Curriculum – Sport & Healthy Lifestyles

Curriculum Aims- Sport& Healthy Lifestlyes

Outcomes

By the end of Key Stage 3:

The vast majority of pupils will achieve secure motor competence across a broad range of physical activities, enabling confident participation and preparing them effectively for progression into Key Stage 4.
Pupils will develop the foundational knowledge, skills and understanding required to make informed choices about physical activity and sport.

At Key Stage 4:

Pupils will continue to develop and apply physical, tactical and health-related knowledge and skills that support lifelong participation, allowing them to build on existing strengths and explore new activities.
Through highly effective, inclusive teaching and responsive assessment, all pupils are supported to achieve strong outcomes in GCSE Physical Education and related courses.
High expectations ensure that all pupils, including those who are disadvantaged, those with SEND, those known to children’s social care and those facing additional barriers to learning or wellbeing, are enabled to succeed and make sustained progress.

Beyond the Examination

All pupils study Physical Education in sufficient depth and breadth, in line with the National Curriculum, to develop physical competence, confidence and understanding.
The curriculum prepares pupils for the next phase of education, training or employment, including pathways into sport, physical activity, health and the performing arts.

Enrichment, Electives and Competition

Electives, enrichment activities and educational visits enhance and broaden the PE curriculum by widening experiences, raising aspiration and supporting progress.
Electives provide inclusive opportunities for all pupils to participate, perform and compete at a range of levels, including intra-school, local, regional and national competitions.

Pupils are encouraged to develop leadership, teamwork, resilience and sportsmanship through structured participation and performance opportunities.

Curriculum Aims H&Sc

KS4

Outcomes

Through highly effective, inclusive teaching and responsive assessment, all pupils are supported to achieve strong outcomes across all components of the BTEC Tech Award, demonstrating secure knowledge, effective application, and the ability to respond to synoptic assessment demands.

High expectations ensure that all pupils, including those who are disadvantaged, those with SEND, those known to children’s social care and those facing additional barriers to learning or wellbeing, are enabled to succeed and make sustained progress supported by adaptive teaching, regular formative assessment, and targeted intervention.

Beyond the exam

1.Personal Development and Character

A central outcome of the curriculum beyond the exam is the development of well-rounded individuals who demonstrate:
Empathy, compassion and respect for others, particularly those with differing needs, backgrounds and life experiences.
A strong understanding of care values, including dignity, confidentiality, and safeguarding.
Become Informed and reflective individuals, able to make decisions that promote their own health and wellbeing and how to lead a healthy lifestyle.
Maturity when engaging with sensitive topics, such as illness, disability and life events.

These qualities prepare pupils not only for further study, but for positive participation in society.

2. Preparedness for Further Study and Employment

By the end of KS4, pupils will:

Understand the breadth of opportunities within the health and social care sector, including a wide range of career pathways.

Be well-prepared for progression to Level 3 courses, apprenticeships or other relevant pathways.

Knowledge & Skills

Year 7

Introduction and skill-development in our target sports through high-quality lessons, extra-curricular provision and competition at all levels.

Students will develop KNOWLEDGE of:

Core skills and techniques across a range of sports and physical activities and will be able to make informed decisions about these
How to identify and apply simple corrections to improve performance
Basic rules, regulations and principles of fair play across our range of curriculum sports
Basic exploration of movement components (action, space, dynamics and relationships)
The purpose and structure of warm-ups and cool-downs, and their impact on performance
Fundamental movement skills (FMS) and why they are important for development
Key subject-specific vocabulary, including Tier 2 (academic language) and Tier 3 (sport-specific terminology), across a range of physical activities and sports
How to lead healthy, active lifestyles including how to access extra-curricular activities

Students will develop their SKILLS in:

Performing and applying basic techniques in isolation or simple drills
Applying skills in game play or competitive situations
How to outwit opponents in competitive situations
Working effectively within a team and communicating appropriately
Basic choreographic devices and techniques, including replication and some creativity
Lead warm-ups safely and effectively, including fundamental movement skills (FMS)
Observing and identifying strengths and areas for improvement in performance of themselves and their peers

Year 8

Development of our target sports with an increased focus on game-play through high-quality lessons, extra-curricular provision and competition at all levels.

