PE

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As a community we have the highest aspirations for all our students, regardless of their background, and are ambitious in the breadth and depth of knowledge we want our students to gain in their subjects.

Our Curriculum has been designed using a Trivium framework encouraging students to Know Well, Think Well and Communicate Well. Students need to develop rich foundational knowledge, be able to think and deepen their understanding through questioning, discussion and debate. Be able to communicate and express their learning in a variety of forms.

As Tom Sherrington states in The Learning Rainforest, “Knowledge is key in a curriculum but so too is the ability to develop capacity to question and challenge, to engage in dialect of the trivium*, to contribute to debate and conversation.”

Thamesview seeks to go beyond a curriculum based on knowledge alone, to a curriculum that builds thought, expression and character.

The Trivium as outlined by Martin Robinson has three parts for students;

Knowledge (AKA Grammar):

Learning involves connecting new information with what is stored in our long-term memory.  Therefore, limited prior learning can limit our future learning.  Development of a rich knowledge base essentially makes us more intelligent by creating more branches for new learning and ideas to connect with.  Without much foundational knowledge of a topic it is difficult for learners to form their own ideas and to work independently.  Teachers have a vital part to play in leading the learning process to ensure that conceptual understanding progressively builds over time.  The curriculum must be coherently constructed and sequenced across subject disciplines to achieve this.   The development of a broad vocabulary is also a key part of this pillar. Thamesview places high importance on every subject area having a coherent and strong approach to successfully improving and strengthening disciplinary literacy within our school. This work is based on the research of the EEF and Alex Quigley.

Elements of Teaching & Learning related to Knowledge:

• Clarity through explanations & modelling 
• Responsive teaching strategies
• Repetition & spaced retrieval practice 
• Regular low level stakes assessment to identify and close gaps & address misconceptions.
• Disciplinary Literacy strategies to secure and cement knowledge for learners.
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.  

Exploration (AKA Dialectic):

Simply knowing things is insufficient. Encouraging our students to think, debate and consider alternative views is a vital part of the education we provide.  Knowing things without the skill to explore knowledge further is of limited value to our students in the wider world. We encourage our students at Thamesview to be respectful of others, to be resilience when learning or when ideas are challenging, to be ambitious for themselves, seeking to take knowledge beyond the just knowing and retaining of facts.

Elements of Teaching and Learning related to Exploration: 

• Real world experience, challenges and experimentation  

• Debate, critical thinking & deep questioning
• Problem solving & reflection
• Character Education
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.  

Communication (AKA Rhetoric):

We want our students to leave Thamesview confident communicators. Explaining ideas publicly strengthens knowledge.  This pillar is not, however, limited to public speaking.  Any performance involves communication, whether it be a Sporting or creative performance, essay, speech or exhibition of work.  These performances help to develop a range of qualities that prepare our learners well for their future lives.  Ensuring all our learners can communicate in a clear, articulate and convincing manner, in a variety of ways, is vital.  

Elements of Teaching & Learning related to Communication:

• Public performance & extended writing   
• Presentations, exhibitions and displays.
• Demonstrating Thamesview Character values.
• Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.   At Thamesview we aim to build our curriculum around five key principles.

1. A curriculum that has Coherence for students – explaining to them what they are learning and when and why.
2. A curriculum that provides all students with a wide and deep range of Experience(s).
3. A curriculum that equips students with Knowledge and the ability to use it, develop it and be inspired by it.
4. A curriculum that Expands horizons for students.
5. A curriculum that represents all creating a sense of Belonging

Intent:

At Thamesview 6^th Form, our goal is for all students, staff, parents and carers to develop a sense of a shared ambition for success, and the resilience to achieve that ambition. Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

At KS5 we offer a varied curriculum made up of A levels,  Vocational courses, and the Extended Project Qualification. Students are able to commence a Foundation Pathway should they fail to meet the Level 3 pre-requisites. This breadth of choice allows students to specialise and focus their learning on three key areas of study and provides access to higher education, apprenticeships and straight-to-work options. In the 6^th Form, we provide high quality careers guidance and experiences to ensure that students embark on the correct programme of study or employment pathway for them. All students will be exposed to advice and guidance from our Careers Advisor.

We aim to map our values and vision across the KS5 curriculum. To support this, each department has a clear statement of its curriculum intent, implementation and impact; additionally, each department has its own curriculum map.

