The Academy of Central Bedfordshire

  1. Curriculum
  2. Subject Areas
  3. PE Curriculum Planning

Physical Education

Physical education at the ACB is a focal point for the whole school. Students have the opportunities to access a wide range of activities in which they can express their dynamism and creativity. Through our delivery of the curriculum we look for students to build upon a range of key skills. Communication, self belief, teamwork, self management and problem solving. Students can take these key skills into all walks of life and leave the Academy as more confident individuals. We educate our students on the importance of health and fitness and the impact this can have on your physical and mental health. The impact we hope to achieve is that all pupils will leave the ACB with a keen interest in maintaining a healthy balanced lifestyle going onto adult life and the continuation of their admiration for sport. 


Intent -  to provide a broad, varied and accessible physical education model to all students of the ACB. 

  • Develop student’s awareness of the importance of health and fitness. 
  • For all students to have the opportunity to participate in a wide range of sporting activities. 
  • Develop confidence in a wide range of sports, in order for students to build on their own mental health and wellbeing. 
  • To give students the opportunity to learn the correct rules/ laws and techniques for a broad range of sports. 


  • Detailed Schemes of Learning contain a wide variety of resources, activities and rich tasks which facilitate consistently high quality lessons being delivered by all teachers of physical education. 
  • Students are appropriately challenged, but are able to achieve success at their level. 
  • Regular feedback to be offered both verbally and written by staff and peers. 
  • Frequent assessments methods such as practical observation are to be undertaken by both staff and peers. 


At the end of their physical education at ACB, we expect students to:

  • Understand the importance of maintaining a healthy, balanced lifestyle throughout their adult life. 
  • For students to recognise what life long activities are accessible within their local area and within that students personal interests. 
  • For students to have the opportunity to have a future career within the sporting industry. 
  • To understand the importance of: teamwork, self esteem and communication skills.

Careers subject statement

Opportunities to explore different career routes, including academic and vocational, will be given within PE by promoting the variety of careers in sport. 

Through the gym we will promote a career in personal training/gym instructing. Within our practical lessons and especially during Sports Leaders we will highlight the positives of becoming a sports coach. This can be open to any sport and we will sign post level 1 qualifications to any student who wishes to pursue a coaching qualification post 16. 

Further to this is the opportunity to pursue jobs within the swimming/leisure industry. Lifeguarding and/or swim teaching are popular jobs especially for pupils looking for flexible part time work from the age of 16. 

Through BTEC Sport the course is tailored to students that gives them an in depth look into the world of sport. This qualification could take you into coaching and even a first step to becoming a PE teacher. 

Creating opportunities for students by involving external links who can provide sporting advice and expertise outside of school hours. E.g. local sports coaches, careers professionals such as Develop and 4YP. 


SMSC Subject Statement

In all lessons staff will overtly direct students to discuss or reflect upon an aspect of SMSC which is relevant to the topic being learned. This will explicitly be achieved in PE by the following:


Spiritual Development in Physical Education

During the range of activities that students can participate in (whether core PE lessons, BTEC, Sports Leaders, OAA or extra-curricular Physical Education sessions), students can develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students should be consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their own and others experiences.

Examples of Spiritual lessons in Physical Education:

  • Explore, creativity through producing Dance and Gymnastic routines
  • Creating and developing own attacking and defensive set plays and tactics
  • Reflecting and critiquing their own and others performances
  • Using discovery style to allow students to have their own thoughts, ideas and concerns
  • Questioning students throughout lessons – WHY, WHAT, WHERE and HOW
  • Units of work focusing on Team building – Motivation, determination and character building


Moral Development in Physical Education

PE in general teaches students about code of conduct, etiquette, handshake before and after matches, applauding the opposition, fair play, unwritten rules and sportsmanship. Students should 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 should be 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.


Examples of Moral lessons in Physical Education:

  • Moral dilemmas – students investigate into deviance issues in sport such as the use of performance enhancing drugs and match fixing in their BTEC lessons. 
  • Promote fair play and team work in lessons
  • Encourage good sportsmanship throughout
  • Respect with equipment both when using it and when storing it
  • Following instructions and decisions made by officials. Abiding by the rules, in all sporting situations.
  • Respect for their facilities and the environment they are active in
  • Listening to teacher and peer feedback on particular sporting skills
  • Promote trust with peers through team building activities
  • Using students as sports leaders/ambassadors
  • Sports Relief


Social Development in Physical Education

Students in PE can use 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 settings, 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. Also students can develop their friendship and social mixing through involvement in inter, intra school competition and extra-curricular clubs.

Examples of Social lessons in Physical Education:

  • Creating a sense of community in lessons and clubs
  • Interact with the community and primary schools through coaching
  • Encourage students to recognise and respect social differences and similarities
  • Celebrate sporting success both in and out of school
  • Use of sports leaders running clubs and activities
  • Encouraging the attendance to extracurricular activities
  • Promoting teamwork throughout lessons supporting one another to develop their skills in a cooperative situation.


Cultural Development in Physical Education

The PE department can encourage 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.

Examples of Cultural lessons in Physical Education:

  • Learning about the developments of sports in different countries
  • Learning where different sports originate from and what the national sports of different countries are
  • World Cups and Olympic games
  • Gaining an understanding of different sports and their foundations
  • Use of international examples of different athletes and their achievements
  • Cultural engagement through elite performers both at school and in their own sporting environment