Students will develop KNOWLEDGE of:

More advanced skills and techniques for each sport & physical activity and will be able to make informed decisions about these
How to make corrections to their technique to improve the outcome
Tactics used to outwit opponents in competitive situations
Rules, regulations and principles of fair play across our range of curriculum sports
More advanced exploration of movement components with an increased focus on choreographic processes
The components of an effective warm-up, including the use of FMS, and how to cool down effectively.
Key subject-specific vocabulary, including Tier 2 (academic language) and Tier 3 (sport-specific terminology), across a range of physical activities and sports
How to lead healthy, active lifestyles including how to access extra-curricular activities

Students will develop their SKILLS in:

Skills and techniques under increasing pressure in competitive game play or situations
Pressured decision making including how to outwit opponents in competitive game play or situations
Complex choreographic devices and technique, including accurate replication and developing choreography
Analysing and evaluating performances, from themselves and others, offering constructive feedback to improve outcomes

Year 9

Students will develop KNOWLEDGE of:

Advanced skills and techniques applied in competitive game play under pressure from opponent(s) and will be able to make informed decisions about these through the use of hinge questioning.
More advanced tactics used to outwit opponents in competitive situations
Rules, regulations and principles of fair play across our range of curriculum sports
Health & Fitness:

How to collect and analyse fitness testing data
Methods of training used to improve specific components of fitness
How to apply progressive overload to a fitness training programme

Choreographed dances with advanced ideas
Know the components of an effective warm-up specifically for each sport, including the use of FMS, and how to cool down.
Know why each component of a warm-up is important
Key subject-specific vocabulary, including Tier 2 (academic language) and Tier 3 (sport-specific terminology), across a range of physical activities and sports
The benefits physical health of an active lifestyle including how to access extra-curricular activities

Students will develop their SKILLS in:

Advanced skills and techniques under pressure in full sided games
Selecting and applying appropriate tactics and strategies to outwit opponents
Demonstrating effective teamwork, communication and leadership
Creating and performing expressive, technical, physical and performance skills studied as well as building on technique
Critically analysing and evaluating performance to provide detailed, high-impact peer and self-assessment

Year 10 &11 Core PE

In Year 10 & 11 students follow the Sports Education Model. Instead of short units where students learn individual skills, the Sports Education Model organises learning into a ‘sport season’, replicating the structure of community and competitive sport. Students become members of a team for the duration of the season, taking on a range of responsibilities beyond simply being performers.The model encourages every student to contribute to the success of their team through participation, leadership and organisation, ensuring that all learners have meaningful roles regardless of sporting ability.

Students will develop KNOWLEDGE of:

Sport-Specific Knowledge – Rules and regulations, Scoring systems, Competition formats, Tactical principles, Team formations, Positions and roles, Strategies for attack and defence and Warm-up and cool-down principles
Officiating Knowledge – Applying rules fairly, Signals and terminology, Respect and sportsmanship and Fair competition

Students will develop their SKILLS in:

Leadership – Lead warm up, organise practices, motivate others
Tactical skills – Make effective decisions, Solve tactical problems, Adapt to changing situations, Read the game, Anticipate opponents, Select appropriate skills
Physical skills
Communication skills – Deliver clear instructions, Listen actively, Provide constructive feedback, Negotiate roles, Resolve conflict, Encourage teamwork, Speak confidently, Present ideas
Numeracy skills – Recording scores, League tables, Timing events
Personal Development Skills – Responsibility, Independence, Organisation, Resilience, Commitment, Respect, Accountability

Year 10 – Edexcel GCSE PE

Students will develop KNOWLEDGE of:

Understand the structure and function of the musculoskeletal system, including bones, joints, muscles, ligaments and tendons.
Explain how muscles and bones work together to produce movement in physical activity and sport.
Understand the structure and function of the cardiovascular and respiratory systems.
Explain how oxygen is transported and utilised during physical activity.
Understand the differences between aerobic and anaerobic exercise and energy production.
Describe the short- and long-term effects of exercise on the body.
Understand the principles of movement analysis, including lever systems, planes and axes of movement.
Identify and explain the components of health-related and skill-related fitness.
Understand the purpose and application of fitness testing and normative data.
Explain the principles of training, including specificity, overload, progression, reversibility and FITT.
Understand a range of training methods and their suitability for different sporting activities.
Explain how training can be optimised and how injuries can be prevented and treated.
Understand the purpose and structure of effective warm-ups and cool-downs.
Understand the links between physical activity, health, fitness and wellbeing.
Explain the impact of lifestyle choices, including diet, sleep, smoking, alcohol and activity levels, on health and performance.
Understand the nutritional requirements for health and sporting performance, including the role of carbohydrates, proteins, fats, vitamins, minerals, fibre and hydration.
Explain the consequences of a sedentary lifestyle on physical, emotional and social health.
Understand the classification of sporting skills and appropriate practice methods.
Understand the principles and benefits of goal setting and SMART targets.
Explain how guidance, feedback and mental preparation can improve performance.
Understand socio-cultural influences on participation in sport, including age, gender, ethnicity, disability and socio-economic status.
Explain the impact of media, sponsorship and commercialisation on sport.
Understand ethical issues in sport, including sportsmanship, gamesmanship and deviance.
Understand how data can be collected, presented, interpreted and evaluated within sport and physical activity.
Sport-Specific Knowledge – Rules and regulations, Scoring systems, Competition formats, Tactical principles, Team formations, Positions and roles, Strategies for attack and defence and Warm-up and cool-down principles