“Students are mature in how they work and behave. They are keen to go to university and, with good careers advice, have begun to think carefully about their futures. They are good role models for younger pupils.” (Ofsted, 2018)

At Thamesview 6^th Form, our intent is trivium. As outlined by educationalist Martin Robinson, we expect all students to “know well, think well, communicate well”.

Know well: To achieve this, all 6^th Form students will be exposed to the best knowledge in their curriculum. Schemes of Work have been carefully designed to ensure that students are able to build on prior learning and knowledge. In most cases, this will be done through ‘do it now’ activities that are prominent in lessons at KS5. Core knowledge is identified and embedded in the fabric of teaching and learning so that students are able to articulate what needs to be retained in their long-term memory. Where possible, hinterland, substantive and procedural knowledge will be utilised to support the core knowledge taught; this will often include trips outside of the classroom, processes and narratives to reinforce understanding. As a member of the 6^th Form, students are encouraged to build their resilience for their chosen subjects and read outside of the curriculum; all students will be given a core reading list and a wider reading list for their chosen subject area; this will enable the application of subject terminology to specific tasks and case studies where applicable.

Think well: At Thamesview 6^th Form, questioning is planned in line with the curriculum and the core knowledge required. As preparation for life after 6^th Form, students at KS5 are encouraged to critically explore ideas and concepts beyond the recollection of facts. To demonstrate ambition, students are encouraged to ignite debate and discussion amongst their peers and demonstrate that they are aware of other perspectives and viewpoints. Often, teachers will use pedagogic models that encourage students to be more independent in their thinking and learning, this will often include working on the foundations of Vygotsky’s Zone of Proximal Development and Bruner’s scaffolding techniques.

Communicate well: At KS5, assessments are either low stake demonstrating retrieval of knowledge or cumulative end of unit assessment. At level 3, assessments will tend to be extended pieces of writing that require analytical and evaluative skills. Schemes of work have been carefully developed to ensure that any mis-conceptions are planned for. Furthermore, communication is also done in the form of articulate debates which enthuse and stimulate discussion around a specific topic area.

Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society- whether that be for Higher Education or the workplace. We deem it important that students can leave with the necessary skill set to analyse, evaluate and communicate effectively. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

Implementation:

At Thamesview 6^th Form, students can expect a high quality education that is centred on the individual needs of each student. We believe passionately that every young person, regardless of social background or previous experiences, deserves the chance to succeed in education and that is why we expect high standards of effort and behaviour from all of our students. Our curriculum implementation ensures that each student is able to access a curriculum pathway that enables them to make the best progress.

We offer three pathways:

• Pathway A that is made up of Level 3 courses and the Extended Project Qualification (2 years)
• Pathway B mirrors Pathway A but allows students to resit their Math and English in dedicated timetabled lessons.
• Pathway C is a foundation year, best suited for those that have not met the pre-requisites of the Level 3 courses (1 year)

We aim to shape and evolve our students to be as independent in their studies as they can possibly be and prepare them for life after the 6^th Form. It is imperative that students are able to take responsibility for their own learning and complete all activities that are required in class and also sat as homework. All lessons will be planned in line with the school’s teaching and learning policy and teachers will plan for regular summative and formative assessment points. As a member of the 6^th Form, students will be required to abide by the school rules (where applicable) and adhere to the dress code.

All students will be given the chance to partake in Year 12 work experience. Additionally, students will be given plenty of opportunities to attend University open days and career/ apprenticeship fairs. These experiences will help prepare our students for life after Thamesview 6^th Form.

“I’m very impressed with the standard of lessons being delivered with a variety of tasks” (Parental feedback, 2021)

At Thamesview 6^th Form, implementation is centred around Rosenshines ‘Principles of Instruction’. It is important that in all lessons, a review of previous learning takes place; in most cases this will be done in line with low stake assessments and the ‘do it now’ activities. New material will be presented in small, manageable steps in line with the scheme of work and the specification, whereby questions will be asked to ensure that any misconceptions are addressed. At KS5, questions will tend to be analytical and evaluative in nature so that the student is able to reflect on cause and consequences. At Thamesview 6^th Form staff and students have many resources available to enable them to model key concepts and pieces of work, whether this be technological or pedagogic, students can use these processes to help guide them through their work. As previously mentioned, scaffolding techniques are used to enable students to reach their full potential. Where possible, independent practice is encouraged whether this be in the form of wider reading, peer teaching or research specific tasks.

