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23/07/21

Girls turn https://t.co/ahXlnNIu1L

23/07/21

Students getting ready for the year 10 200m race. HAO sports day https://t.co/FKn8J5dO3h

21/07/21

Year 12 and 10 attending the Spirituality Conference today https://t.co/yRVkZZNNji

19/07/21

Year 7 students have created some fantastic Islamic inspired art prints https://t.co/ihViBLAyXT

19/07/21

Some of our Year 8 students completed their watercolour lesson in the sunshine. They produced some fantastic work! https://t.co/z5xi3dfphK

19/07/21

Including an 'in action' video! https://t.co/tPqHoloqHm

19/07/21

Year 8s learned about forces and propulsion in their recent workshop, creating cars powered by balloons! Check out some of these awesome designs! https://t.co/DhGjlIu5aT

14/07/21

Year 10 started their virtual work experience this morning with Everyone is working hard

13/07/21

Year 10 engaging with Holocaust Memorial day and exploring the discrimination and atrocities https://t.co/2eHp55OHTf

13/07/21

We're pleased to see another team have escaped! https://t.co/NW2RMcBEGV

13/07/21

I 'wonder' which Year 7 will win our reading bingo today? https://t.co/sWYvDF9gMI

13/07/21

More 'escape' room antics and team building from 'The Big Picture' Day https://t.co/Yklln0IdqA

13/07/21

A great start to our ‘The Big Picture’ Day! So far we have had interactive timelines with Year 10. Year 9 trying to ‘escape’ the ranch from ‘Of Mice and Men’ and Year 7 completing team building. There’s more fun to come! https://t.co/iALk9wwBBZ

08/07/21

It was lovely to welcome the ‘Globe Players’ back to perform Macbeth to our year ten students today. Students are already looking forward to next year’s performances of An Inspector Calls and A Christmas Carol https://t.co/1vYDsCHOUQ

07/07/21

Really pleased to announce that our new Student Principals are Lee Carew and Georgia-Jane Cullern and our new Student Vice-Principals are Jude Moulton and Abbie McNeice. Really excited for what they are going to bring to their new roles in September 2021

29/06/21

On Wed 23rd June, the History department arranged for Year 8 to meet a real-life Militant Suffragette! We were very lucky to host Julie Maynard, an actor who visited us through the Museum of London’s outreach programme. https://t.co/90dS3mssbl

28/06/21

Tell me your fears Year 8! Coming Monday 28th June 2021 https://t.co/Y1BmBBAZcV

24/06/21

Year 8 it’s nearly time to face your fears... coming Monday 28th June. https://t.co/Dkup0MvM14

23/06/21

Year 8, Omar, created this fantastic prehistoric design for his mechanical cam toy, with outstanding results! https://t.co/TELWpUYDOQ

23/06/21

Year 8 something is coming on Monday 28th June... https://t.co/bLgFCHQZtO

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Clapham

Croydon

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Southwark

Sutton

Thurrock

Wandsworth

Westminster

Physical Education

The PE curriculum at Harris Academy Orpington has developed and evolved since 2015. Our PE staff have collaborated with, sought advice and feedback from, and continue to consult with the growing community of PE teachers across the Harris Federation and Bromley borough.

Each Harris academy is autonomously led and therefore the decision is made on a school-by-school basis as to whether students will study Key Stage 3 over three or two years. Whilst the PE team believe that a three-year curriculum best prepares students for continued engagement, enjoyment of and success in PE, we have collaboratively designed Key Stage 3 to cover two years, so catering for the vast majority of sites.

In addition to this, different schools have different pathways to Key Stage 4 (e.g. GCSE, BTEC or NCFE qualifications) as well as different allocations in terms of lessons of PE per week and teacher specialisms. This means that the curriculum has in part been dictated by the current PE team at HAO.