Students will develop their SKILLS in:

Application of Subject Knowledge -Recall and accurately explain key concepts from each topic area, Build long-term retention of knowledge through regular retrieval and revisiting of prior learning, Make connections between scientific principles and sporting performance, Apply knowledge from one topic to support understanding in another (for example, linking anatomy to training methods or psychology to performance
Use of Academic Literacy and Tier 3 Subject Vocabulary – Understand the meaning of specialist Tier 3 vocabulary, Incorporate technical language naturally into written explanations, Improve spelling, pronunciation and understanding of technical vocabulary, Use increasingly sophisticated sentence structures when communicating scientific ideas (examples of Tier 3 vocabulary: agonist, antagonist, vasoconstriction, endorphins)

Numeracy and Data Interpretation Skills – Interpret tables,Analyse graphs, Compare performance data, Interpret fitness testing results, Use normative data
Application of Knowledge Across Sporting Contexts
Performance Analysis Skills – Identify strengths and weaknesses in performance, Recommend realistic strategies for improvement, Evaluate effectiveness of training programmes
Tactical skills – Make effective decisions, Solve tactical problems, Adapt to changing situations, Read the game, Anticipate opponents, Select appropriate skills

Year 11 – Edexcel GCSE PE

The Year 11 GCSE Physical Education curriculum builds directly on the foundations established in Year 10, moving pupils towards mastery and confident application of their knowledge and skills across both theoretical and practical components of the Edexcel GCSE specification.

Students will develop KNOWLEDGE of:

Understand the structure and function of the musculoskeletal system, including bones, joints, muscles, ligaments and tendons.
Explain how muscles and bones work together to produce movement in physical activity and sport.
Understand the structure and function of the cardiovascular and respiratory systems.
Explain how oxygen is transported and utilised during physical activity.
Understand the differences between aerobic and anaerobic exercise and energy production.
Describe the short- and long-term effects of exercise on the body.
Understand the principles of movement analysis, including lever systems, planes and axes of movement.
Identify and explain the components of health-related and skill-related fitness.
Understand the purpose and application of fitness testing and normative data.
Explain the principles of training, including specificity, overload, progression, reversibility and FITT.
Understand a range of training methods and their suitability for different sporting activities.
Explain how training can be optimised and how injuries can be prevented and treated.
Understand the purpose and structure of effective warm-ups and cool-downs.
Understand the links between physical activity, health, fitness and wellbeing.
Explain the impact of lifestyle choices, including diet, sleep, smoking, alcohol and activity levels, on health and performance.
Understand the nutritional requirements for health and sporting performance, including the role of carbohydrates, proteins, fats, vitamins, minerals, fibre and hydration.
Explain the consequences of a sedentary lifestyle on physical, emotional and social health.
Understand the classification of sporting skills and appropriate practice methods.
Understand the principles and benefits of goal setting and SMART targets.
Explain how guidance, feedback and mental preparation can improve performance.
Understand socio-cultural influences on participation in sport, including age, gender, ethnicity, disability and socio-economic status.
Explain the impact of media, sponsorship and commercialisation on sport.
Understand ethical issues in sport, including sportsmanship, gamesmanship and deviance.
Understand how data can be collected, presented, interpreted and evaluated within sport and physical activity.

Students will develop their SKILLS in:

1. Examination Readiness and Assessment Literacy – Interpret examination papers efficiently and confidently, Identify command words and accurately interpret what each question requires, Apply effective time management strategies to maximise marks across the examination, Structure responses according to the mark allocation, Refine examination techniques through regular practice using past examination papers and examiner reports, Review common misconceptions and learn strategies to avoid frequent examination errors.

2. Higher-Order Thinking and Extended Response Skills – Analyse complex sporting scenarios, Construct balanced arguments, Justify decisions using evidence from theory and practice.

