Welcome to the Physical Education Department

Meet Our Staff

  • Mr P McKean (Head of PE)
  • Mrs Rowland (2nd in PE)
  • Mr Mitchell (t/c KS5)
  • Mrs Burke
  • Mr Rowland
  • Mr Gillon
  • Mrs Mulhaney

Aims and Objectives of the Department

The Aims and Objectives of the PE Department relate directly to the Aims and Objectives of the School and its Mission Statement.

“We aim by promoting intrinsically Catholic values to establish an atmosphere of true Christian love and care, which allows and encourages all members of the school community to reach their full potential and to serve the aims of the School”


  • To stimulate and maintain pupils’ interest and enjoyment in Physical Education through a variety of activities. To develop a Sports College ethos through the raising of standards and links with a variety of agencies.
  • To help pupils to see Physical Education as a major feature in their lives and as part of a wider body of knowledge and skills.
  • To promote health and fitness for the present and future lifestyles of pupils, through an understanding of the short and long term effects of exercise on the body and the role of exercise in a healthy lifestyle.
  • To use teaching methods and resources that allow ALL pupils to have an equal access to Physical Education and to experience success and enjoyment in their work regardless of their ability, race, gender or background.
  • To help pupils to understand safe practice in Physical Education to the benefit of themselves and others around them.
  • To help pupils develop a range of desirable personal qualities such as politeness, initiative and independence this will lead to the establishment of their own self esteem.
  • To give pupils the opportunity to work individually and as part of a team in varied activities, developing core communication skills of speech, explanation and justification of ideas.
  • To allow pupils the opportunity to become familiar with a body of knowledge, principles and vocabulary related to Physical Education and to be aware of contemporary and historical issues in PE and Sport and their relevance today.
  • To allow pupils to develop informed opinions and to be able to support them with reasoned arguments.
  • To encourage pupils to become aware of the strengths or weaknesses possessed by themselves and other individuals and to be able to work with these qualities in mind.


These objectives relate directly to the aims for PE at Archbishop Beck Sports College.  They are intended to show how the school aims are actually put into practice.

  • Staff should provide a variety of experiences and activities during a course of study and during the PE lesson :-
    • games, gymnastics, dance and swimming, indoor and outdoor activities, individual and group activities, problem solving, communicating PE ideas to others by literacy skills , listening and appraising, practising and refining a skill, using ICT in order to improve
  • National Curriculum KS 3 and 4 PE.  Orders as well as any GCSE requirements should be used as a basic core for the schemes of work.  Rules, vocabulary and game skills such as attack, defence and fielding will be taught.

Staff should refer to work in other areas of the curriculum as appropriate.

  • Pupils should be able to follow both verbal and written instructions.
  • Safety should be enhanced by emphasis of the following :-
    • The need to wear correct clothes, footwear.
    • The need to follow rules.
    • How to lift, move, carry and place heavy objects and equipment.
    • The need for a warm up and recovery period when exercising.
    • Teaching how to swim and how to be safe in and around water.
    • How to survive in exposed situations eg. outdoor education.
  • Lessons should be conducted in a secure supportive and disciplined manner.  The pupils and staff should interact in a manner that demonstrates mutual respect.  Pupils will learn rules, etiquette, laws and codes for various activities.
  • There should be opportunities for individual and group work, so that pupils learn how to work co-operatively as well as on their own.
  • Staff should use the reward system (WSBP) and the ROA to encourage pupils to work to their full potential and to experience a sense of achievement.
  • Pupils should talk and learn about physical activities and sport from different times and cultures.  They should also learn about sportsmen and sportswomen from both the past and present.
  • Staff should attempt not to spend inequitable amounts of time with any one pupil, group of pupils or gender group.  However staff often spend considerable amounts of their own time helping individual pupils.

Key Stage 3

Year 7

Lesson allocation for year 7 pupils is one double lesson per week.  This currently amounts to 1 hour 40 minutes PE in total.  The first 3 weeks of Year 7 are spent in an induction period where pupils are assessed and set according to ability (See induction policy for further detail.) Pupils will have the opportunity to engage in all 6 areas of the new KS3 curriculum which include:-

  • Accurate replication
  • Outwit Opponents
  • Problem Solving
  • Performing at maximum levels
  • Exercising safely
  • Identifying and solving problems

Activities, which pupils may participate in, include the following:


  • Induction
  • Exercising safely
  • Tennis
  • Gymnastics
  • Athletics
  • Cricket
  • Swimming
  • Volleyball
  • Handball
  • Basketball
  • Trampolining


  • Induction
  • Netball
  • Athletics
  • Tennis
  • Gymnastics
  • Dance
  • Swimming
  • Rounders
  • Exercising Safely
  • Handball
  • Trampolining

The programme of study for each class will be tailored to meet the needs of each individual class.

