PE at Enfield Grammar provides boys with a wide and varied range of activities to allow them to pursue a healthy active lifestyle when they leave the school. We cover the traditional activities of rugby, football, cricket and athletics but these are taught alongside sports such as handball, table tennis and orienteering.
We are extremely fortunate to have superb facilities that allow us to cover such a wide range of activities. With two sports halls, fitness suit, dance studio, spin studio, 3G football pitch, three rugby pitches and three grass football pitches our facilities are some of the best in the borough if not North London.
The KS3 curriculum brings in components of the theory covered at GCSE and A-level from Year 7 onwards with specific focus on this area in Year 9.
At KS4 GCSE PE is a popular subject with two classes in each year group. We cover the OCR specification that has key areas of study including Physiology, Bio-Mechanics, Sport Psychology and Socio-Cultural influences. Students at Enfield Grammar generally perform well at GCSE level with good numbers continuing on to KS5 courses.
At KS5 Sixth Form we provide both A-Level PE and Btec Sport courses;
At A-Level we again follow the OCR specification which follows the same general structure as the GCSE. It is taught by three members of staff who have specific expertise in the different components of the course. We have had good success in recruiting students new to the 6th Form and collegiate students from Enfield County.
The BTec course covers similar content to the A-Level with Physiology component but provides students with a greater insight into the Sports industry through the content of the other units covered.
Year 7 – Rugby Football Basketball Outdoor & Adventurous Activities Dance Lacrosse Cricket Athletics
Year 8 – Rugby Football Fitness Handball Basketball Table Tennis Badminton Cricket Athletics
Year 9 – Table Tennis Badminton Volleyball Handball Fitness Football Basketball Cricket Athletics
KS3 Physical Education Curriculum
Activities and Theory covered throughout each year| YEAR 7 | ACTIVITY | THEORY |
| RUGBY | Ball handling Decision making Contact skills and techniques Game rules and structure | Skeletal system- names and locations of bones |
| BASKETBALL | Ball handling Decision making Shooting Game rules and structure | Muscular System- names and locations of muscles |
| DANCE | Reproduce set dance accurately Choreograph own dance in small groups based on stimulus- Capoeira and Haka | What is skillful movement? Analysis and feedback of own and other’s performance |
| OUTDOOR ADVENTUROUS ACTIVITY | Team Building and problem solving Orienteering and map reading | |
| FOOTBALL | Ball control Passing Indentification of space Transfer of skills/prior knowledge | Benefits of healthy, active lifestyles |
| LACROSSE | Ball control Passing Indentification of space Transfer of skills/prior knowledge | Benefits of healthy, active lifestyles |
| CRICKET | Striking and fielding Throwing and catching effectively and accurately Striking stationary and moving ball Bowling with control and accuracy Decision making in game situation | Analysis of technique to improve performance Mental preparation to perform |
| ATHLETICS | Accurate replication of techniques Performing to maximum levels of ability/competence Developing techniques to improve performance | Analysis of technique to improve performance Mental preparation to perform |
| YEAR 8 | ACTIVITY | THEORY |
| RUGBY | Ball handling: developing range of passing and improving weak hands Decision making: progress from 2v1 to 3v2 and in small sided games Contact skills and techniques including developing ruck into game Game rules and structure | Skeletal and muscular system: names and location of bones |
| BASKETBALL | Ball handling: developing effective triple threat Outwitting opponents using attacking skills including range of shooting and lay up Developing defensive skills in individual and team situations Game rules and structure | Goal setting |
| TABLE TENNIS | Basic grip serving: use of spin and deception Forehand and backhand push and drive Game play and rules for singles and doubles | Guidance and feedback |
| HANDBALL | Ball handling Decision making Shooting Game rules and structure | Guidance and feedback |
| FOOTBALL | Ball control Passing Identification of space Transfer of skills/prior knowledge | Commercialisation of sport- examples and why |
| FITNESS | Introducing methods of training Safe use of equipment Developing personal training programme | Methods of training |
| CRICKET | Striking and fielding Throwing and catching effectively and accurately Striking stationary and moving ball Bowling with control and accuracy Decision making in game situation | Effects of exercise on the body- short term |
| ATHLETICS | Accurate replication of techniques Performing to maximum levels of ability/competence Developing techniques to improve performance | Effects of exercise on the body- short term |
| YEAR 9 | ACTIVITY | THEORY |
| RUGBY | Ball handling: developing range of passing and improve weak hand Decision making: progress from 2v1 to 3v2 and in small sided games Develop into larger games and develop wider range of skills and techniques including developing ruck into game Game rules and structure | Research task on commercialisation of rugby since 1990 |
