Physical Education

We offer a diverse and exciting core PE curriculum that meets the physical, emotional and social needs of all our students. In year 9 students participate in blocks of learning that focus on developing key concepts of sports – both traditional and modern. Throughout the year students have opportunities to participate in activities such as Netball, Football, Rugby, Dance, Trampolining, Dodgeball, Basketball, Health & Fitness, Athletics, Rounders, Outdoor Education and many other sports.

In Year 10 the students develop their skills in the sporting activities explored in Year 9 with new activities being introduced such as Tchoukball and Handball. In Year 11 students choose pathways of learning depending on their personal preference as we emphasise that the students need to use their Core PE lessons as a mechanism to have fun, enjoy and de-stress from exam pressures! Students can choose from 4 different pathways;

• Aesthetic activities such as dance, gymnastics and trampolining etc.
• Competitive invasion sports such as basketball, football and handball etc.
• Fitness pathway which involves fitness challenges and using the fitness suite etc.
• Leisure and recreation pathway where the activities are lesson competitive and more focussed on learning new skills and boosting confidence within PE.

Level 2
This option is chosen as part of the GCSE/BTEC Options at the end of Year 9.

BTEC Level 1/2 First Award in Sport

Course Content:

This qualification is equivalent to one GCSE and offers students the opportunity to develop different types of skills through a range of exam and coursework units across the two years of the qualification. The students learn a range of skills such as team work, resilience, communication, problem solving, evaluation and analysis all of which are transferrable skills that can be utilised whilst progressing on to the Level 3 qualification or when stepping into the world of work.

Here are the unit’s that the students will study over the two years of the qualification;

Year 10:

•  Unit 1 – Fitness for Sport and Exercise (Exam): In this unit pupils will learn about the components of fitness and the principles of training, explore different fitness training methods and investigate fitness testing to determine fitness levels.
• Unit 3 – Applying the Principles of Personal training (Coursework):  In this unit pupils will design a personal fitness training programme, know about the musculoskeletal and cardiorespiratory systems, implement a self-designed personal fitness training programme to achieve own goals and objectives and then review a personal fitness training programme.

Year 11:

• Unit 2 – Practical Performance in Sport (Coursework): In this unit pupils will learn and understand the rules, regulations and scoring systems for selected sports, practically demonstrate skills, techniques and tactics in selected sports and be able to review sports performance.
• Unit 6 – Leading Sporting Activities (Coursework): In this unit pupils will learn the attributes associated with successful sports leadership, undertake the planning and leading of sports activities and then review the planning and leading of these sports activities.

Level 3

This option is chosen as part of the A Level/BTEC Options at the end of Year 11.

BTEC National Level 3 Extended Certificate in Sport

Course Content:

This qualification is equivalent to one A Level and offers a broad basis of study for the sport sector. The qualification is designed to support progression to higher education. Students are given opportunities to develop different types of skills through a range of exam and coursework units across the two years of the qualification. The students learn a range of skills such as cognitive and problem-solving skills, intra and interpersonal skills, resilience, communication skills and many others. All the skills are transferrable skills that can be utilised whilst progressing on to the Higher Education or when stepping into the world of work.

Here are the unit’s that the students will study over the two years of the qualification;

Year 12:

• Exam Unit 1.5-hour exam – Unit 1: Anatomy & Physiology (120GLH): Learners explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems.
• Coursework Unit – Unit 3: Professional Development in the Sports Industry (60GLH): Learners explore the knowledge and skills required for different career pathways in the sports industry. Learners will take part in, and reflect on, a personal skills audit, career action plan and practical interview assessment activities.

Year 13:

• Exam Unit 2.5-hour synoptic exam – Unit 2: Fitness Training & Programming for Health, Sport and Well-being (120GLH): Learners explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being.
• Coursework Unit – Unit 4: Sports Leadership (60GLH): Learners study what makes a good leader, the different capacities of this role, and the leadership skills and techniques necessary when leading activities in different roles.

Level 2
This option is chosen as part of the GCSE/BTEC Options at the end of Year 9.

BTEC Level 1/2 Tech Award in Health & Social Care

Course Content:

BTEC Health & Social Care Level 2 enables students to develop their knowledge and understanding of human growth and development and how people deal with major life events. Students will also develop understanding of different health and social care services and can practically demonstrate care values that are a necessity in health and social care work.  Students will learn how to assess an individual’s health and wellbeing and use this to create a health and wellbeing improvement plan.

