KS3 Physical Education



A high-quality physical education curriculum inspires all pupils to succeed and excel in a range of physical activities and participate in competitive situations. It should provide opportunities for pupils to become physically confident in a way which supports their overall mental and physical wellbeing, whilst providing opportunities to participate in activities that encourages resilience and helps to embed values such as fairness and respect.

At DGS we nurture a culture that provides opportunity for students to grow their creativity, leadership, physical and thinking skills, through activities that build character and empower students to become lifelong participants. 

Curriculum sequence

Key Stage 3

Healthy ME

The main aim is for all students to be explicitly familiar with the key non-negotiables in our ‘Healthy ME in PE’ model, while experiencing a range of different sports and activities listed below:

Year 7 –


Year 8 –


National curriculum links

Our curriculum follows the framework of the National Curriculum and appropriate aspects are covered over the 2-year course. Our aims for year 7 and 8 are as follows:

  • To use a range of tactics and strategies to overcome opponents in direct competition through team and individual games
  • Develop their technique and improve their performance in other competitive sports
  • Perform dances using advanced dance techniques within a range of dance styles and forms
  • 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
  • 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


Meeting the needs of SEND and Pupil Premium students

In line with whole-school priorities, PE teachers place SEND and Pupil Premium students at the centre of our lesson planning.  Key to ensuring this is high quality teaching: we direct questions to disadvantaged students, check their understanding regularly and provide frequent feedback using verbal and written feedback. Students are given opportunities in lesson time to act on their feedback.

Ensuring SEND and Pupil Premium students can access our PE curriculum is extremely important to us and these inclusive strategies, which benefit all students, are particularly supportive for vulnerable learners:

  • Differentiated tasks
  • Use of appropriate equipment dependent on ability


Our curriculum is taught to be remembered and progress is closely monitored and linked to the Healthy Me in PE model.


No homework is specifically set in Key Stage 3, however students are required to complete a student response questionnaire twice a year to gage their enjoyment levels of PE and future interests.


Students are assessed consistently during every lesson using the Healthy Me in PE model and have a good understanding of their progress made by the end of each topic.



Mrs E Reynolds

Head of PE

GCSE Physical Education


Curriculum Intent GCSE

This course will create confident, independent thinkers and effective decision makers who can operate effectively as individuals or as part of the team – all skills that will enable them to stand out and effectively promote themselves as they progress through life, whether involved in a career in sport or not.

This exciting course is based on a balanced framework of theory and practical performance. The majority of lessons are classroom based, with only a small proportion of practical lessons.

Course Outline

Component 01: Physical factors affecting performance (30%)

Students explore how parts of the human body function during physical activity and the physiological adaptations that can occur due to diet and training. They also develop skills in data analysis, and an understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results.

There are two topics:

  • Applied anatomy and physiology
  • Physical training

Component 02: Socio-cultural issues and sports psychology (30%)

Students develop their knowledge of the social-cultural and psychological influences on levels of participation in sport, and also how sport impacts on society more broadly. This includes the individual benefits to health, fitness and well-being of participating in physical activity, as well as the influences of commercialisation, sponsorship and the media.

There are three topics:

  • Socio-cultural influences
  • Sports psychology
  • Health, fitness and well-being

Component 03: Performance in physical education (40%)

Students are assessed in performing three practical activities and one performance analysis task. In the practical performance, they demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions. They are also required to demonstrate their ability to analyse and evaluate their own performance to produce an action plan for improvement.

Assessment and Progression

Examination Board: 



Grading system:

1-9 (9 is highest)



2 final examinations

Paper 1 – Physical factors affecting performance 1hr

Paper 2 – Socio-cultural issues and sports psychology 1hr

Exam questions are a mix of multiple-choice, short and long answers.


Non Exam Assessment

Practical Performance and analysing and evaluation performance (AEP).


Progression to Post-16:

A-Level PE and BTEC Sport Level 3


Future career links:

PE Teacher

Sport and Leisure Industry

Coaching and Sports development

Sports Journalism, media and photography

Sports Therapists inc. Physiotherapist, Chiropractor and Osteopaths

Strength and conditioning coach

Personal Trainer



Mrs Reynolds – Head of PE

Back to Top