3. Academic Literacy and Subject-Specific Communication – Using Tier 2 academic vocabulary accurately (e.g. analyse, evaluate, justify, interpret), Applying Tier 3 subject-specific terminology fluently (e.g. proprioception, antagonistic pair, aerobic endurance, kinaesthetic awareness), Constructing coherent, well-organised written responses, Communicating scientific and sporting concepts clearly and precisely

4. Independent Revision and Retrieval Skills – Select appropriate revision strategies for different topics, Produce effective revision resources including flashcards, mind maps, Cornell notes and knowledge organisers, Self-assess understanding and identify knowledge gaps, Plan and organise revision schedules leading up to assessments, Use examination feedback to inform future revision priorities.

5. Planning and Evaluation Skills (PEP) – Students develop the ability to improve their own performance and fitness through structured planning.

6. Tactical skills – Make effective decisions, Solve tactical problems, Adapt to changing situations, Read the game, Anticipate opponents, Select appropriate skills

Sequencing

Example Year 7 curriculum (Order of activities will vary for each class, Sports are delivered in 10-week blocks providing reasoning for overlap between ½ terms.)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Table Tennis and Netball (Cross-Country and Level 1 Defibrillator Training)	Table Tennis/ Volleyball and Netball / Football Orienteering	Volleyball and Football	Trampolining and Dance (Orienteering)	Trampolining / Basketball and Dance / Athletics	Basketball and Athletics
Example Year 8 curriculum (Order of activities will vary for each class, Sports are delivered in 10-week blocks providing reasoning for overlap between ½ terms.)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Table Tennis and Netball Cross-Country	Table Tennis / Volleyball and Netball / Football Orienteering	Volleyball and Football	Trampolining and Dance Orienteering	Trampolining / Basketball and Dance/Athletics	Basketball and Athletics
Year 9 curriculum – (Sports are delivered in 10-week blocks providing reasoning for overlap between ½ terms.)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Football and Volleyball Cross-Country	Football / Basketball and Volleyball / Fitness Orienteering	Basketball and Fitness	Table Tennis and Badminton Orienteering	Table Tennis / Handball and Athletics	Handball / Striking and Fielding and Athletics

Example Scheme of Work

Sports – scheme of work Download

Y10 &11 PE

Example Year 10 curriculum (Order of activities will vary for each class, Sports are delivered in 7-week blocks providing reasoning for overlap between ½ terms.)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Badminton Table Tennis Volleyball Fitness GCSE PE Football Netball	Fitness Table Tennis Volleyball Badminton GCSE PE Football Netball	Netball Basketball Handball Football GCSE PE Table Tennis Volleyball	Netball Handball Basketball Football GCSE PE Table Tennis Volleyball	Athletics Striking and Fielding GCSE PE Athletics Striking & Fielding	Athletics Striking and Fielding GCSE PE Athletics Striking & Fielding
Example Year 11 curriculum (Order of activities will vary for each class, Sports are delivered in 7-week blocks providing reasoning for overlap between ½ terms.)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Badminton Table Tennis Volleyball Fitness GCSE PE Football Netball	Fitness Table Tennis Volleyball Badminton GCSE PE Volleyball Table Tennis	Netball Basketball Handball Football GCSE PE Moderation preparation	Netball Handball Basketball Football

Edexcel GCSE PE

Year 10 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Health benefits of exercise Lifestyle Choices. Diet and Dietary Manipulation. Skeletal System Volleyball	Body Systems: Musculo-skeletal & Cardio-respiratory Volleyball Football Netball	Long term adaptations for body systems. Planes of movement & axis of rotation Lever systems Goal Setting Skill classification Practice Structure Football Netball Table Tennis	Health, Fitness & Exercise. Components of Fitness Fitness testing Table Tennis	SMART Targets Principles of Training Injuries and injury prevention PEP – Data collection Athletics	PEDs Sporting Behaviours Commercialisation of Sport Participation Rates. PEP (Coursework) Athletics

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Body Systems: Musculo-skeletal & Cardio-respiratory Short & long term effects of training PEP (Coursework) Football Netball	Health & Lifestyle Choices. Lever-systems Planes & Axis Diet and Dietary Manipulation PEP (Coursework) Football Netball Table Tennis Volleyball	Physical Training Components of Fitness Fitness Tests Principles of Training Table Tennis Volleyball	Classification of skills Practice structure. Types of Guidance and Feedback Methods of Training. Injury PEDs. Other individual sport assessments (Athletics, Boxing, Dance, Boccia)	Participation Rates. Sporting Behaviours. Commercialisation. Exam Preparation (paper 1 revision)	GCSE Exams

Health and social Care Year 10

Students will develop KNOWLEDGE of:

Component 1:

