Welcome to the PE department at Hellesdon High School.
Our aim is to provide students with a broad ranging curriculum which allows them to develop techniques, strategies and fitness levels as well as practising social skills such as teamwork, communication and leadership.
PE Teachers - Education and experience
For Core PE, students receive 4 lessons a fortnight at Key Stage 3 and 3 lessons a fortnight at Key Stage 4. During Core PE lessons in Years 7-11, students can expect to participate in many of the following activities:
• Invasion Games: Football, Rugby, Basketball, Netball, Handball
• Striking and Fielding: Cricket, Rounders, Lacrosse, Softball
• Net and Wall: Tennis, Badminton, Table Tennis, Volleyball
• Fitness / Cross Country
As well as Core PE lessons, students have the opportunity to study GCSE PE or Cambridge Nationals Sport Science during Year 10 and 11 before progressing onto A-Level PE in the Sixth Form.
As a department we offer a wealth of experience in many different activities. Together with this, we have use of excellent facilities including a large Sports Hall, 4G Astro, indoor Swimming Pool, Gymnasium, outdoor Netball/Tennis courts and an extensive playing field. Students also have access to appropriate equipment for each activity they participate in which is updated regularly.
In addition to timetabled lessons, students have the opportunity to participate in a variety of extra-curricular clubs at both lunchtime and after-school. Leading on from several of these, there is also the chance for students to represent the school in school fixtures and competitions against other schools in the area.
Our department is as follows:
Mr D Heron – Head of Department
Mr J Reeve – Second in Department
Mrs J Broster
Mrs K Ruthen
Mr S Gray
Mr V Stevenson
Miss E Matthews
Miss A McLellan
Mr R Chapman
Mr P Keen – PE Technician
Key Stage 4 - OCR GCSE PE
OCR GCSE PE
Students choosing to study PE at GCSE level in Year 10 and 11 will learn about a variety of theoretical topics and develop their ability in several different practical activities.
The course is divided as follows:
Component 1 (30%): Physical factors affecting performance – Skeletal System, Joints and Types of Movement, Muscular System, Movement Analysis, Respiratory System, Cardiovascular System, Short-Term and Long-Term Effects of Exercise, Components of Fitness, Principles of Training, Warm Up and Cool Down and Prevention of Injury
Component 2 (30%): Socio-cultural issues and sports psychology – Characteristics of Skill, Skill Classification, Goal Setting, Mental Preparation, Types of Guidance, Types of Feedback, Participation in Physical Activity, Commercialisation of Sport, Ethics/Drugs/Violence in Sport, Health, Fitness and Well-Being and Diet and Nutrition
Component 3 (40%): Performance with Physical Education
Practical Assessment – Students are assessed in one team activity and one individual activity plus one further team or individual activity. In Year 10, the focus is on narrowing down which activities students are likely to be assessed in, before specialising in those activities during Year 11.
Analysis and Evaluation of Performance (AEP) – Students complete a written piece of controlled assessment based on their performance in a chosen sport. This includes analysing their own strengths and weaknesses, evaluating personal fitness levels, key skills needed to be successful and an action plan to improve upon a particular skill.
Students are taught both theory and practical lessons throughout the two years with the two theory exams sat at the end of Year 11 and a practical moderation taking place just before the main exam period in Year 11. The AEP task is completed during lesson time at regular intervals during the course.
OCR Cambridge Nationals – Sports Science
Students choosing to study Sports Science for OCR Cambridge Nationals will cover work across the following topics:
Unit R041 (25%): Reducing the risk of sports injuries – Factors influencing the risk of injury, warm-up and cool down, responding to injuries and medical conditions
Unit R042 (25%): Applying the principles of training – Understanding the principles of training, methods of training used to develop the components of fitness, conducting fitness testing and developing a fitness training programme
Unit R043 (25%): The body’s response to physical activity – Functions of musculo-skeletal & cardio-respiratory systems and short-term/long-term effects of exercise on these systems
Unit R044 (25%): Sport psychology – Personality, motivation, aggression, anxiety & arousal and psychological strategies used to enhance performance
Unit R041 is assessed as a written exam paper with the other three topics completed during lesson time through controlled assessment tasks. There is no specific activity-based practical assessment with this course although students are required to carry out fitness testing and perform a training programme for the second unit.
Key Stage 5 - OCR A-Level PE
OCR A-Level PE
Students choosing to study PE at A-Level are taught topics across the following areas:
Unit 1 (30%): Physiological factors affecting sport – Anatomy and Physiology, Exercise Physiology and Biomechanics
Unit 2 (20%): Psychological factors affecting performance – Skill Acquisition and Sports Psychology
Unit 3 (20%): Socio-cultural issues in physical activity and sport - Sport & Society and Contemporary issues in Physical Activity
Unit 4 (30%): Performance in PE - Practical or Coaching Performance (in one sport) and an Evaluation and Analysis of Performance for Improvement (EAPI) task
All theory topics are taught during timetabled lessons by a different teacher who specialises in that particular area. Students are expected to practice their practical or coaching performance in a chosen activity outside of lesson time which is then assessed towards the end of Year 13.
The EAPI task is introduced in Year 12 and then assessed towards the end of Year 13. For this, students observe a practical performance in their chosen activity before orally detailing their analysis of the strengths and weaknesses of the performer and producing an action plan to develop a particular skill. Throughout the task, students are expected to make relevant links to different theory topics covered in Units 1-3.