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Home Page
» Senior School » Curriculum » Physical Education » PE Curriculum
Curriculum page
"Tell me and I forget,
Show me and I remember,
Involve me and I understand."
Confucius 500 BC.
This quote encapsulates the nature and importance of learning through the medium of physical experience. Physical Education is very much about providing for individuals a variety of enjoyable, demanding and rewarding challenges through which physical skills, knowledge and understanding can be developed.
Physical Education has a unique contribution to make to the total education of the individual. It is a learning process that will start early in the life of the child and which will hopefully continue to provide a healthy and active lifestyle in adulthood.
Here at Battle Abbey Senior School, the Physical Education curriculum covers all areas of activity outlined as statutory in the P.E National Curriculum 2008. Each year group covers certain aspects of the curriculum during the child’s time at the school. The current schemes of work have been updated to incorporate the New National Curriculum for P.E 2008.
A range of teaching methods are used throughout a scheme of work.
Pupils encounter a variety of experiences/activities during a course of study and during a lesson. There are opportunities for individual and group activities.
All pupils from years 7 to 11 will receive at least five lessons of P.E and Games each week. This is generally split into two lessons of two and three periods. As the school timetable and period break down dictates these periods will each be 40 minutes in duration meaning that each pupil will have access to over two and a half hours P.E per week (as recommended by the government) before even considering joining our extensive after school activity programme
Please
click here
for the Year 7 and 8 Study programe.
Please
click here
for the Year 9 Study programe.
Please
click here
for the Year 10 Study programe.
Please
click here
for the Year 11 Study programe.
Please
click here
for the Sixth Form Study programe.
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