Year 10:

• Component 3: Health and wellbeing (2 hour Exam): Students will learn to demonstrate knowledge and understanding of factors that affect health and wellbeing.  They will learn how to assess an individual’s health using health indicators, then design a person-centred health and wellbeing improvement plan.
• Component 2: Health & Social Care Services and Values (Coursework): Students will understand the different types of health and social care services and barriers to accessing them.  They will also learn how to demonstrate care values within role play scenarios or work experience and review own practice.

Year 11:

• Component 1: Human Lifespan development (Coursework): Students will understand human growth and development across life stages and the factors that affect it, along with investigating how individuals deal with life events.

Level 3

This option is chosen as part of the A Level/BTEC Options at the end of Year 11.

BTEC Level 3 National Extended Certificate in Health & Social Care

Course Content:

This course is equivalent to 1 A-level and is graded Pass to Distinction*.  It is designed to introduce students to a wide variety of work in a range of health and social care settings. This course will also develop various skills which are required when working in health and social care settings, such as communication, independence, initiative and research.

Year 12:

• Unit 1 – Human Lifespan Development (1.5 hour exam):  This unit will develop your knowledge and understanding of patterns of human growth and development. You will explore the key aspects of growth and development, and the experience of health and wellbeing. You will learn about factors that can influence human growth, development and human health.
• Unit 5 – Meeting Individual Care Needs (Coursework): In this unit, you will learn about the values and principles of meeting care and support needs and look at some of the ethical issues that arise when personalising care. You will examine factors that can impact the professionals who provide the care and support, and the challenges that must be overcome to allow access to good quality care and health services

Year 13:

• Unit 2 – Working in Health & Social Care (1 hour 20 minute exam):  This unit will help you to understand what it is like to work in the health and social care sector. You will begin by looking at the range of roles and general responsibilities of people who work in health and social care settings. You will learn about the organisations that provide services in this sector, and the different settings in which these services are delivered according to the needs of the service user.
• Unit 14 – Physiological Disorders and their Care (Coursework): In this unit, you will learn about the signs and symptoms of physiological disorders and how they are investigated and diagnosed. You will also learn about the different types of treatment and support available for individual service users, including surgery, rehabilitation and complementary therapies. You will create a treatment plan for a service user with a specific physiological disorder.

Level 2
This option is chosen as part of the GCSE/BTEC Options at the end of Year 9.

“I never dreamed about success. I worked for it.” (Estee Lauder)

As Estee Lauder claims, they worked for success and that is exactly what needs to happen on the Hair & Beauty qualification. It is an exciting and different qualification not offered by all schools, however it is a challenging qualification that will need students to work hard for their successes!

VTCT Level 2 Certficate in Hairdressing and Beauty Therapy

Course Content:

The VTCT Level 2 Award is an introduction to the hair and beauty sector.  The qualification has been specifically designed to develop the students understanding through an online exam and three coursework units that allow the students opportunities to learn and develop practical skills that they showcase in their coursework elements of the course. The course also allows opportunities for the students to follow hair OR beauty pathways in their coursework units.

Year 10:

• Understanding the Hair and Beauty Sector (1.5 hour online exam): This unit will develop learners’ understanding of the businesses that make up the hair and beauty sector and the products, services and treatments offered. They will learn about the size and structure of the hair & beauty sector and it’s importance to individuals, businesses and to the UK economy. They will also learn how different industries link to the hair and beauty sector. Finally, learners will learn about career opportunities available in hair and beauty and related industries, the skills and attributes required to be successful and the training pathways to take in order to pursue a career.Students are allowed 2 attempts at this exam.
• Responding to Hair & Beauty Design Brief (Coursework):  This unit will provide learners with an understanding of the design briefs that are commonplace in the hair and beauty sector. Learners will develop the knowledge to analyse design briefs, paying attention to the needs of clients and the demands of the brief. Learners will be able to respond to a hair and beauty design brief by gathering information using a range of sources, analysing information and developing design ideas. Learners will be able to present their design ideas using a range of materials, media and components and accessories; they will also be able to create a look and feel to their presentation which appeals to the client and meets the design brief.There are practical elements to this unit however they are not assessed on how well the students perform practically.

Year 11:

• Hair & Beauty Science (Coursework):  This unit will provide learners with an understanding of the chemistry of hair and beauty products, including the ingredients in hair and beauty products and their effects on the skin and hair. Learners will develop knowledge of skin and hair anatomy, as well as the characteristics of, and factors affecting different hair and skin types. Learners will design a formulation for a hair or beauty product in order to produce enhancing effects on the skin and hair. They will describe the ingredients and substances used and justify their product’s formulation.There are practical elements to this unit however they are not assessed on how well the students perform practically.
• Hair & Beauty Research Project (Coursework): This unit will provide learners with an understanding of the different types of hair and beauty research projects and the factors that must be considered when planning research. Learners will produce a proposal for research into the hair and beauty sector and will use this to carry out a hair and beauty research project. Learners will present their research and findings, as well as opportunities for improvement and recommendations for future hair and beauty projects.There are practical elements to this unit however they are not assessed on how well the students perform practically.