Understanding of the six life stages from infancy to later adulthood.
Knowledge of Physical, Intellectual, Emotional and Social (PIES) development across the lifespan.
Understanding how growth and development changes throughout life.
Knowledge of factors that affect development
Understanding of significant life events and their impact on individuals.
Knowledge of how people adapt to life events such as bereavement, parenthood, illness, retirement and relationship changes.
Understanding of support systems available to individuals, including family, community groups and professional services

Component 2:

Understanding the difference between health care and social care.
Knowledge of common health conditions
Understanding of healthcare provision including:
- Primary care services
- Secondary care services
- Tertiary care services
- Allied health professionals.
Knowledge of how multidisciplinary teams work together to meet individual needs.
Understanding of social care services
- Children and young people
- Adults with additional needs
- Older adults
Knowledge of informal and voluntary care services.
Understanding of barriers that prevent people accessing services

Students will develop their SKILLS in:

Analytical and Evaluation Skills – Assess how significant life events can affect individuals differently depending on age, circumstances and available support, Consider multiple viewpoints when exploring responses to life events, Make informed judgements about the effectiveness of different support systems
Research and Investigation Skills – Gather information from a range of sources including case studies, articles, reports and health-related resources, Select relevant evidence to support explanations and conclusions
Academic and Assessment Skills – Use feedback to improve the quality of written work, Plan, organise and complete independent coursework tasks, Structure extended written responses using evidence and examples, Demonstrate independent learning and time-management skills when completing assignments
Communication Skills – Participate in discussions and debates about factors affecting development, Use appropriate health and social care terminology accurately and confidently, Communicate findings effectively using subject-specific vocabulary

Students will develop KNOWLEDGE of:

Component 2: Health and Social Care Values

Understanding of the professional skills required in care settings:
Knowledge of key care attributes:
Understanding of the 6 Cs of care:
- Care
- Compassion
- Competence
- Communication
- Courage
- Commitment.
Knowledge of obstacles individuals may face when receiving care.
Understanding of person-centred care and its benefits.
Understanding of rights, dignity, confidentiality, safeguarding and anti-discriminatory practice.

Component 3: Health and Wellbeing (Externally assessed exam)

Component 2: Health and Social Care Values

Understanding of the professional skills required in care settings:
Knowledge of key care attributes:
Understanding of the 6 Cs of care:
- Care
- Compassion
- Competence
- Communication
- Courage
- Commitment.
Knowledge of obstacles individuals may face when receiving care.
Understanding of person-centred care and its benefits.
Understanding of rights, dignity, confidentiality, safeguarding and anti-discriminatory practice.

Component 3: Health and Wellbeing (Externally assessed exam)

Understanding factors that influence health and wellbeing.
Knowledge of physiological indicators of health and the consequences of abnormal readings
Understanding lifestyle factors that affect health.
Understanding of person-centred approaches to care planning.
Knowledge of recommendations and actions that improve health and wellbeing.
Understanding barriers and obstacles individuals may face when making lifestyle changes and how support can be provided.

Students will develop their SKILLS in:

Professional Skills and Care Practice – Developing an understanding of professional care skills and why they are important
Solution-Focused Thinking – Recommending appropriate solutions, Evaluating the benefits of overcoming barriers, Justifying recommendations using evidence and reasoning
Data Interpretation Skills – Analyse blood pressure, BMI and resting heart rate readings, Evaluate risks associated with abnormal health indicators, Make evidence-based judgements regarding current and future health.
Health Promotion and Improvement Planning Skills – Recommend actions to improve health outcomes, Apply person-centred approaches when planning interventions, Consider individual circumstances when making recommendations
Critical Thinking and Evaluation Skills – Assessing the effectiveness of services, Comparing different forms of support, Justifying recommendations using evidence, Drawing conclusions from case studies, Applying theoretical knowledge to real-world scenarios, Making balanced judgements supported by evidence.
Research, Presentation and Academic Skills -Independent research skills, Extended writing and report-writing skills, Case study analysis techniques, Time management skills meeting coursework deadlines

