPGRID and various video analysis programs such as BAM, Video Delay
Assessment in PE:
Students are assessed in PE every half term. They are assessed through 3 different methods:
60% practical performance (moderated through IGCSE criteria)
20% Concepts (Leadership, communication and
20% Theory – tested through Socrative
Sports Cocurricular (CCA) and Fixtures
Outside of curriculum sport, students have the opportunity to participate in an extensive sports CCA programme. There are a large number of different sports and physical activity clubs that run at both lunchtime and after the school day. The CCAs run either as a recreation physical activity session or as training sessions for one of our many teams. At DIS we have a fully inclusive CCA sports programme and encourage all students to take part in as many different sports CCAs as they can.
Curriculum Impact
Practical (60%)
1. Students will be able to take their basic and complex skills and be able to implement them successfully within game situations and while under pressure.
2. Students will be able to describe and implement tactics to try and outwit opponents successfully.
3. Students will be able to officiate full games with confidence.
Concepts (20%)
1. Understand the term humility and demonstrate attributes that reflect it.
2. Be creative in their approach to improve themselves by being inventive while designing improvement plans and warmups.
3. Make judgements on their own and others’ performances and offer improvements. They will also be able to make correct decisions under pressure and implement the correct tactics.
Theory (20%)
|
Biomechanics |
Psychology |
Skill acquisition |
|
· Be able to describe Newtons Law’s of motions and how they apply to sport · Be able to describe the 3 classes of levers and how they are used in sport and in the body |
· Understand the ‘inverted U theory’ and optimal arousal. · Describe relaxation techniques · Understand different personality types and how they lend themselves to different sports |
· Describe the different types of skill classification · Explain the basic information processing model · Be able to describe the stages of learning |
| THE LEARNING JOURNEY FOR PE – Year 7 – Developing learner attributes, a physically active mindset and a love for physical movement. Developing confidence in performing sport-specific skills | ||||||
| Unit / Block of work | Additional Detail | Colour code | Length of time. | Length of time. (top set) | Possible Symbol? | Learner Attribute(s) |
| Sports Education through Volleyball | Students will be focusing on developing their communication skills by taking on different roles. They will also be developing their skill development in volleyball | Blue | 3 weeks | 3 weeks | Volleyball player | Communicator |
| Football | Students will learn the importance of respect and sportsmanship while developing football-related skills | Blue | 6 weeks | 6 weeks | Football Player | Principled |
| Basketball | Students will showcase and develop their knowledge of basketball rules, regulations and fitness components needed to be a successful basketballer. They will do this while developing their basketball-related skills | Blue | 6 weeks | 6 weeks | Basketball Player | Knowledgeable |
| Netball | Students will showcase and develop their knowledge of Netball rules, skills, regulations and fitness components needed to be a successful nettballer. They will do this while developing their netball-related skills | Blue | 6 weeks | 9 weeks | Netball Player | Knowledgeable |
| Rugby | Students will learn the importance of self-regulation and controlling their emotions. They will do this while developing their rugby-related skills | Blue | 6 weeks | 9 weeks | Rugby Player | Principled |
| Rounders | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their rounders-related skills. | Yellow (set 2 and 3) | 6 weeks | 6 weeks | Rounders Player | Risk-taker |
| Swimming | Students will look at different body shapes and how this affects movement through the water. They will work in pairs and ask questions of their partner about how they feel they could improve | Green (set 2 and 3) | 6 weeks | 6 weeks | Swimmer | Reflective |
| Athletics | Students will be given the opportunity to reflect on their own performance through video analysis. They will study their technique and reflect on ways to improve. They will also learn how to perform at their maximum on various events, developing technique and power. | Red (set 2 and 3) | 6 weeks | 6 weeks | Sprinter on the blocks | Reflective |
| Striking and fielding | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their striking, bowling and fielding skills. | Orange (set 2 and 3 only) | 6 weeks | 6 weeks | Cricketer | Risk-taker |
| Table Tennis | Students will learn the importance of people principled by keeping score correctly and being fair and honest with their opponent. They will also be developing their table-tennis related skills. | Purple (Set 2 and 3 only) | 6 weeks | 6 weeks | Table Tennis Player | Principled |
| Badminton | Students will have to think hard about the correct shots to play, their movement and also where to place the shuttlecock to try and outwit their opponent. | Brown (set 2 and 3 only) | 6 weeks | 6 weeks | Badminton Player | Thinker |
| Gymnastics | Students will be working in groups and pairs developing the caring attribute. They will be grouped to encourage supporting each other and being caring and kind to help others | Pink (set 2 and 3 only) | 6 weeks | 6 weeks | Gymnast | Caring/open-minded |
| THE LEARNING JOURNEY FOR PE – Year 8 – Developing learner attributes, a physically active mindset and a love for physical movement. Develop, refine and implement skills within a game situation and under pressure | ||||||
| Unit / Block of work | Additional Detail | Colur Code | Length of time. | Length of time. (top set) | Possible Symbol? | Learner Attribute(s) |
| Sports Education through Volleyball | Students will be focusing on developing their communication skills by taking on different roles. They will also be developing their volleyball skills and applying these within a game situation under varying pressure. | Blue | 3 weeks | 3 weeks | Volleyball player | Communicator |
| Football | Students will learn the importance of respect and sportsmanship while developing football-related skills and applying these skills within a game situation under varying pressure | Blue | 6 weeks | 9 weeks | Football Player | Principled |
| Basketball | Students will showcase and develop their knowledge of basketball rules, regulations and fitness components needed to be a successful basketballer. They will do this while developing their basketball skills and applying them in a game situation under varying pressure | Blue | 6 weeks | 9 weeks | Basketball Player | Knowledgeable |
| Netball | Students will showcase and develop their knowledge of basketball rules, regulations and fitness components needed to be a successful basketballer. They will do this while developing their netball-related skills and applying them to a game situation under varying pressure | Blue | 6 weeks | 9 weeks | Netball Player | Knowledgeable |