As an active member of Sainsbury’s School Games and having achieved the school games gold kitemark for high levels of commitment to the development of competition across school and the community. Our department is proud to deliver all of our lessons with a clear focus on ‘The Spirit of the Games Values’ which spotlights on personal excellence through competition. The six values are passion, belief, respect, determination, honesty and teamwork. These values were developed by young people to identify what the experience of school sport should be built around. These values have been successfully applied to all of our lessons to develop a range of behaviours, qualities and inter-personal skills with our students based on sporting experiences, scenarios and attitudes. ‘The Spirit of the Games’ supports and is underpinned by the schools SMSC statement.

Spiritual Development in PE

During the range of activities that students participate in, whether core PE lessons, BTEC Sport lessons or extra-curricular PE sessions students develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students are consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their experiences.

Year 9:

• Key stage three, gymnastics and trampoline lessons allow students to be creative in sequences and choreography
• Through the medium of Dance – Expressing personal, emotional and spiritual concepts through dance.

Year 10:

• Outdoor and adventurous activities students have the opportunity to use imagination to solve problems.

Year 11:

• Yoga lessons in core PE

Additional activities for all years including extracurricular clubs

• Students complete a coaching unit in BTEC Sport, supporting students discovery of themselves and others
• Units of work focusing on Team building – Motivation, determination and character building

Moral Development in PE

PE in general teaches students about code of conduct, etiquette, handshake before and after matches, applauding the opposition, fair play, unwritten rules and sportsmanship. In every lesson students abide by the rules and regulations, gaining a good understanding of rules of sport and the importance of infringements such as penalties and red cards allow students to understand the consequences of their actions which in turn helps students apply this understanding to their own lives.

The concepts of self-discipline to excel are essential. Students are taught that the only way you can achieve in sport to a high standard is if you work hard and if you can discipline yourself to train and apply yourself.

• Year 9 : Sports leadership academy, delivering sport to KS2/3 following school games expectations understanding rules and regulations in sport and implementing these in lessons.
• Year 10 & 11 : Concepts of right and wrong and learning sportsmanship, demonstrating these in lessons are keenly developed in Core PE
• Sixth form : Level 3 BTEC Sport  consists of applying for jobs within the sports sector

Additional activities for all years including extracurricular clubs

• Praise postcards regularly sent home
• Rewards events – Sports Awards
• Leadership Academy
• Sports Relief
• During Sports Festival students create banners and house chants that are respectful and competitive. They also support each other’s within their house to complete tasks.
• Students give up their free time and put in a lot of effort to support others.

Social Development in PE

Students in PE use of a range of social skills in different contexts, including working and socialising with Students from different religious, ethnic and socio-economic backgrounds. The willingness to participate in a variety of social setting, cooperating well with others and being able to resolve conflicts effectively. An interest in, and understanding of, the way communities and societies function at a variety of levels.

In lessons:

Many practical lessons provide students with the chance to lead warm-ups, skill practices and officiate games to enhance social skills.

Sports Teams and Activities:

• Sports activities and teams ran at lunchtime and after-school focuses upon developing student’s social skills such as meeting new people, communicating with others and how to communicate with adults i.e. referees.
• Team captains are integral to our sports teams, liaising with everyone in the team and often having to speak and work with the opposing teams from all over the country. Students not only play against other schools within the Region but also nationally.

Additional activities for all years

• Change4Life sports club
• Sports Fest.
• Regional and national sports competitions – e.g. Anti-racism week – all students
• Sports Leaders organise, manage and run various sporting festivals throughout the year.

Cultural Development in PE

The PE department encourages a willingness to participate in sporting opportunities that will help to develop positive attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

The PE department encourages a willingness to participate in sporting opportunities that will help to develop positive attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Year 9 – 11:

• Through Dance in years 9 -11 – expression of different cultures for example Bollywood, Salsa and Lindy hop

Sixth form

• Learning about different cultures and beliefs in our Level 3 course.

 Additional activities for all years including extracurricular clubs:

National School Sports Week provides students to taste many cultural aspects from around the world. During the week students taste different themed food from around the world, complimented with associated music.