| BADMINTON | Grip and footwork Serve: forehand and backhand Overhead clear Smash Net play Singles and doubles play | Long term effect of exercise |
| TABLE TENNIS | Basic grip Serving: use of a variety of techniques to maximise success Forehand and backhand: top spin and slice Game play and rules for singles and doubles and tactical decision making | Health, fitness and wellbeing: emotional effects of exercise |
| HANDBALL | Ball handling Decision making Shooting Game rules and structure | Health, fitness and wellbeing: emotional effects of exercise |
| FOOTBALL | Ball control Outwitting opponents using individuals skills and team tactics Defensive skills in team formations and tactics | Sportsmanship/Gamesmanship |
| FITNESS | Introducing principles of training and application to personal training programme | Principles of training |
| CRICKET | Striking and Fielding Throwing and catching effectively and accurate Striking stationary and moving ball Bowling with control and accuracy Decision making in game situation | Preparation for activity and reducing risk of injury |
| ATHLETICS | Accurate replication of techniques Performing to maximum levels of ability/competence Developing techniques to improve performance | Preparation for activity and reducing risk of injury |
For GCSE PE we follow the OCR examination board specification
Year 10
Component 01: Physical factors affecting performance
Students explore how parts of the human body function during physical activity and the physiological adaptations that can occur due to diet and training. They also develop skills in data analysis, and an understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results.
There are two topics:
- Applied anatomy and physiology
- Physical training
Component 03: Performance in physical education
They are also required to demonstrate their ability to analyse and evaluate their own performance to produce an action plan for improvement.
Year 11
Component 02: Socio-cultural issues and sports psychology
Students develop their knowledge of the social-cultural and psychological influences on levels of participation in sport, and also how sport impacts on society more broadly. This includes the individual benefits to health, fitness and well-being of participating in physical activity, as well as the influences of commercialisation, sponsorship and the media.
There are three topics:
- Socio-cultural influences
- Sports psychology
- Health, fitness and well-being
Component 03: Performance in physical education
Students are assessed in performing three practical activities and one performance analysis task. In the practical performance, they demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions.
Further information: www.ocr.org.uk/gcse/physical-education-J587
We have A Level and BTEC course options.
Years 12 & 13 – A-Level
We follow thew OCR examination board specification;
Component 01: Physical factors affecting performance
Students gain a deeper understanding of key systems in the body and how they react to changes in diet and exercise. They also study the effects of force and motion on the body and how they can be used to our advantage.
There are three topics:
- Applied anatomy and physiology
- Exercise physiology
- Bio-Mechanics
Component 02: Psychological factors affecting performance
Students study the models and theories that affect learning and performance in physical activities, how different methods of training and feedback work and why their effectiveness differs from person to person. They also explore the psychological factors that affect group dynamics and the effects of leadership and stress.
There are two topics:
- Skill acquisition
- Sports psychology
Component 03: Socio-Cultural issues in physical activity and sport
This component focuses on the social and cultural factors that have shaped sports over time, and their influences on physical activity. Students consider the impact of hosting a global sporting event such as the Olympic Games, and the influence of modern technology on both the performer and the spectator of contemporary sport.
There are two topics:
- Sport and society
- Contemporary issues in physical activity and sport
Component 04: Performance in physical education
Students are assessed in the role of either performer or coach in one practical activity. They are required to demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions.
Students are also assessed in the Evaluation and Analysis of Performance for Improvement (EAPI). They observe a live or recorded performance by a peer and provide an oral analysis and critical evaluation of their peer’s performance.
Further information: www.ocr.org.uk/as-and-a-level/physical-education-H155
Years 12 & 13 – BTEC
We follow the Pearson BTEC Level 3 National Extended Certificate in Sport (360 GLH 445 TQT) specification. This is equivalent in size to one A-Level.
There are 4 units, 3 of which are mandatory and 2 are external. Mandatory content (83%). External assessment (67%).
- Unit 1 – Anatomy and Physiology
- Unit 2 – Fitness Training and Programming for Health, Sport and Well-being
- Unit 3 – Professional Development in the Sports Industry
- Unit 7 – Practical Sports Performance
Further Information: Pearson BTEC Level 3 National Extended Certificate in Sport