An advantage of the Federation system is that most Key Stage 3 students sit a similar end-of-year assessment in PE, which combines their practical and theoretical abilities in the subject. This means that students’ progress and performance is able to be compared so that students can be clearly guided to improved outcomes. It also raises opportunities for the sharing of good practice and ‘what works’ across PE in the Federation.  However, the assessment also allows the HAO PE team to carefully select which examination course would be suitable at key Stage 4 for that cohort, thus allowing a personalised curriculum at both stages.

Harris Academy Orpington is proud of its sporting successes and student engagement because Physical Education has been a major factor in helping to raise our standards of achievement.  The school enjoys extensive sporting facilities including 3G astro-turf pitches, sports hall, newly refurbished fitness suite and gymnasium, as well as extensive playing fields with athletics areas and netball/tennis courts.   


What is the intention of the curriculum?

We endeavour to provide positive experiences to promote lifelong engagement in sport and exercise. In addition, we offer individuals opportunities to achieve their optimum potential.

Sport plays an important part in the life of the school. Harris Academy Orpington seeks to enable each student to pursue their chosen sport to the highest level whilst providing all members of the school with the opportunity to enjoy and experience a variety of physical activities. Additionally the development of personal skills within a social setting can be enhanced by participating in an appropriate and sensitively-designed Physical Education programme.

To promote a healthy active lifestyle – both to develop and retain a rich knowledge of health and fitness; and to ensure students possess the physical skills to do so.

To provide opportunities to expand their involvement and experiences in sport through our extracurricular programme.

To apply a Physical Education curriculum that incorporates the three domains of learning:

  • Motor domain – to help students build a number of psychomotor skills
  • Cognitive domain – to increase understanding of rules, techniques, tactics and strategies to excel in activities, sports, and games
  • Affective domain – to explore and enhance feelings, attitudes, and values about movement

Key Stage 3

Year 7 and 8 Physical Education is focused upon developing students' competence and confidence. Our curriculum is broad and balanced as we offer a vast array of sports and activities.  These include games, gymnastics and athletics-based sports, as well as fitness-related sessions. All Year 7 students, for the first three weeks, take part in baseline testing where they have participate in a series of fitness testing activities, gymnastic activities and a throwing and catching invasion game. This allows accurate data on sporting ability to be gained.

Key Stage 3 Physical Education lessons allow students to work as individuals and in groups/teams, developing notions of fairness and personal/social responsibility. Students will take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, students learn how to be effective in competitive, creative and challenging situations.

Aside from the curriculum, students have the opportunity to further develop and consolidate their practical ability through the participation of a wide range of extracurricular clubs and competitions.

The added intention is to ensure that students study a range of sports and activities that are very broad and balanced. Though the specified content is ambitious in terms of its scope, it is intended that the HAO PE team can adapt this to each cohort and staff specialism.

Activities on the Key Stage 3 curriculum include:

  • Games (football, netball, rugby, basketball, rounders, cricket, badminton, tennis)
  • Gymnastics and dance
  • Athletics
  • Fitness

Key Stage 4

The Years 9, 10 and 11 Physical Education core curriculum is focused upon encouraging students to engage in physical activity in an effective and enjoyable manner so that they make informed lifelong decisions about health and fitness in their future lives.

Lessons enable students to consolidate what has been taught at Key Stage 3, but also to develop the ability to use tactics, strategies and compositional ideas with greater success developing students' competence and confidence. Our curriculum remains broad and balanced as we offer a vast array of sports and activities, and introduce alternative activities from those delivered at Key Stage 3.  The concept of undertaking different roles and responsibilities concept is emulated in a “UR Sport” scheme of work whereby students have an ongoing experience of them and aspire to achieve successful team cohesion. Though the specified content is ambitious in terms of its scope, it is intended that the HAO PE team can adapt this to each cohort and staff specialism.

Activities on the Key Stage 4 curriculum include:

  • Games (football, netball, rugby, basketball, rounders, cricket, badminton, tennis, volleyball, handball, softball)
  • Gymnastics and trampolining
  • Athletics
  • Fitness
  • OAA

Also, at Key Stage 4 students have the opportunity to study Pearson BTEC Level 2 First Award in Sport. This pathway is suited to highly-motivated sporting students who partake in a large amount of extra-curricular activity or play regular sport outside of school. It provides an educational base to enable each student to progress either to a PE A Level or vocational qualification at Level 3. 