Introduction to sport from around the world –

• Gaelic Football (Ireland)
• Softball (America)
• Volleyball (America)
• Handball (Denmark, Sweden & Germany)
• Tchoukball (Switzerland)

Spiritual Development in Health & Social Care

Spiritual development within Health and Social care at Arrow Vale can come in many forms.  The schemes of work develop a sense of encouragement, encompassing learning about themselves and the world around them. Students are encouraged to explore and be open-minded when discussing ways people grow and develop through the life stages. Adding to this, students use imagination and creativity is when designing care plans and different ways to support services users who are in their care.

Moral Development in Health & Social Care

Moral development is a key aspect of the Health and Social Care curriculum. Students develop not only a sense of right and wrong within their own work, but more importantly how people develop their moral compass and how this impacts the service users they will be treating out in the real work. This develops a reflection of the world they will be working in, where the students will have to work a range of people who may have different morals to their own. Each student is encouraged to develop a moral conscience and responsibility to work, along with understanding the safe working practices they would always need to use.  Students are also encouraged to reflect on their own actions and how they might impact others in their team or around them.

Social Development in Health & Social Care

Health and Social care schemes of work are written to encourage students to work collaboratively with other, thus developing a range of social and communication skills. By encouraging the students to share ideas, thoughts and suggestions for care, we help develop a mature individual who will be prepared for the world of work. We expect each student to self-regulate behaviour to establish a safe working environment.

Cultural Development in Health & Social Care

As we all know, the beauty of Health and Social care is that it is a multi-cultural industry offering services to a vast range of clients from all different cultures and religions. Within Health and Social care at Arrow Vale we explore how different cultures and religion can impact the type of care received by a service user.  From this student develop a greater cultural awareness and respect which will allow them to be not only better practitioners, but better people.

Spiritual Development in Hair & Beauty

Spiritual development in hair and beauty appears in many forms.  The schemes of work develop a sense of encouragement, encompassing learning about themselves and the world around them. This is evident when we learn how different cultures design hair and makeup.  The use of imagination and creativity is highly developed as students are given the freedom to investigate a range of different skills and techniques within hair and beauty, but importantly given time to reflect upon these skills in order to develop them further.

Moral Development in Hair & Beauty

In hair and beauty, we seek to develop a sense of moral conscience by encouraging students to work with clients and groups of students they wouldn’t ordinary choose to work with.  This develops a reflection of the real world of work, when the students will have to work with a diverse range of people; this also shows students a clear understanding of how their treatment of other people reflects on themselves and other members of their team. Each student is encouraged to develop a moral conscience and responsibility to work, and must work professionally with each client, along with following safe working practices at all times.  Students are also encouraged to reflect on the products they are using and the impact these have on the environment.

Social Development in Hair & Beauty

Hair and beauty schemes of work are written to encourage students to work collaboratively with other, thus developing a range of social and communication skills.

By encouraging the students to use their hair and beauty skills on a range of different clients, both peers and adults, we help develop a mature individual who will be prepared for the world of work.  We expect each student to self-regulate behaviour to establish a safe working environment.

Cultural Development in Hair & Beauty

The hair and beauty industry is a multi-cultural industry offering services to a vast range of clients from all different cultures and religions. Within this subject we investigate how styles and techniques have evolved from different cultures, both present day and historically.  The students are encouraged to respect cultural diversity and develop skills for a range of cultural events.

The opportunities for students to develop their self-esteem and self-confidence are richly embedded in the open-ended projects given to students at all key stages. The projects allow students to discover themselves through encouraging creative and innovative solutions to design and make problems. The element of experimentation with ingredients, materials and components allow a journey of self-discovery that promotes independence.

Students are encouraged to accept responsibility for their own actions through the concept of self-regulation. Furthermore, they encouraged to show initiative in proactively managing the behaviour of others within practical areas through actively challenging each other when unsafe and dangerous behaviours emerge. This builds a sense of community within the students and a desire to look after each other. These actively promote an appreciation of how laws protect citizens and are essential for their well-being and safety.

Tolerance of other cultures is actively taught through research projects and design briefs where we discuss different events such religious celebrations and events. We also explore, understand and respect fair trade and the environmental impact on British and other cultures, as a result of importing products from other countries is explicitly taught. Misconceptions around religious beliefs are also taught throughout the coursework elements.

Students are expected and encouraged to question moral issues around designing and making products and design briefs. They are taught to see the links between buying consumer products and the positive and negative impacts on communities. They are also taught that consumers can influence environmental impacts through refusing to buy products that are explicitly linked to the exploitation of human beings, animals and the environment.