Physical Education

Our aim in the PE Department is to develop individuals who enjoy a variety of physical activities in order to develop a continued interest throughout their adult lives.

A physical education doesn’t just mean participating in physical activity, but studying all aspects of health and wellbeing. During pupils’ time at Clifton Hall they will learn about healthy eating, maintaining a healthy lifestyle and the benefits of an interest in physical activity.

In order to make these choices, pupils at Clifton Hall are encouraged to try, participate and enjoy a wide variety of activities in order to awaken interest and encourage sportsmanship, to promote fair-play and to develop a healthy interest in participation and competition through activity.

 

EXTRA-CURRICULAR OPPORTUNITIES

Clifton Hall School is lucky to boast exceptional grounds, a swimming pool, Sports Hall and pavilion, providing ample opportunity for a wide range of activities during class time, lunch time, break time, after school and Saturday mornings.

 

TEAMS AND CLUBS

We currently run competitive teams in swimming, hockey, athletics, rugby, cross-country, football, badminton, netball, cricket and golf.

The school also runs a bi-annual ski trip, Duke of Edinburgh Awards and Leadership Awards and coaching opportunities for 5th and 6th year as well as hockey, football and rugby tours.

Lunch-time clubs run on a daily basis and include Cross-country, Football, Swimming and Hockey.

After School clubs are available in Swimming, Judo, Football, Chess, Modern Dancing, Highland Dancing, Golf and Climbing.

 

NATIONAL 5

If pupils wish to study PE as a subject further up the school, we run National 5 in S3 and 4 (Rated on assessment). Here is a breakdown of the course:

Entry Requirements

Students will require a pass at the previous level in order to move on.

Course Content

The course is designed to build knowledge and understanding progressively up through the levels and comprises compulsory practical and theory elements. Practical performance will be internally assessed and graded, while theory will be gathered in the form of a portfolio of work. Both are externally verified.

Practical performance

50% weighting at National 5 and looking at:

  • Planning and Preparation
  • Performance
  • Evaluating the Performance

All practical activities are compulsory (with attendance being monitored), and students should be competent swimmers.

Theory

Building a portfolio with 50% weighting at National 5 level.

Understanding factors Affecting Performance – developing aspects of fitness.

Planning, developing and implementing approaches to enhance personal performance – developing the acquisition of skilled performance.

Monitoring, recording and evaluating performance development – applying defensive and attacking strategies.

Developing an understanding of the four key factors Physical, Mental, Social and Emotional through Testing, monitoring, practicing and recording.

Course Assessment

Two practical assessments, internally assessed for National 5, but externally verified.
National 5 is graded A to D and completion of portfolio work will be externally assessed and externally verified.

 

HIGHER

The main aims of the Course are to enable the learner to:

  • Develop a broad and comprehensive range of complex movement and performance skills, and demonstrate them safely and effectively across a range of challenging contexts.
  • Select and apply skills and make informed decisions to effectively perform in physical activities
  • Analyse the four factors that impact on performance.
  • Understand how skills, techniques and strategies combine to produce an effective performance
  • Analyse and evaluate performance to enhance personal effectiveness

Entry Requirements

Students should normally have received a B pass or higher at National 5 level.

Course Content

The one year course is comprised of compulsory practical and theory elements. The course is both practically assessed and externally verified, and externally assessed as an exam.

Course Assessment

Unit 1: Performance Skills

  • 50% weighting at higher level
  • All practical activities are compulsory, and students should be competent swimmers.

In this Unit, learners will develop a broad and comprehensive range of complex movement and performance skills through a range of physical activities. They will select, demonstrate, apply and adapt these skills, and will use them to make informed decisions. They will also develop their knowledge and understanding of how these skills combine to produce effective outcomes. Learners will develop consistency, precision, control and fluency of movement. They will also learn how to respond to and meet the demands of performance in a safe and effective way, implementing the four key factors. The Unit offers opportunities for personalisation and choice through the selection of physical activities used for learning and teaching, and culminates in two one off practical performances internally assessed and externally verified.

Unit 2: Theory – Factors Impacting Performance

  • 50% weighting at higher level

In this Unit, learners will develop their knowledge and understanding of the factors that impact on personal performance in physical activities. Learners will consider how mental, emotional, social, and physical factors can influence effectiveness in performance. They will develop knowledge and understanding of a range of approaches for enhancing performance and will select and apply these to factors that impact on their personal performance. They will create development plans, modify these and justify decisions relating to future personal development needs.

Assessment

  • Continuous practical and theoretical work, internally assessed
  • Formal preliminary exam in February, and external examination in June
  • Exams are 2 hours 30 mins and include diagnosis of the practical performances

 

ADVANCED HIGHER

The main aim of the course is to enable learners to research and critically evaluate factors which underpin and impact on performance and use this knowledge to develop their own performance or those of others. To do this effectively, learners will engage in research and undertake independent investigative work to develop high-level thinking skills, skills of critical analysis and evaluation, and communication skills through recording and reporting-back mechanisms.

