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We have staff training on Friday 16th October followed by half term so no tours will be available after 15th October 2026.

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More information will follow after the half term break.

 

Physical Education

Curriculum Intent

To be physically educated is to strive for excellence in physical literacy, movement and healthy wellbeing.

Physical Education develops students’ physical competence and confidence and their ability to use skill learnt in a range of different activities. It promotes physical skilfulness, physical development and a knowledge of the body in action.

Physical Education provides opportunities for students to be creative, competitive and face a variety of different challenges as individuals as well as in groups and teams. It promotes positive attitudes towards active and healthy lifestyles.

Students learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process students discover their aptitudes, abilities and preferences and make informed choices about how to get involved in lifelong physical activity.

ks3

ks4

ks5

The Rochester Grammar School PE department aims to ensure that every student is physically competent, knowledge rich and has a variety of opportunities for healthy participation in PE, School Sport and Physical Activity.

Physical Education is offered as:

  • Core subject Years 7-11
  • GCSE Physical Education Years 10 & 11
  • A Level Years 12 & 13

Key Stage 3 Physical Education

Curriculum overview:

Throughout the students PE learning journey at RGS, all students will participate in PE, Sport and Physical Activities, within the following areas:

  • Invasion games
  • Net & wall games
  • Creative
  • Striking & Fielding
  • Personal Best

Students at RGS participate in 17 sports throughout key stage three, giving them a breadth and depth of opportunity to participate in PE, Sport and Physical Activity. This allows them to deepen their learning and haver the necessary building blocks to master transferable skills.

An example of the curriculum studied at Key Stage 3 can be found below:

 Topic 1Topic 2Topic 3Topic 4Topic 5
Year 7

Invasion Games: Netball

Net & Wall Games: Badminton

Creative: Gymnastics

Striking & Fielding: Cricket

Personal Best: Fundamental Movement Skills, Fitness, Athletics
Year 8

Invasion Games: Football

 

Net & Wall Games: TennisCreative: DanceStriking & Fielding: RoundersPersonal Best: OAA, Fitness, Athletics
Year 9

Invasion Games: Handball

Net & Wall Games: VolleyballCreative: CheerleadingStriking & Fielding: Soft BallPersonal Best: Leadership Certification, Fitness, Athletics

By the end of Key Stage 3, students will have met all of the National Curriculum outcomes and be working towards being mastery learners.

We ensure all students are competent in PE, Sport and Physical Activities by focusing our curriculum, teaching and learning on three competency pillars:

Physical Competency

Students will know how to complete the physical skills required for each of the 17 sports they participate in throughout Key Stage 3. They will be able to consolidate these skills in competitive situations.

Knowledge Rich

Students will know what the relevant rules, tactics and strategies are for each of the 17 sports they participate in throughout Key Stage 3. They will be able to apply this knowledge in competitive situations.

Healthy Participation

Students will know what the 10 components of fitness are and apply them to a sporting example. They will know the stages of an effective warm up and cool down and will be able to explain the various effects of exercise. Students will have the opportunity to attend a variety of extracurricular activities and represent the school in competitions and fixtures.

Within each sport, students will explore the three competency pillars and will have the declarative and procedural knowledge which will enable them to be mastery learners within PE.

Assessment:

Physical Education is a practical subject and alongside the school assessment policy, assessment will be made of the students’ based on the three competency pillars, as we move through the curriculum areas. All students will be assessed on their declarative and procedural knowledge. The declarative knowledge will be assessed through end of sport, summative assessments on Carousel Learning which will focus on the knowledge rich and healthy participation pillars. The procedural knowledge will be assed through end of sport, formative assessments, focusing on the physical competency pillar. This will be achieved through practical teacher observations and feedback, peer and self-assessment and scaffolded questioning.

Further Reading/Resources

  • GCSE PE Bitesize – Rules, skills and general information regarding the sports that we cover.
  • Women in Sport – 50 Fearless Athletes Who Played to Win – Rachel Ignotofsky
  • Fever Pitch – Nick Hornby
  • Seabiscuit – Laura Hillenbrand
  • The Boys of Summer – Roger Kahn
  • Touching the Void – Joe Simpson

Key Stage 4 Core PE

Curriculum Overview 

The key stage four curriculum, allows students to continue to develop and master the skills learnt throughout key stage three. There is a clear transitional journey throughout the PE curriculum. All students will continue to participate in PE, Sport and Physical Activities, within the following areas:

  • Invasion games
  • Net & wall games
  • Creative
  • Striking & Fielding
  • Personal Best

This then allows students at RGS to participate in a further 4 sports, meaning participating in 21 sports throughout key stage three and key stage four, giving them a breadth and depth of opportunity to participate in PE, Sport and Physical Activity. This allows them to deepen their learning and have the necessary building blocks to master transferable skills in a variety of situations.