| Rugby | Students will learn the importance of self-regulation and controlling their emotions. They will do this while developing their rugby-related skills and applying those skills in a game situation under varying pressure | Blue | 6 weeks | 9 weeks | Rugby Player | Principled |
| Rounders | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their rounders-related skills and applying these in a game situation. | Yellow | 6 weeks | 6 weeks | Rounders Player | Risk-taker |
| Swimming | Students will look at different body shapes and how this affects movement through the water. They will work in pairs and ask questions of their partner about how they feel they could improve | Green | 6 weeks | 6 weeks | Swimmer | Reflective |
| Athletics | Students will be given the opportunity to reflect on their own performance through video analysis. They will study their technique and reflect on ways to improve. They will also learn how to perform at their maximum on various events, developing technique and power. | Red | 6 weeks | 6 weeks | Sprinter on the blocks | Reflective |
| Striking and fielding | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their striking, bowling and fielding skills and applying them to a game situation. | Orange | 6 weeks | 6 weeks | Cricketer | Risk-taker |
| Table Tennis | Students will learn the importance of people principled by keeping score correctly and being fair and honest with their opponent. They will also be developing their table-tennis related skills and applying these skills in to games to beat opponents. | Purple | 6 weeks | 6 weeks | Table Tennis Player | Principled |
| Badminton | Students will have to think hard about the correct shots to play, their movement and also where to place the shuttlecock to try and outwit their opponent. | Brown | 6 weeks | 6 weeks | Badminton Player | Thinker |
| Gymnastics | Students will be working in groups and pairs developing the caring attribute. They will be grouped to encourage supporting each other and being caring and kind to help others. They will be introduced to more advanced equipment to aid their development further | Pink | 6 weeks | 6 weeks | Gymnast | Caring/open-minded |
| THE LEARNING JOURNEY FOR PE – Year 9 – Developing learner attributes, a physically active mindset and a love for physical movement. Exploring tactics and developing leadership | ||||||
| Unit / Block of work | Additional Detail | Colour Code | Length of time. | Length of time. (top set) | Possible Symbol? | Learner Attribute(s) |
| Sports Education through Volleyball or Sports Leadership course | Students will be focusing on developing their communication skills by taking on different leadership roles. All students will be given the opportunity to lead their groups. They will also be looking at how to outwit their opponents by using different tactics. | Blue | 3 weeks | 3 weeks | Volleyball player | Communicator |
| Football | Students will learn the importance of respect and sportsmanship while developing football-related skills and applying these skills within a game situation under varying pressure. Students will also be given more opportunities to lead and evaluate and improve others. | Blue | 6 weeks | 9 weeks | Football Player | Principled |
| Basketball | Students will showcase and develop their knowledge of basketball rules, regulations and fitness components needed to be a successful basketballer. They will do this while developing their basketball skills and applying them in a game situation under varying pressure. Students will also be given more opportunities to lead and evaluate and improve others. | Blue | 6 weeks | 9 weeks | Basketball Player | Knowledgeable |
| Netball | Students will showcase and develop their knowledge of basketball rules, regulations and fitness components needed to be a successful basketballer. They will do this while developing their netball-related skills and applying them to a game situation under varying pressure | Blue | 6 weeks | 9 weeks | Netball Player | Knowledgeable |
| Rugby | Students will learn the importance of self-regulation and controlling their emotions. They will do this while developing their rugby-related skills and applying those skills in a game situation under varying pressure. Students will also be given more opportunities to lead and evaluate and improve others | Blue | 6 weeks | 9 weeks | Rugby Player | Principled |
| Rounders (Girls only) | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their rounders-related skills and applying these in a game situation. Students will also be given more opportunities to lead and evaluate and improve others | Yellow | 6 weeks | 6 weeks | Rounders Player | Risk-taker |
| Swimming | Students will look at different body shapes and how this affects movement through the water. They will work in pairs and ask questions of their partner about how they feel they could improve | Green | 6 weeks | 6 weeks | Swimmer | Reflective |
| Athletics | Students will be given the opportunity to reflect on their own performance through video analysis. They will study their technique and reflect on ways to improve. They will also learn how to perform at their maximum on various events, developing technique and power. Students will also be given more opportunities to lead and evaluate and improve others | Red | 6 weeks | 6 weeks | Sprinter on the blocks | Reflective |
| Striking and fielding | Students will be encouraged to take risks in order to succeed. They will learn the importance of failure, how to deal with it and how it helps us develop and grow. Students will also be developing their striking, bowling and fielding skills and applying them to a game situation. Students will also be given more opportunities to lead and evaluate and improve others | Orange | 6 weeks | 6 weeks | Cricketer | Risk-taker |
| Table Tennis | Students will learn the importance of people principled by keeping score correctly and being fair and honest with their opponent. They will also be developing their table-tennis related skills and applying these skills in to games to beat opponents. | Purple | 6 weeks | 6 weeks | Table Tennis Player | Principled |
| Badminton | Students will have to think hard about the correct shots to play, their movement and also where to place the shuttlecock to try and outwit their opponent. Students will also be given more opportunities to lead and evaluate and improve others | Brown | 6 weeks | 6 weeks | Badminton Player | Thinker |
| Gymnastics (Girls only) | Students will be working in groups and pairs developing the caring attribute. They will be grouped to encourage supporting each other and being caring and kind to help others. They will be introduced to more advanced equipment to aid their development further. Students will also be given more opportunities to lead and evaluate and improve others | Pink | 6 weeks | 6 weeks | Gymnast | Caring/open-minded |