Year 8

  • The lesson allocation for Yr 8 is one double lesson per week with a time allocation of 1 hour 40 minutes.
  • Pupils in year 8 will engage in only 4 of the stated areas of study thus specialising in activities most suited to individuals in the class in preparation for GCSE in year 9.
  • The programme of study would gear itself to become for games or aesthetic orientated

Year 9

  • Lesson allocation is currently one double lesson per week- total time allocation of 1 hours 40 minutes.

Key Stage 4


There are 3 components to GCSE PE and students will complete all 3 over the Key Stage.

Component 1:

Physical Factors Affecting Performance

This examined component introduces and explores physical factors which underpin physical activities and sports.

Learners will start to explore the way in which the parts of the human body work and function during physical activity and physiological adaptations that can occur due to diet and training. They will also develop their knowledge and understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results.

The study of these topics will aid learners in the development of both their own practical performance and that of others. Assessment In many areas of the specification, it is expected that practical examples from physical activities and sports will be used to show how theory can be applied and reinforce understanding.

Learners are required to develop knowledge and understanding of data analysis in relation to key areas of physical activities and sports.

Learners should be able to:

  • demonstrate an understanding of how data are collected – both qualitative and quantitative
  • present data, including graphs and tables
  • analyse and evaluate data

Component 2:

Socio-cultural Issues and Sports Psychology

Learners will develop their knowledge and understanding of sports psychology theories related to acquiring movement skills and optimising performance. Learners will be able to reflect on their own learning and performance of physical activities and sports skills to recognise the key psychological concepts affecting performance.

Learners will develop their knowledge of socio-cultural influences that impact on participation and performance in physical activities and sports. Learners will also develop their knowledge and understanding of how sport impacts on society. Engagement patterns of different social groups will be understood by learners, along with strategies to promote participation with practical examples. The commercialisation of physical activities and sports will be understood, including the influences of sponsorship and the media.

Learners will also develop their knowledge and understanding of ethical and socio-cultural issues in physical activities and sports.

Learners will develop their knowledge and understanding of the benefits of participating in physical activities and sports to their health, fitness and wellbeing. The physical, emotional and social aspects will be understood as well as the consequences of a sedentary lifestyle. Learners will also develop their knowledge and understanding of energy use along with diet, nutrition and hydration.

Learners will develop the ability to collect and use data using examples from physical activities and sports.

Component 3:

Performance within Physical Education

Learners will be required to undertake two parts within this component:

Part 1: Performance of three sports or activities, one team, one individual and one free choice from either list on DfE list.

Part 2: Performance analysis of a sport or activity from the approved DfE list. This does not have to be the same sport or activity that was undertaken in part one, although it can be. This component is assessed via NEA.

BTEC Sport

Students who opt to follow the BTEC Sport pathway will cover the Edexcel Specification.

The Edexcel BTEC Level 1/Level 2 First Award:

  • is a level 2 qualification; however it is graded at Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*, Level 1 and Unclassified
  • is for learners aged 14 years and over
  • is a 120 guided-learning-hour qualification (equivalent in teaching time to one GCSE)
  • has core units and optional units
  • has 25 per cent of the qualification that is externally assessed. Edexcel sets and marks these assessments
  • will be available on the National Qualifications Framework (NQF)
  • presents knowledge in a work-related context
  • gives learners the opportunity to develop and apply skills in English and mathematics in naturally occurring, work-related contexts
  • provides opportunities for synoptic assessment. Learners will apply the skills and knowledge gained from the core units when studying the optional units.

Types of units within the qualification

The BTEC First qualifications have core and optional units.

Core units

  • Each qualification has core units totalling 60 guided learning hours.
  • These compulsory core units cover the body of content that employers and educators within the sector consider essential for 14–19-year-old learners.
  • There are usually two contrasting types of core unit. One type focuses on essential knowledge and the other type focuses on applying essential vocational skills.
  • One of the core units is externally assessed.

Optional units

The remainder of the qualification consists of specialist units. Specialist units are sport specific and focus on a particular area within sport.