An example of the curriculum studied at Key Stage Four can be found below:

 Topic 1Topic 2Topic 3Topic 4Topic 5
Year 10

Invasion Games: Basketball

Net & Wall Games: Table TennisCreative: TrampoliningStriking & Fielding: Danish Long BallPersonal Best: OAA, Fitness, Athletics
Year 11

Invasion Games: Mastering game play in netball, football, handball & basketball

Net & Wall Games: Mastering game play in badminton, tennis, volleyball & table tennisCreative: Mastering routines in gymnastics, dance, cheerleading & trampoliningStriking & Fielding: Mastering game play in cricket, rounders, soft ball & danish long ballPersonal Best: Participation in fitness & Athletics

By the end of Key Stage 4, students will have met all of the National Curriculum outcomes and be mastery learners and have a love for life long participation in PE, Sport and Physical Activity.

Just like at Key Stage 3, in Key Stage 4 we continue to ensure all students are competent in PE, Sport and Physical Activities by focusing our curriculum, teaching and learning on three competency pillars:

Physical Competency

Students will know how to complete the physical skills required for each of the 21 sports they participate in. They will be able to consolidate these skills in competitive situations.

Knowledge Rich

Students will know what the relevant rules, tactics and strategies are for each of the 21 sports they participate in. They will be able to apply this knowledge in competitive situations.

Healthy Participation

Students will know what the effects of obesity and sedentary lifestyles are and these are taught throughout all sports and activities of the KS4 curriculum. Students are able to discuss the relationship between health, fitness and wellbeing. Students will have the opportunity to attend a variety of extracurricular activities and represent the school in competitions and fixtures.

Within each sport, students will explore the three competency pillars and will have the declarative and procedural knowledge which will enable them to be mastery learners within PE.

Assessment

Physical Education is a practical subject and alongside the school assessment policy, assessment will be made of the students’ based on the three competency pillars, as we move through the curriculum areas. All students will be assessed on their declarative and procedural knowledge. The declarative knowledge will be assessed through end of sport, summative assessments on Carousel Learning which will focus on the knowledge rich and healthy participation pillars. The procedural knowledge will be assessed through end of sport, formative assessments, focusing on the physical competency pillar. This will be achieved through practical teacher observations and feedback, peer and self-assessment and scaffolded questioning.

Further Reading/Resources

  • The Sports Gene – David Epstein
  • The Edge – Roger Pielke
  • Eat, Sweat, Play – Anna Kessel
  • The Lionesses Roar Trilogy
  • They Don’t Teach This – Eniola Aluko
  • My Story – Kelly Smith

Key Stage 4 GCSE Physical Education.

Curriculum Overview:

 Term 1Term 2Term 3Term 4Term 5Term 6
Year 10NetballTrampolining & ClimbingAthletics & Swimming
Health, Fitness and Well-being/Physical TrainingSocio-cultural Issues/Using DataNEA – Coursework
Year 11BadmintonMovement AnalysisRecision
Anatomy and PhysiologySports PsychologyREVISION

*NB: Please note that Climbing is offered as an additional practical area that is a chargeable activity.  Swimming is offered as an afterschool activity during terms 5 & 6 in Year 10

Year 10 and 11

The GCSE Physical Education (AQA) option offers students the opportunity to follow both the practical element (40%) and the theory of PE (60%). This course gives students an insight into health and fitness, the factors affecting sporting performance and the social and cultural factors affecting participation through sport and PE. Theoretical topics that students will study include:

  • Anatomy and Physiology
  • Movement Analysis
  • Physical Training
  • Sport Psychology
  • Socio-cultural Issues
  • Health, Fitness and Well-being
  • Using Data

Due to the practical nature of the course, pupils who wish to study this subject must have very good Physical Education grades from KS3. Additionally, they must also currently compete at a high, school level or compete outside of school in fixtures and/or competitions in a sport offered as part of the AQA course.

In lesson time we offer a range of sports for assessment at GCSE level – sports such as netball, trampolining, gymnastics, handball and athletics.  We also provide the opportunity for students to participate in rock climbing and swimming as part of the course.  If the student competes regularly outside of school in a sport that is on the AQA specification that we cannot facilitate in school such as equestrian – then we will arrange an ‘Assessment Only’ package with that student.

Assessment at GCSE:

The GCSE is split into 60% examination and 40% practical/coursework.

The examination is as follows (60%).

