Physical Education at Bishop Ramsey is underpinned by the aims set out in the National Curriculum; pupils should develop competence to excel in a broad range of physical activities, be physically active for sustained periods of time, engage in competitive sports and activities, and lead healthy, active lives.
Our curriculum frames high-quality PE around four interlinked pillars of progression (based on Ofsted's 2022 PE Research Review): motor competence (the range of movements pupils can perform, becoming increasingly sport and activity specific over time), rules, strategies and tactics (understanding how to apply those movements effectively within different contexts and activities), healthy participation (understanding how exercise affects the body and being equipped to make informed, healthy choices) and understanding how the body works (learning about how exercise, diet, rest, affects the body, etc), aligning with the school intent of Living, Loving and Learning.
Pupils progress through a broad range of activities, building fundamental movement skills and physical fitness that will facilitate success and improve student enjoyment, competence and confidence. This curriculum of study has been designed to ensure students leave us with a positive attitude of healthy active lifestyles, increasing the likelihood that students will take part in regular physical exercise in future.
Ofsted also draws an important distinction between declarative knowledge (knowing what) and procedural knowledge (knowing when/how), Our curriculum is designed to meet these aims by sequencing content deliberately, so that knowledge and skills build cumulatively across each key stage rather than existing as a series of disconnected units. In addition, foundational motor competencies are secured before pupils progress to more complex tactical and strategic understanding.
Students are assessed against a nine-step progression model tracked through four strands — Knowledge and Skills, Engagement, Mental Skills, and Relationships — allowing them to build on prior learning while enabling teachers to address gaps and misconceptions before progressing further. Students check their levels on Arbor after each activity, encouraging regular reflection on progress and clear next steps for improvement. This reflects afPE guidance that assessment should be continuous rather than a single event, and Ofsted's distinction between declarative knowledge (rules, tactics, strategy) and procedural knowledge (applying skills). Enrichment opportunities, including extracurricular clubs and competitions, further support students' broader development and engagement with PE.
Our three-year Key Stage 3 curriculum is designed to build both the fundamental movement competencies and the broader physical literacy that underpin success in PE and lifelong participation in sport. Students join us in Year 7 taught in Form groups, allowing them to build positive relationships as they navigate a challenging new subject together, while a broad range of activities — including handball, netball, basketball, football, badminton, athletics, rounders, dance, tennis and Outdoor and Adventurous Activities — gives teachers a clear picture of each student's mastery of core movements and techniques. This breadth widens further in Year 8 with the introduction of tag rugby, Gaelic football, volleyball and cricket, consolidating and extending the physical vocabulary developed in Year 7.
Based on this developing profile, students are then set into one of three pathways — Support, Core or Extension — allowing teaching to be pitched appropriately to individual need while maintaining high expectations for all. In Year 9, students move into mixed-gender classes and are introduced to fitness, table tennis and leadership, activities that broaden their understanding of physical health beyond competitive sport and begin to develop transferable skills such as coaching and organisation. Throughout this progression, students continue to refine existing skills while engaging with increasingly complex tactical and physiological concepts appropriate to their pathway.
Beyond curriculum time, students have extensive opportunities to represent the school competitively in district, county and national competitions across sports including football, netball, basketball, Gaelic football, rounders, athletics and cricket. In addition, all students have the chance to compete in the twice annual House Matches, where students play against other forms in a number of activities. Annual sports tours in football and netball, a ski trip, and visits to major sporting fixtures such as Wimbledon, Lord's and WSL matches further enrich students' experience of sport and help embed a lifelong love of physical activity.
Core PE
All students continue with PE lessons as part of the statutory curriculum offer of Core PE. In addition, students may choose to study Physical Education as one of their GCSEs.
OCR GCSE PE J587
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:
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:
Component 04: Practical performances
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.
Component 05: Analysis and evaluation of performance (AEP)
Students are required to demonstrate their ability to analyse and evaluate their own or a peer's practical performance to produce an action plan for improvement.
OCR GCSE Physical Education J587
OCR GCE PE H555
Students following on from GCSE can opt to take an A Level in Physical Education in the Sixth Form.
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:
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:
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:
Component 05: Practical performance
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.
Component 06: Evaluating and analysing performance for improvement (EAPI)
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.