Over the Key Stage our students will follow the combination of units below-

Core units:

  • 1 Fitness for Sport and Exercise External 30
  • 2 Practical Sports Performance Internal 30

Optional specialist units:

  • 4 The Sports Performer in Action Internal 30
  • 6 Leading Sports Activities Internal 30

Key Stage 5

  • A Level PE is practically assessed (30%) and also through an end of course exam (70%). Students can be assessed on various different sports and activities. They can also opt to be assessed in a leadership role.
  • A large proportion of the course requires active participation and the learning of some theoretical concepts is achieved through practical work.
  • You will receive information either directly from teacher led work or will be encouraged to seek information about topics from additional sources including the school library and the internet.
  • Discussion work in groups also forms a valuable resource whereby the exchange of ideas and experiences can help you understand the topic being studied.
  • You must keep notes for each module studied in a file in an ordered manner to enable easy access for examination revision at set times throughout the school year.
  • You are required to take an active responsibility for your own learning.  The teacher is only one of many resources you can use to build up your bank of knowledge.
  • Students should also be aware of the large theory content and that they will be expected to complete at least four hours work per week in their own time.

What makes a good a level lesson

  • A teacher who is confident in their preparation and confident in their subject knowledge.
  • Well thought out preparation.
  • A clear idea of how each lesson fits into the lesson sequence.
  • Active participation by the students.
  • Assessment that informs further teaching.
  • Enjoyment experienced by teacher and student.

Homework / After School

  • In the PE department homework is not usually set until year 9 when pupils opt for a GCSE or Btec, It is seen as important part of pupil learning and it reinforces, extends or compliments work completed during school time.  It assists in the development of skills, attitudes and habits involved in pupils independent study and provides opportunities for parents to gain further knowledge about their child’s standards and the nature of their PE activities and education.
  • In years 9, 10 and 11 all pupils following the departments GCSE courses will need to undertake work at home in order to fulfil the coursework requirements laid down by the Examining Board, in addition to completing any specific homework tasks.  The deadlines for coursework mean that pupils will be required to engage in research, collect, record, assimilate information and prepare, continue or evaluate work in their own time.
  • Some pupils may not be able to complete their homework at home due to specialised facilities/resources required in some areas.  It is therefore important that time, space etc should be made available to these pupils.  Due to the nature of much of the work it is difficult to be specific about the amount of time needed to complete research, analysis and evaluation, but guidelines are given in the Whole School policy.
  • Each pupil has a school planner which should be used to record the details of work set including appropriate dates.  It is expected that completed homework is given in on time, this gives pupils valuable experience of working to deadlines and allows staff to arrange their marking schedules.  If homework is not handed in the appropriate action will be taken as set out in the WSBP


The PE Department delivers a number of examination courses.  These require coursework and homework to be marked.  It has been agreed that the following guidelines should be adhered to when marking written work.

  • All submitted work should be marked and returned within a reasonable time.
  • Homework should be set with marks for each question allocated in a similar manner to official exam papers or coursework guidelines.
  • The marking scheme should be CLEARLY explained to ALL students at the beginning of the academic year, in order to give an understanding of mark allocation.
  • Valuable comments are a necessary part of the learning experience. Reasons for the student achieving their current mark and suggestions of ways to move forward would be expected.

Spelling, punctuation and grammar etc, should be highlighted when appropriate.  School planners should be used for key words, which are consistently misspelled.

Motivational Activities

  • ‘Super learning’ sessions
    • Teacher / external guest led sessions focussed on specific theoretical topics within the course.  Held before mock / full examinations.
  • National Schools Sports Week
    • All students will follow a sports day during the week and get the opportunity to try some different activities not offered in the curriculum the focus for the week is fun and inclusion.
  • Year 7’s Induction
    • Pupils will perform and be assessed a range different activities within the first 3 weeks at Archbishop Beck.
  • Year 9 Sports Challenge
    • Boys and girls will be selected on the basis that they do not represent the school to perform a plethora of different sports and activities at LJMU.
  • Extended Schools Provision
    • All pupils will be given the opportunity to perform in football, dance, basketball, rugby , cricket, swimming, rounder’s, tennis, table tennis, volleyball, badminton, fitness and gymnastics.
  • Teams
    • Talented students will be selected to represent the school in football, dance, volleyball, basketball, rugby, cricket, rounder’s, and tennis. They will be given the opportunity to compete in local, regional and national competitions
  • Gifted and Talented
    • Students will be identified as G/T and given support with a mentor and have access some funding to support their sport and a restricted timetable where necessary.
  • Sport Scholarship
    • Year 5 and 6 students are invited to apply for a sports scholarship and attend a series of events at Archbishop Beck
  • Trips abroad
    • Football and Dance trips to Europe and beyond
    • Students will attend a series of lecture style seminars delivered by staff and guest speakers.




Brian Mac