Dhahran British Grammar School

Quality British Education in Saudi Arabia

 

Physical Education in Key Stages 4

Our aim for all of our pupils is to gain a life long enjoyment of sport and the knowledge needed to continue participation after they leave the school.

Key stage 4

All pupils in key stage 4 have one 1 hour lesson a week. During key stage 4, pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and wellbeing, or on developing personal fitness.

They also decide on which roles suit them best including performer, coach, choreographer, leader and official. The view they have of their skilfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.

During key stage 4, pupils will participate in the following activities, each activity will be taught in a 6 week block.

Year 10 Year 11

  • Health and Fitness – circuits
  • Badminton
  • Hockey
  • Athletics
  • Rounders
  • Basketball Health and Fitness – circuits
  • Trampolining and table tennis
  • Football
  • Netball
  • Rugby

Physical Education – GCSE

In Years 10 and 11, GCSE Physical Education is an option subject.  The two year course follows a scheme of study provided by the Edexcel London Examination Board.

Summary of the specification content for the course

Paper 1: Written Paper: 1 hour 30 minutes – 40%

It is important that students understand why people get involved in physical activity, and the long-term health benefits of a sustained active lifestyle, including key influences that impact on people’s involvement in physical activity.

Students will understand the relationship between exercise, diet, work and rest, and how, together, they contribute to a balanced healthy lifestyle. The relationship between health, fitness and exercise and the effects of exercise and fitness on participation should also be explored with the understanding that ‘fitness’ does not always result in good health. Students will gain knowledge of the impact of a healthy, active lifestyle on their cardiovascular, respiratory, muscular and skeletal systems and general wellbeing.

Students will learn about:

  • The relationship between health-related exercise and performance in physical activity, and how an individual’s skill-related fitness can be affected by health-related exercise.
  • How performance in physical activity is linked to skill-related fitness
  • How exercise can achieve desired effects on health, fitness and performance
  • How rest and physical activity in combination contribute to a healthy lifestyle.
  • That, although they can be looked at separately, body systems do not work in isolation and that good physical and mental health depends on the interaction of all these body systems during exercise and physical activity.
  • The Impact of physical activity and exercise on the cardiovascular, respiratory, muscular and skeletal systems (over the short and long term).
  • How lifestyle choices (such as exercise, diet, rest and drugs) affect those systems, fitness levels and the mind and body in general.
  • How a lifestyle that contributes positively to physical, mental and social wellbeing, and which includes regular exercise and physical activity in conjunction, is what makes a healthy, active lifestyle.

Paper 2: Practical activities – 60%

Section 1 - four practical performances in the role of either player/participant, leader or official. You can achieve 48 per cent of the marks from your four performances, two of which may be in the role of a leader or official.

Section 2 – analysis of performance in one of the chosen activities. This will be worth 12 per cent of the marks and should include planning, performing and evaluating a Personal Exercise Programme.

Physical education activity groupsGroup A: Outwitting opponents (for example in games activities)

  • Outwitting Oponents Replication of actions
  • Amateur boxing American football
  • Association football Badminton
  • Baseball* Basketball
  • Cricket Fencing
  • Field hockey Gaelic football
  • *English or Welsh baseball Handball
  • Hurling/Camogie Ice hockey
  • Judo Ju-jitsu
  • Karate Korfball
  • Lacrosse Lawn tennis
  • Netball Polo
  • Roller/in-line hockey Rugby league
  • Rugby union Rounders
  • Softball Squash
  • Table tennis Tae kwon do
  • Volleyball Water polo Synchronised swimming
  • Trampolining
  • Gymnastics - For gymnastics, students must offer agilities (floor work) and vaulting, plus one other sequence of their choice. See the assessment criteria for gymnastics for further guidance.
  • Exploring and communicating ideas Performing at Maximum levels Identifying and solving problems
  • Dance - Although a wide range of dance styles is acceptable (students may choose from any
    recognised style of dance, for example ballet, jazz, modern, tap) dance may be offered as only one practical activity. See the assessment criteria for dance for further guidance.
  • Ice dance
  • Archery
  • Athletics - For athletics, students must offer three events taken from at least two groups (running events, jumping events or throwing events).
  • Clay pigeon shooting
  • Competitive swimming
  • Cross-country running
  • Cycling
  • Golf
  • Lawn bowls
  • Rowing
  • Weightlifting
  • Canoeing
  • Climbing
  • Horse riding
  • Kayaking
  • Lifesaving
  • Mountain biking
  • Orienteering
  • Personal survival
  • Sailing
  • Skiing
  • Snowboarding
  • Surfing
  • Trekking
  • Wakeboarding
  • Water skiing
  • Windsurfing
  • Exercising safely and effectively
  • Fitness training - For fitness training, students must offer at least two of the following activities in combination: Aerobics body pump circuit training continuous training interval training pilates weight training yoga