ExaminationPaper 1: The human body and movement in physical activity and sport.Paper 2: Socio-cultural influences and well-being in physical activity and sport.
What’s assessed· Applied anatomy and physiology

 

· Movement analysis

· Physical training

· Use of data

·  Sports psychology

 

·  Socio-cultural influences

·  Health, fitness and well-being

·  Use of data

How it is assessed· Written exam: 1 hour 15 minutes

 

· 30% of GCSE

·  Written exam: 1 hour 15 minutes

 

·  30% of GCSE

Question format· Mixture of multiple choice/objective test questions, short answer questions and extended answer questions.· Mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Non-exam assessment: Practical performance in physical activity and sport (40%).

What’s assessed:

 

· Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity).

· Analysis and evaluation of performance to bring about improvement in one activity.

How it is assessed:

· Assessed by teachers

· Moderated by AQA

· 40% of GCSE

Questions:

 

· For each of their three activities, students will be assessed in skills in progressive drills and in the full context.

· Students will be assessed on their analysis and evaluation of performance to bring about improvement in one activity. 

Further Reading/Resources

Key Stage 5 Physical Education A Level

(AQA - A Level)

Curriculum Overview

Applied anatomy and physiology 

Students should develop knowledge and understanding of the changes within the body systems prior to exercise, during exercise of differing intensities and during recovery. Students should be able to interpret data and graphs relating to changes within the musculoskeletal, cardio-respiratory and neuro-muscular systems and the use of energy. 

Skill acquisition 

This section focuses on how skill is acquired and the impact of psychological factors on performance. Students should develop knowledge and understanding of the principles required to optimise learning of new, and the development of existing, skills in a range of physical activities. Students should be able to understand and interpret graphical representations associated with skill acquisition theories. 

Sport and society 

Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society. Students should be able to understand, interpret and analyse data and graphs relating to participation in physical activity and sport. 

Exercise physiology 

Students should understand the adaptations to the body systems through training or lifestyle, and how these changes affect the efficiency of those systems. 

Biomechanical movement 

Students should develop knowledge and understanding of motion and forces, and their relevance to performance in physical activity and sport. 

Students should have a knowledge and use of biomechanical definitions, equations, formulae and units of measurement and demonstrate the ability to plot, label and interpret biomechanical graphs and diagrams. 

Sport psychology 

In this section students will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport. Students should be able to understand and interpret graphical representations associated with sport psychology theories. 

Sport and society and the role of technology in physical activity and sport 

Students should develop knowledge and understanding of the interaction between, and the evolution of, sport and society and the technological developments in physical activity and sport. 

 

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

Year 12 

*Subject to change 

 

Applied anatomy and physiology 

 

Exercise Physiology 

 

 

Skill acquisition 

 

 

Sport and society 

 

NEA 

Year 13 

*Subject to change 

 

Sport psychology 

 

Biomechanical movement 

 

 

Sport psychology 

 

Sport, Society & Technology 

 

 

Revision 

 

Exams 

Assessment 

Written Examination and Non-Examination Assessment: 

Paper 1: Factors Affecting Participation in Physical Activity & Sport 

  • Section A: Topic 1: Applied Anatomy & Physiology 
  • Section B: Topic 2: Skill Acquisition 
  • Section C: Topic 3: Sport & Society 

Written Exam – 2 hours  

35% of A Level  

Paper 2: Factors Affecting Optimal Performance Physical Activity & Sport 

  • Section A: Topics 4 & 5: Exercise Physiology & Biomechanics 
  • Section B Topic 6: Sport Psychology 
  • Section C: Topic 7: Sport & Society & Technology 

Written Exam – 2 hours  

35% of A-Level  

Non-Exam Assessments: Practical Performance in Physical Activity & Sport 

  • Students assessed as a performer or coach in the full sided version of one activity. 
  • Written/Verbal analysis of performance. 

Internal assessment and external moderation 

30% of A-Level 

 

Complementary Subjects

BiologyMathematicsSociologyPsychology

 

British Values in Physical Education

Democracy: Extra-Curricular is open to all pupils of all abilities. It is free of charge.

Individual Liberty: Students are encouraged to express their abilities across a full range of sports and access competitions regardless of practical ability.

Rule of Law: PE fixtures, Sports Day, Inter-house, AQA and IB SHES specifications: The use of performance enhancing drugs in sport and the effects of the body, AQA GCSE: Deviance in Sport, which covers aggression and hooliganism., Practical rules for safe practice.

Mutual Respect: Fair play within lessons, Fair play when playing and competing against other schools in league and cup competitions, Peer observations in lessons whereby pupils give constructive criticism to one another in order to understand and improve performance.

Tolerance of those of different faiths and beliefs: In lessons, pupils of faith are allowed to wear their religious bands and headscarves in line with their beliefs.  In all lessons across all Key Stages, students are encouraged to express their views through performance and discussion both in practical and theory lessons.