PHYSICAL EDUCATION

Staff:

PE:

  • Miss R Graham
  • Ms J Leighton (Head of Health & Wellbeing Faculty)
  • Ms L Borwick
  • Mr G Tainsh

Active Schools:

  • Thomas Salkeld (Secondary active schools coordinator)
  • Laurie Daborn (Primary active schools coordinator)
  • Colin Stuart (Rugby Development Officer) 

The aim of Physical Education

The main purpose of health and wellbeing within Curriculum for Excellence is to develop the knowledge and understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

Physical Education provides an outlet for pupil’s talents, energy and imagination, and can successfully foster pupil’s self esteem, and self-confidence. Participation in games and activities encourages pupils to interact with peers, and express themselves creatively out-with the confines of a traditional classroom setting. The subject provides opportunities for learners to share responsibility for both their own, and other pupils learning, and develops their capacities to cope with competition and conflict, within a controlled, structured environment.

The rationale behind this is that learning through health and wellbeing enables our young people to:

• make informed decisions in order to improve their mental, emotional, social and physical wellbeing

• experience challenge and enjoyment through physical activity

• experience positive aspects of healthy living and activity for themselves, lifelong

• apply their mental, emotional and social skills to pursue a healthy lifestyle into the future

• make a successful move to the next stage of education or employment

• establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children

• and, for some, perform at high levels in sport or prepare for careers within the health and leisure industries

 

Facilities:

In school facilities include:

  • Games Hall – with line markings for a full size basketball, volleyball, netball and handball court.  Plus line markings for 4 badminton courts.
  • Small Gym – mainly used is for Dance with its full size mirrors.  Other uses include table tennis and fitness.
  • Regular use is made of the school's playing fields and where possible, the local sport's centre.

Senior Core:

In senior core, pupils are offered the opportunity to develop employability skills through the means of physical and wellbeing activities. Pupils are offered a choice of 3 different options, each with their own specific employability skills intertwined within the activity. These are listed below:

  • Team Work and Communication skills – through various team games and activities.
  • Creativity and Decision Making – through individual and aesthetic activities.
  • Composure (managing stress), and Growth Mindset – through wellbeing and mindfulness orientated activities.

National 3/ National 4/ National 5 PE Section:
Course Overview:
National PE provides a broad overview of the subject skills, knowledge and understanding developed in the course:
•    Demonstrating a comprehensive range of movement and performance skills safely
•    Understanding factors that impact on performance
•    Planning, developing and implementing approaches to enhance personal performance
•    Monitoring, recording and evaluating performance development
•    Decision-making and problem-solving

The course also assesses a candidate’s ability to demonstrate the following in practical performances:
•    A repertoire of skills — including complex skills
•    Control and fluency
•    Effective decision-making
•    Using and applying straightforward composition, tactics or roles safely and effectively
•    Conforming to rules, regulations and etiquette

Course Structure: 
The course entails 4 single 50 minute periods a week, with a split of 3 x practical and 1 x theory (subject to change throughout the year). 

The course utilises various different activities to support the differing needs and skills of the class, as a platform to inform and connect the theory side of the course. 
The academic year will be split into 3 ‘blocks of work, each of which using a different activity. Within each of these blocks, pupils will complete a full ‘cycle of analysis’ to allow them to understand the importance of the performance development process. 

Assessment:
Pupils will engage in continual formative assessment through the means of class and homework tasks. Supplementary to this, they will complete summative ‘block assessments’, which are realistic to the level they will require to achieve in the subject. 
National 5 requires pupils to complete a 60 mark portfolio to be completed alongside the 2x practical performances in two different activities (each marked out of 30). 
For National 3 & 4 there are specifically made portfolios to complete, alongside a performance in one chosen activity. 

S3 Pre National PE Section:
Course Overview
Pre National PE provides an insight into the subject skills learnt at National PE such as:
•    Demonstrating a comprehensive range of movement and performance skills safely
•    Understanding factors that impact on performance
•    Planning, developing and implementing approaches to enhance personal performance
•    Monitoring, recording and evaluating performance development
•    Decision-making and problem-solving
The course also assesses a candidate’s ability to demonstrate the following in practical performances:
•    A repertoire of skills — including complex skills
•    Control and fluency
•    Effective decision-making
•    Using and applying straightforward composition, tactics or roles safely and effectively
•    Conforming to rules, regulations and etiquette

Course Structure:
The course entails 3 single 50 minute periods a week, with a split of 2 x practical and 1 x theory (subject to change throughout the year). 
One of the practical sessions is used to focus on the cycle of analysis, with an aim to link and develop knowledge and understanding of the practical and theory elements. 
The second practical session is used to upskill pupils in a range of different activities, to aid with future practical assessments. 
Assessment:
Pupils will engage in continual formative assessment through the means of class and homework tasks. Supplementary to this, they will complete summative ‘block assessments’, which are realistic to the level they will require to achieve in the subject. 
Furthermore, there is an expectation for pupils to try and evidence a level of knowledge and practical ability to achieve a National 3 qualification. This is assessed through the means of a ongoing portfolio, alongside a practical assessment in an activity of the pupils’ choice. 

 

National 5 Dance

Dance (Health and Wellbeing Faculty) 

Staff

  • Miss Graham 

Course Outline: 
National 5 Dance is a learner centred course. This means that majority of the course is down to the responsibility, creativity and organisation of the pupils. 

The course has three components to it.

  • Firstly, pupils are expected to sit a Question Paper which a one hour exam. This question paper consists of three sections, each worth 10 marks. Section 1 is the Evaluation of Own work/Personal Performance, Section 2 is the Knowledge and Understanding of a chosen Dance Style and finally Section 3 is an Evaluation of Professional Choreography. 
  • The second component of the course is a Practical Activity, which includes choreography and a choreography review. The choreography component of the course is where pupils create a piece of choreography based around a theme of their choice. They have to create the dance, select music, select costumes and teach their choreography to two dancers of their choice who display this to an SQA assessor who marks this. This section is worth 35 marks. The chorography review is an essay, which allows the dancer to justify and explain the decisions that they have made in their choreography piece. This is worth 30 marks. 
  • The third component of the course is the Performance section. For this, the pupils will perform either the Jazz or Cotemporary solo piece. The solo is worth 35 marks. Dancers will be assessed on the technical element and the performance element of the dance. 

Question Paper (1 hour) - Mark Allocation - 30 
Practical Activity (Choreography & Choreography Review) - Mark Allocation - 65
Performance (Solo)  - Mark Allocation - 35

Assessments:
For National 5 Dance Miss Graham and an SQA Dance Specialist mark the final assessment. The Question Paper is sat as an SQA exam. The Practical Activity and Performance is assessed by Miss Graham and an SQA Dance Specialist, who will visit Knox Academy for an assessment day and will mark each solo performance, choreography and will cross moderate the choreography review. 
There will be continually assessments throughout the year for both practical and theory elements of the course. Pupils are also expected to complete homework and exam style timed questions sat in class.