Curriculum Overview

Year 10

	Term 1	Term 2	Term 3
What will students learn	Component 1: Learning Aim A (Understand human growth and development across life stages and the factors that affect it) Understand the changing impact of factors (listed below) across different life stages and the impact on development	Component 1: Learning aim B (Investigate how individuals deal with life events) Component 1: Learning aim B Coping with change caused by life events	Component 2: Learning Aim A (The different types of Health and Social Care Services and barriers accessing them)
Topics covered	The process of growth and development across the following life stages: Infancy, Early Childhood, Adolescence, Early Adulthood, Middle Adulthood, Later Adulthood Factors explored Physical factors: Illness, injury and medical conditionsLifestyle choices (exercise, diet, smoking, alcohol and substance abuse)Social & cultural factors: Social factors – supportive and unsupportive relationships with others – friends, family, peers and colleagues, social inclusion and exclusion, bullying and discriminationEnvironmental factors: housing needs, conditions, location, home environment (abuse & parental conflict), exposure to pollution – air, noise and light. Cultural factors: Religion, gender roles and expectations, gender identity, sexual orientation, community participation and race. Economic factors: income, savings, inheritance and employment situation	Physical events, to include: accident/injury, ill health.Relationship changes, to include: entering into relationships, marriage, divorce, parenthood, bereavementLife circumstances, to include: moving house, school or job, exclusion from education, redundancy, imprisonment, retirement and changes to standards of livingThe importance of character traits (resilience, self-esteem, emotional intelligence, disposition) – that influence an individuals ability to cope with life eventsThe types of support essential in enabling individuals to cope with life events	*A1:Learners will explore a range of healthcare conditions and how they can be managed by the individual and the different healthcare services that are available.* Health conditions: o arthritis, cardiovascular conditions – coronary heart disease, stroke, diabetes (type 2), dementia, obesity, respiratory conditions – asthma, chronic obstructive pulmonary disease (COPD) additional needs – sensory impairments, physical impairments, learning disability. ● Health services available: primary care – GP surgeries, dental care, out-of-hours services, telephone services, accident and emergency departments o secondary care – specialist medical care to include rheumatology, respiratory medicine, cardiology, endocrinology o tertiary care – specialist medical care to include oncology, transplant services o allied health professions – physiotherapy, speech and language therapy, occupational therapy, dietetics multidisciplinary team working – how services work together, including referrals between services. *A2 Social care services Learners will explore a range of social care needs and how these can be met by the social care services that are available.* services for children and young people, e.g. foster care, residential care, youth workServices for adults or children with specific needs residential care, respite care, domiciliary care Services for older adults, e.g. residential care, domiciliary care *A3 Barriers to accessing services Learners will explore barriers that can make it difficult to use these services and suggest how these barriers can be overcome.* Physical barrierGeographical barrierSensory barrierIntellectual barrierSocial and cultural barrierFinancial barrier
Assessments	Pearson Set Assessment Component 1: Task 1&2	Pearson Set Assessment: Component 1: 3a & 3b	Person Set Assessment Component 1 PSA deadline – 15th May Component 2: Task 1

Year 11

	Term 1	Term 2	Term 3
What students will learn	Component 2: Learning outcome B Understand the skills, attributes and values required to give care	Component 3: Health and Wellbeing (External exam)	Component 3 –
Topics covered	B1 Skills and attributes in health and social care Skills: problem solving observation dealing with difficult situations organisation. Attributes: empathy patience trustworthiness honesty. B2 Values in health and social care The 6 Cs: Care compassion competence courage commitment B3 The obstacles individuals requiring care may face Learners will explore the personal obstacles that individuals requiring and receiving care may face Potential obstacles and their impact on the individual:emotional/psychological time constraints availability of resourcesunachievable targetslack of supportother factors specific to individual – ability/disability, health conditions, addiction. B4 The benefits to individuals of the skills, attributes and values in health and social care practice Learners will explore how skills, attributes and values benefit individuals when receiving care. During lesson 7, students will also interleave content and study the physiological indicators of health in preparation for the external exam Learners will explore how physiological indicators are used to measure health. ● Interpretation of physiological data according to published guidelines for the following below and also the significance of abnormal readings on current and future physical health Resting heart rateRecovery rateBody Mass Index (BMI)Blood pressure	A Factors that affect health and wellbeing A1 Factors affecting health and wellbeing Physical factors that can have positive or negative effects on health and wellbeingLifestyle factors that can have positive or negative effects on health and wellbeing Social factors that can have positive or negative effects on health and wellbeing Cultural factors that can have positive or negative effects on health and wellbeing Economic factors that can have positive or negative effects on health and wellbeing Environmental factors that can have positive or negative effects on health and wellbeing B Interpreting health indicators B1 Physiological indicators ● Interpretation of physiological data according to published guidelines for the following below and also the significance of abnormal readings on current and future physical health Resting heart rateRecovery rateBody Mass Index (BMI)Blood pressure B2 Lifestyle indicators Learners will explore how lifestyle choices determine physical health. ● Interpretation of lifestyle data according to published guidelines: nutrition – the Eatwell Guidephysical activity – UK Chief Medical Officers’ Physical Activity Guidelinessmoking – UK Chief Medical Officers’ Smoking Guidelines alcohol – UK Chief Medical Officers’ Alcohol Guidelinessubstance misuse C Person-centred approach to improving health and wellbeing The ways in which a person-centred approach takes into account an individual’s: needs – to reduce health riskswishes – their preferences and choices circumstances – to include age, ability, location, living conditions, support, physical and emotional health. The importance of a person-centred approach for individualsThe benefits of a person-centred approach for health and social care workers and services C2 Recommendations and actions to improve health and wellbeing Support available when following recommendations to improve health and wellbeing C3 Barriers and obstacles to following recommendations	Final revision recapping ALL topics with remaining students
Assessment	Component 2: Task 2, 3a,3b Pearson deadline: 15th December	PPE 2	Component 3 external exam (5th May)

