The Edron Physical Education curriculum is an integrated curriculum using the English National Curriculum and the LTAD (Long term athletic development) principles designed by Istvan Balyi and advocated by many sports governing bodies around the world.
KEY STAGE ONE (Kinder – Year 2)
This stage is all about starting children off right. Making physical activity a fun part of daily life creates the right setting for children to learn, particularly in free-play environments.
The focus of the lessons are to have fun and for children to explore their physical environment and how they interact with it. They will also develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
Throughout the PE curriculum at the Edron, students are encouraged to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations.
Pupils are taught to:
• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities.
• Participate in team games, developing simple tactics for attacking and defending.
• Perform dances using simple movement patterns.
KEY STAGE TWO (Years 3-6)
Fundamentals - Learning to train
This stage focuses on learning fundamental movement skills and building overall motor skills.
Fundamental movement skills are the building blocks of success in sport and life-long enjoyment of physical activity, and children who develop them are more likely to engage in activity both as children, and later as adults. Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
They are encouraged to embrace communicating, collaborating and competing with each other and they start to develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils are taught to:
• use running, jumping, throwing and catching in isolation and in combination
• play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounder's and tennis], and apply basic principles suitable for attacking and defending
• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
• perform dances using a range of movement patterns
• take part in outdoor and adventurous activity challenges both individually and within a team
• Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
• Perform dances using simple movement patterns.
KEY STAGE THREE (Years 7-9)
Training to train
It is at this stage that students start to specialise in the sport of their choice outside of school. The Edron is proud and fortunate to have over 30 students who are currently representing the city and a handful that are representing Mexico in a wide range of sports. While children start competing more seriously, the major focus for physical education at school during this stage is helping them understand and apply what they've learned in training — not on winning at all costs.
The Train to Train stage starts when the child's major growth spurt starts. The beginning of the rapid increase in growth is about age 11 in boys and 9 in girls but varies widely from individual to individual. The peak height velocity (when your child is growing the fastest) occurs on average at the age of 14 years in boys and 12 years in girls. For parents this is also a very interesting phase because up until now, you've most likely been directly involved — starting them out in a sport you enjoy. But in the Train to Train stage, students are more independent.
During these years, students build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities.They understand what makes a performance effective and how to apply these principles to their own and others' work. They are actively encouraged to develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
Pupils are taught to:
• Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket,
• Football, hockey, netball, rounders, rugby and tennis] develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]
• Perform dances using advanced dance techniques within a range of dance styles and forms
• Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
• analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.
KEY STAGE FOUR (Years 10-11)
IGCSE Physical Education
All student's in year 10 take a seven week block of physical education twice throughout the academic year. This is because PE is studied in a rotation with ICT, Music, Drama and PHSE.
During each of the 45 minute lessons, students will follow their own personal exercise plan: planning and monitoring their progress. They have access to the fitness suite to conduct cardiovascular or resistance exercise or they are able to take part in team games with their peers.
During this phase, the aim is to ensure that students remain active and are empowered to make healthy lifestyle choices as finish the SEP program and compulsory physical education. We are also very conscious that as students get older many go through the entire school day without structured games or activity breaks. Year 10 PE lessons are focused on giving them a chance to be active and enjoy their sport.
Assessment for SEP during year 10 is agreed with students on a personal basis using SMART goal setting and review.
Students who choose physical Education as an option will follow the Cambridge IGCSE program where students develop the knowledge, skills and an understanding of a range of relevant physical activities. This comes from studying both practical (50%) and theoretical (50%) aspects of Physical Education.
Over the 2 years course, students develop;
• The ability to plan, perform, analyse and improve, and evaluate physical activities.
• knowledge, skills and understanding of a range of relevant physical activities
• an understanding of effective and safe performance
• an understanding of the role of sport and physical activity in society and in the wider world
• an excellent foundation for advanced study
• an enjoyment of physical activity
Last year, Edron students had a 93% pass rate with 55% getting A*-A grades.
KEY STAGE FIVE (Years 12-13)
IB Sport, Exercise & Health Science
The attainment of excellence in sport is the result of innate ability or skill and the dedicated pursuit of a programme of physical and mental training accompanied by appropriate nutrition. Training programme design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful consideration of the physiological, biomechanical and psychological demands of the activity. This is the role of the sport and exercise scientist who, regardless of the athletic event, should be equipped with the necessary knowledge to be able to perform this task competently. Furthermore, in a world where many millions of people are physically inactive and afflicted by chronic disease and ill health, the sport and exercise scientist should be equally proficient when prescribing exercise for the promotion of health and well-being.
Scientific inquiry conducted over many decades, has accumulated a vast amount of information across a
range of sub-disciplines that contribute to our understanding of health and human performance in relation to sport and exercise. The Diploma Programme course in sports, exercise and health science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles.
The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sport, exercise and health relative to the individual and in a global context.
Students complete six pieces of coursework investigations which a mostly lab-based worth 24% of their final mark. The rest of the course is graded in 3 papers taken at the end of year 13.
Most students go on to study medicine, genetics, exercise physiology or teaching.
Throughout the school in ´core´ physical education lessons, students will be assessed using four different criteria. Their performances in these four aspects will determine their overall SEP grade.
Active Healthy Lives
This aspect looks at how students are able to prepare for exercise (warm up and cool downs), plan for performance and manage both the physical and nutritional aspects of a healthy life beyond the Edron.
Many of our students play individual sports outside of school. This aspect assesses their ability to work in teams and think strategically in order to succeed in team games.
This aspect assesses students ability to assess, evaluate and improve their own and the others performances.
Finally it is the performance aspect. How well can students perform with accuracy, fluency and control.
We have pruposefully weighted all aspects equally so more students are able to access top grades, not just good practical performers.