The course content includes:

Unit 1: Fitness for Sport and Exercise (Externally assessed). Learners explore different components of fitness and the principles of training. Learners will understand and apply the different types of training methods before using fitness testing to determine their own fitness

Unit 2: Practical Sport Performance. Learners will focus on developing and improving their own performance, and will develop an understanding of rules, regulations, scoring systems, skills and techniques

Unit 3: Applying the Principles of Personal Training. Learners look at the individual performer, training to improve and enhance personal fitness for one activity/sport

Unit 5: The Sports Performer in Action.  Learners develop more in depth knowledge and understanding of the short-term responses and long-term adaptations of the body systems to exercise, as well as how energy systems are used during sports performance


How will this be implemented?

KS3 Core PE

Five to six sports are planned across one year, and delivered in a half-termly rotation. Each sport has been designed to include opportunities for pupils to develop the three domains of learning.

We actively encourage staff to interpret the medium term plan and the five to six activities to be appropriate for their class context, ability and interest.

The medium term plans have been planned for HAO staff to follow and utilise i.e. 6-10 lessons (approximately one half term)

Sites are strongly encouraged to build in additional revisiting and consolidation time, and ensure that students are prepared for the different types of assessment.

KS4 Core PE

Five to six sports are planned across one year, and delivered in a half-termly rotation. Each sport has been designed to include opportunities for pupils to engage in physical activity in an effective and enjoyable manner so that they make informed lifelong decisions about health and fitness in their future lives.

We actively encourage staff to interpret the medium term plan and the five to six activities to be appropriate for their class context, ability and interest.

The medium term plans have been planned for HAO staff to follow and utilise i.e. 6-10 lessons (approximately one half term)

Sites are strongly encouraged to build in additional revisiting and consolidation time, and ensure that students are prepared for the different types of assessment.

KS4 Examination PE

120-guided-learning-hour qualification (equivalent in teaching time to one GCSE) is planned across two years, with some foundation and preparation work beginning in Year 9.

The Long Term Plan and Medium Term Plans have been planned for HAO staff to follow and utilise i.e. one unit per one-and-a-half terms). Staff set agreed tasks in line with the assignments briefs for each unit.

The majority of the units are assessed through internal assessment, which means that HAO can deliver the programme in a way that suits our learners and which relates to local need.

Pupils are given all the preparation, feedback and support they need to undertake an assessment before they begin producing their evidence.


How will we judge the impact of this curriculum?

Students undertake ongoing assessments within their PE lessons, and each MTP predominately includes an opportunity for them to play competitive games or produce a performance at the end of each half-termly sporting topic.  They annually complete an end-of-year assessment, which combines their practical and theoretical understanding in the subject. Heads of Department regularly ensure standardisation in terms of cross-sport marking and accuracy. The assessment model, and indeed the Key Stage 4 curriculum, are cumulative in their structure and content and so Key Stage 3 students are expected to enhance their foundational understanding and know more, retain more and be able to apply it into physical practice.

Ultimately, teacher assessment should also be used to ensure that the curriculum is being delivered in an impactful way. Teachers should frequently reflect on students’ physical literacies and their theoretical understanding of rules, regulations, components of fitness, the impact of exercise and the body systems. They should look to ascertain whether students are becoming more comfortable with both, and growing in confidence in articulating their thoughts and explanations verbally and demonstrating their practical progress.

In BTEC Sport, 25% (1 unit) of the qualification is externally assessed. Pearson sets and marks these assessments.  75% (3 units) of the qualification are internally assessed. Staff facilitate practical and theoretical tasks and evidence for assessment can be generated through a range of activities, including written work, practical performance and verbal presentations. These are all marked and standardised by the class teacher and within the department – with a sample being externally moderated by Pearson.