Edexcel GCSE sample SOW

health sow Download

Key Stage 3 P.E.

RSE and Health Education

The Key Stage 3 PE curriculum provides a comprehensive and developmentally appropriate programme that directly fulfils the Health Education Curriculum requirements across mental wellbeing, physical health, healthy lifestyles, personal safety and first aid. PE lessons emphasise enjoyment, teamwork and resilience, enabling pupils to recognise how movement, outdoor activity and social connection contribute to happiness and positive mental wellbeing.

The BeeWell Survey in Years 7 and 8 strengthens pupils’ emotional literacy and self‑reflection, supporting Health Education aims that pupils should understand what makes them feel happy or unhappy and recognise loneliness or low mood as normal experiences. This pastoral integration ensures PE contributes not only to physical development but also to mental wellbeing monitoring and early identification of support needs.

In the Sports and Healthy Lifestyles pastoral resources, KS3 pupils also receive teaching on emotional health, particularly how participation in physical activity improves mood, reduces anxiety and builds resilience. This mirrors Health Education guidance that pupils should learn coping strategies and understand how overcoming barriers to participation can reduce anxiety over time.

Personal safety and first aid are strongly embedded in Year 7 through CPR training facilitated by Stephanie Morris, where pupils learn life‑saving CPR. This meets Health Education criteria on basic first aid and emergency response, while also supporting expectations around managing risk, recognising unsafe situations and knowing how to seek help. These skills are reinforced through practical PE contexts where pupils learn to warm up safely, prevent injury and respond appropriately when accidents occur.

In Year 9, the Fitness Suite Module – Leading a Personal Exercise Programme (PEP) introduces pupils to structured exercise planning, safe training principles and lifestyle analysis. This aligns with Health Education content on understanding healthy lifestyles, evaluating wellbeing activities and recognising how physical activity contributes to an improvement in their Fitness, thus health also.

By integrating pastoral resources, wellbeing monitoring, structured physical activity, first aid training and lifestyle education, the Key Stage 3 PE curriculum fully meets the Health Education Curriculum criteria for Years 7, 8 and 9, providing a holistic foundation for pupils’ physical, mental and emotional development.

RSE and Health Education

Edexcel GCSE PE

The Edexcel GCSE PE specification strongly meets the Health Education curriculum by providing pupils with a deep, applied understanding of physical health, emotional wellbeing, healthy lifestyles, personal safety and first aid, all embedded within both theory and practical learning. Through repeated teaching of lifestyle choices, pupils learn how activity levels, diet, sleep, work/rest balance and recreational drug use influence physical and mental health, directly aligning with Health Education content on the importance of physical activity, sleep quality, and the risks associated with alcohol, nicotine and other substances. The specification’s focus on Lifestyle choices ensures pupils understand how physical activity supports emotional wellbeing, mirroring the Health Education requirement that pupils recognise the benefits of exercise, time outdoors and community participation for happiness and mental health. This is reinforced through the Fitness Suite Module and Personal Exercise Programme (PEP), where pupils evaluate their own wellbeing, analyse activity levels and learn to critically assess which behaviours contribute positively to their health—reflecting the Health Education expectation that pupils can “critically evaluate which activities will contribute to their overall wellbeing”.

The GCSE PE content on sedentary behaviour and its consequences directly supports Health Education teaching on the risks of inactivity, including cardiovascular ill‑health, unhealthy weight gain and reduced emotional resilience. Pupils learn how inactivity affects long‑term health, linking to Health Education strands on maintaining a healthy weight, preventing disease and understanding how lifestyle choices shape physical and mental wellbeing. The specification’s emphasis on energy balance, diet, nutrition and hydration further strengthens pupils’ understanding of healthy eating, mirroring Health Education content on the links between poor diet and risks such as tooth decay, cardiovascular disease, cancer and type 2 diabetes. By teaching pupils how energy intake and expenditure affect weight and performance, GCSE PE meets the requirement that pupils understand how to maintain healthy eating habits and avoid unhealthy weight gain.