Impact:

Results have been improving year on year since opening in September 2017. We have achieved a 100% pass rate for each cohort and surpassed Kent averages. 100% of our students who made University applications received entry to their first choice universities. This is due to the hard work and dedicated of both students and staff where we strive for excellence on a daily basis.

From a Teaching and Learning perspective, at Thamesview 6^th Form there are a range of measures used to evaluate the impact of the curriculum. These include:

• Progress measures using formative and summative assessment
• Observation of pupil engagement during drop-ins, lessons observations and learning walks
• Deep Dives carried out in conjunction with partner Gravesham Schools
• Director led work scrutiny
• Reviewing attendance data
• Student/ parental surveys
• Destination data and follow up calls to students, parents and carers to ensure transition to University, apprenticeship or employment has been successful.

We aim to map our values and vision across the KS5 curriculum. To support this, each department has a clear statement of its curriculum intent, implementation and impact; additionally, each department has its own curriculum map. Schemes of Work will be reviewed year on year so that necessary amendments can take place if need be.

Student success stories (2020):

“Nga Siene received the equivalent of two A* and one A at A-Level is studying International Business at Greenwich University”

“Alex Austin received the equivalent of two A* and one A at A-Level is studying Film and Screen Arts at Plymouth College of Art”

“Jamie Ward received the equivalent of two A* and one A at A-Level is studying Law at Canterbury University”

“Jamie Rafferty received the equivalent of one A*, one A and one B at A-Level is studying Digital Music and Sound Art at the University of Brighton”

“Molly Maxted received the equivalent of two A* and is studying Law at Greenwich University”

Curriculum Intent for Physical Education.

The PE curriculum will focus on broadening core knowledge, skills and understanding across a range of activity areas and help develop their health, fitness and wellbeing.   Each year group has the opportunity to develop skill selection and application of tactics and strategies in a range of specific activities, that inspires all pupils to be ambitious and excel. Throughout Key Stage 3 students gain confidence in applying more advanced skills, showing accurate technique and consistency in isolated drills and competitive situations.  Opportunities to compete in sport and other activities build character and help to embed our core values of resilience and respect. Pupils are encouraged to think about how to use gained knowledge, skills, strategies and tactics to outwit the opposition, to evaluate and assess movements and refine routines.  Throughout Key Stage 4 students gain confidence in applying more advanced skills, techniques and tactics within competitive situations.  Opportunities to compete in sport and other activities build character and help to embed our core values of resilience and respect. Pupils are encouraged to think about how to use gained knowledge to design and lead their own warm ups, and apply the rules when officiating their own games

The PE curriculum within Year 7 will offer students an opportunity to develop competence to excel in a broad range of physical activities, improving their knowledge and skills through isolated practices.  Students will learn set skills and develop their ability to perform these in a range of sports within isolation and without competition.  The range of sports offered will include invasions games, athletics, striking and fielding activities, gymnastics and OAA.   

The PE curriculum within Year 8 will offer students an opportunity to develop competence to excel in a broad range of physical activities, improving their knowledge and skills through conditioned games.  Students will develop their set skills in which they will have to apply them into conditioned games being able to effectively perform them under pressure.  The range of sports offered will include invasions games, athletics, striking and fielding activities, gymnastics and OAA.

The PE curriculum within Year 9 will offer students an opportunity to develop competence to excel in a broad range of physical activities, improving their knowledge and skills through game play.  Students will develop their set skills in which they will have to apply them into whole, part, whole being able to effectively perform them under pressure.  The range of sports offered will include invasions games, athletics and striking and fielding activities

The PE curriculum within Key Stage 4 students become more independent and take more control over their roles and responsibilities in lessons and activities across a range of activities. Tackling more complex and demanding physical activities and get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.  The range of sports offered will include Football, Fitness, Badminton, Basketball, Table Tennis, Cricket, Athletics and Rounders.

Physical Education at KS4 (Yr 10) follows the BTEC Pearson specification for the BTEC TECH award in Sport and through this we aim for students to develop their understanding taking part in sport and physical activity and improving other participants sporting performance and applying this to a vocational context

The subject content is split into 3 components: Component 1 Preparing participants to take part in sport and physical activity, Component 2 Taking part and improving other participants sporting performance, Component 3 Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity.