Emotional wellbeing is explicitly addressed through Emotional health, where pupils learn how participation in physical activity improves mood, reduces stress and supports positive mental health. This aligns directly with Health Education content stating that physical activity promotes wellbeing and combats stress, and that managing normal feelings such as worry or sadness can be supported through healthy routines. Practical PE delivery across Years 10 and 11 reinforces this by giving pupils regular opportunities to experience the emotional benefits of exercise, teamwork, achievement and social connection—mirroring Health Education teaching that happiness is linked to being connected to others and that participation in enjoyable activities can reduce anxiety over time.

Furthermore, the GCSE PE curriculum indirectly supports Health Education strands on mental health and substance use by teaching pupils how lifestyle choices, including alcohol and nicotine use, affect performance, recovery, sleep quality and long‑term health. This reinforces Health Education content on the bi‑directional relationship between substance use and mental health, the harms of smoking, and the risks associated with alcohol consumption. The pastoral resources used across all year groups complement this by promoting healthy lifestyles, emotional regulation and positive wellbeing habits.

Overall, the Edexcel GCSE PE specification provides a robust, practical and theoretically grounded framework that meets the Health Education curriculum criteria. It equips pupils with the knowledge, skills and habits needed to maintain physical and emotional wellbeing, make informed lifestyle choices, understand the consequences of inactivity and substance use, manage personal safety, and apply first aid confidently. Through its integration of physical activity, health science, emotional wellbeing and safety education, GCSE PE delivers a comprehensive contribution to statutory Health Education.

RSE and Health Education

Health and Social Care

The Health and Social Care curriculum makes a strong contribution to the statutory Health Education requirements by developing students’ understanding of human growth, development, health, wellbeing and healthcare provision across the lifespan. Through the study of human growth and development, students explore physical, intellectual, emotional and social changes from infancy through to older adulthood, helping them understand how development influences health and wellbeing at different life stages. This includes consideration of the factors that can positively and negatively affect development, such as genetics, environment, relationships and life experiences.

Students also develop an understanding of how lifestyle choices influence health and wellbeing. Through the exploration of lifestyle indicators, they examine the impact of diet, exercise, physical activity, substance use and other health-related behaviours on physical and mental health. This supports their understanding of healthy lifestyles, disease prevention and the importance of making informed choices that promote long-term wellbeing. The curriculum highlights the links between lifestyle behaviours and health outcomes, including conditions associated with poor diet, inactivity, smoking and alcohol use.

By studying human growth and development, learners explore the changing nature of relationships and families over time, including the impact of birth, ageing, illness, loss and other life transitions. This helps students recognise the importance of stable, supportive relationships and understand how family structures and personal circumstances can change throughout an individual’s life. The curriculum also develops awareness of the role of parents, carers and support networks in promoting healthy development, wellbeing and resilience.

Through Learning Aim B, students investigate how individuals deal with life events such as family changes, relationship breakdown, bereavement, illness, accident, disability and other significant experiences. This encourages learners to develop empathy and understanding of the emotional impact that life events can have on individuals and families. Students explore the support available to help people cope with change, adversity and loss, promoting awareness of positive relationships, support networks and help-seeking behaviours.

The curriculum further develops students’ knowledge of health promotion, prevention and healthcare services. Learners investigate a range of healthcare conditions and how they can be managed, as well as the different healthcare and social care services available to support individuals. This is integrated with statutory content on navigating the healthcare system, understanding the roles of GPs, A&E and pharmacies. They explore barriers that may prevent people from accessing services and consider how healthcare professionals work together to meet individual needs. This enables students to develop a broad understanding of the healthcare system and the importance of accessing appropriate support to maintain physical and mental health. In Year 11, pupils deepen their understanding through Component 3, exploring lifestyle indicators and how choices around diet, physical activity, sleep, smoking, alcohol and drugs affect physical health. This is strengthened by health education content on healthy eating, cardiovascular disease, diabetes, cancer risk, alcohol safety, drug harms including synthetic drugs, the co‑occurrence of substance use and mental health problems, and the serious harms associated with smoking.

Overall, the Health and Social Care curriculum provides students with valuable knowledge and understanding of health, development and wellbeing across the lifespan. It supports the development of health literacy, encourages informed decision-making and helps students understand the role of individuals, communities and healthcare services in promoting and maintaining good health.