In Components 1 and 2 the content covers a range of information that requires the students to incorporate into a pre-selected vocational context. Component 3 is a synoptic unit which pulls together elements of information from the previous components to answer in an external exam format that sets out the skills that students are required to develop and demonstrate.

In the specification content (Pearson Set Assignment), students are required to study case studies and examples. Case studies are broader in context and require greater breadth and depth of knowledge and understanding. Examples are more focused on a specific event or situation, are smaller in scale and do not cover the same degree of content.

The PE curriculum at KS5 will start of by allowing students to explore the Anatomy and Physiology ; whereby students will study the body systems that is imperative in the sports industry so that professionals can help support people who are taking part in sport and exercise.  The foundations of this will permit students to develop their understanding of the body systems knowledge further through an exam.  The PE curriculum at KS5 will encourage students to continue in their education through applied learning opportunities. The aim of the lessons will be for students to contextualise assignments that have been issued; working towards either a Pass, Merit or Distinction level. The curriculum provides progression to the workplace either directly or via study at a higher level. Assessment will be in the form of internally and externally assessed unit. At KS5, content is also sequenced to allow for students that have no prior knowledge of PE to gain a firm understanding of concepts and key terms. As the programmes of study progress, units will focus on more niche and specific areas of pe i.e.; Professional Development in the Sports Industry.

At KS5 careful consideration has been given to the content, knowledge and skills. The former is made up of external and internal assessments that focus heavily on low level questioning and knowledge/ application skills; in addition to assessment that approaches that encourage analytical and evaluative approaches. For KS5, consideration has been given to the units selected and the assessment methods. Most exams at KS5 in PE provide students with a pre-released case study to help students contextualise the assessment. In addition, BTEC qualifications offer internally assessed units too.

Links to Whole School Intent

Students develop their vocabulary through discussions about different principles of training, skills, techniques and tactics and how it links to the different sports they will do progressing through school, using this through their use of technical vocabulary which links to grammar related section of trivium and promotes whole school literacy.  Students then apply the use of knowledge and facts from the different principles to support them in their application of skills and understand what skill they need to apply for that sport.  Students are encouraged to work in pairs/teams to enhance their delivery of attack and defensive tactics and outwitting an opponent.  Students are taught to adapt and show resilience when a technique/skill is difficult as well as being challenged through practical skills in different sports.   Students are encouraged to use the information and skills provided /demonstrated and think where the skills may be used in a game situation, and why it may help outwit an opponent.  Communication is used throughout PE lessons where students may have to work in pairs/team to discuss tactics, solve problems, create solutions a game situation.

CLICK HERE FOR SCHEMES OF WORK

Core Knowledge Overall

KS4 Learning Journey

KS4 Core Knowledge

KS5 Core Knowledge

What is being studied each term

Assessment Policy

PE KS3

With two lesson over a fortnight in PE, formative and summative assessments are combined. Students are assessed on their application of practical skills learnt during the previous terms.

PE KS4

BTEC PE components are complete in controlled assessments there can be no formative assessment; in prep for controlled assessments.  No formative or summative assessments for Core PE.

Summative assessments are assessments either of students' practical application of skills taught through the term - for practical units - or of their written coursework against the BTEC criteria for theory units

Literacy Examples Within Physical Education

In Key Stage 3, Physical Education are delivered through practical based lessons. Reading is covered through a variety of ways. Subject specific vocabulary is used by teachers within lessons by defining the key words and ensuring students understand what they mean and can use these too within their vocabulary. This can then be done through using subject terminology when answering questions. Students are encouraged to use key vocabulary when giving feedback to peers and setting targets for themselves, when feedback is given to students then specific key terminology is also used here If there is unforeseen circumstances for example if a lesson has to be placed in a classroom, BTEC based lessons are used to incorporate some of the key words used in practical lessons and there is an emphasis on key terminology in BTEC at a more basic level.

In Key Stage 4, literacy is continued to become embedded within the students by focusing on more key vocabulary within each subject within BTEC PE. Writing frames are used to support students with their writing to help them structure sentences.  Use of exemplar work is used throughout the BTEC qualifications to help students have an understanding of how the work should be set out, and the level of depth needed. Within BTEC lessons, will have an element of presenting in certain components whether that is in within theory content or practically based. Video clips are also used to develop their understanding of the context within the lesson and then questioning is used after the video clips to check understanding like a comprehension and discussed throughout the clip to ensure more information is obtained.