During the Course, learners will also understand how to develop consistency of performance in challenging environments and become proficient in their ability to analyse and apply strategies and techniques to make appropriate decisions about performance development for themselves and/or others.

The range of skills developed in the Course will allow learners to work confidently and independently. By actively participating in physical activities, learners can demonstrate initiative, decision making and problem solving abilities — all attributes applicable to both life and work.

Entry Requirements

The Course is suitable for learners who have an interest in and enthusiasm for developing performance in physical activity. The Course builds on the knowledge and understanding and practical skills developed by the learner in the Higher Physical Education Course or equivalent courses. The Course will also appeal to learners who desire to have more independence and responsibility for their learning as, at this level, the context of study and performance are complex and challenging.

  • Ideally a candidate would hold at least a B pass at Higher
  • Further to this a candidate would have to be participating in a competitive sport to a high level

Course Content

The Course has two mandatory Units assessed internally and externally verified. There is a practical performance element internally assessed and the course culminates in a portfolio piece of 4000-6000 words externally assessed and graded.

Physical Education: Performance Skills (Advanced Higher)

In this section, learners will develop their movement and performance by selecting and consistently applying an appropriate repertoire of skills and techniques in their chosen activity. They will learn how to make effective decisions and to use advanced problem solving, while adapting these skills and techniques in challenging performance contexts.

Learners will develop consistency in the precision, control and fluency of movement; and their body management, particularly spatial awareness, will be enhanced through the study of this Unit. They will also learn how to react to the mental, emotional, social and physical demands of personal performance, as they apply compositional, technical and/or tactical awareness within challenging performance contexts. The section offers considerable opportunity for personalisation relating to their chosen activity.

Physical Education: Factors Impacting on Performance (Advanced Higher)

In this section, learners will develop their independent research, analytical, and evaluative skills by investigating a range of factors which have an impact on performance in physical activities. Learners will investigate and consider how mental, emotional, social and physical factors can positively and negatively affect performance.

Course Assessment

To gain the award of the Course, the learner must pass the Course assessment. Course assessment will provide the basis for grading of the Course. SQA will provide rigorous external quality assurance, including external verification, to ensure assessment judgements are consistent and meet national standards.

The assessment of the Couise will be as follows:

Physical Education: Performance Skills (Advanced Higher)

Learners will be required to provide evidence of the development of their movement and performance by selecting and consistently applying an appropriate repertoire of skills and techniques in chosen activities. Learners will also demonstrate evidence of their ability to react to the mental, emotional, social and physical demands of performance, as they apply compositional, technical and/or tactical awareness within challenging performance contexts. The Unit offers considerable opportunity for personalisation throughout a range of physical activities.

Physical Education: Factors Impacting on Performance (Advanced Higher
)

Learners will be required to provide evidence of their knowledge and understanding of factors which underpin performance development through independent research. Learners will reflect on their performance development plans, evaluate the effect of the factors and justify modifications to the performance development plans from their research. The Unit offers multiple opportunities for personalisation and choice within a range of contexts.

One off Performance

This performance is worth 30 marks. This is 30% of the overall marks for the course assessment.

The performance assesses candidates’ ability to carry out a single performance in one physical activity in a challenging, competitive and/or demanding context. This gives candidates an opportunity to demonstrate the following skills, knowledge and understanding:

  • demonstrate a broad and comprehensive repertoire of complex skills
  • demonstrate control and fluency of complex movement and performance skills
  • demonstrate effective decision making and problem solving
  • use and apply well established composition, tactics and roles safely and effectively
  • follow rules and regulations and display etiquette (including working with others)
  • control emotions on the day of the performance

The following contains a selection of acceptable activities (please note this list is not exhaustive):

athletics (including cross country running), kayaking, badminton, kickboxing, basketball, lacrosse, boxing, martial arts, canoeing,  netball, cheerleading, orienteering,  cricket, rowing, curling, rugby, cycling, shinty, dance, skiing (including snowboarding),  equestrian, swimming, football, squash, golf, table tennis, gymnastics (including trampolining), tennis, handball, volleyball, water-polo and hockey.

The Project

This project is worth 70 marks. This is 70% of the overall marks for the course assessment.

This project has four stages:

  • Stage 1: project proposal has 20 marks.
  • Stage 2: research has 25 marks.
  • Stage 3: implementing the Personal Development Plan (PDP) has 5 marks.
  • Stage 4: post-PDP analysis and evaluation has 20 marks.

This project is:

  • set by SQA
  • conducted under controlled conditions
  • submitted to SQA for external marking

The project allows candidates to demonstrate their ability to work independently and is sufficiently open and flexible to allow personalisation and choice in the selected activity.

The project is conducted under some supervision and control. This means that although candidates may complete part of the work out with the learning and teaching setting, teachers and lecturers should put processes in place to monitor progress and ensure that the work is the candidate’s own and that plagiarism has not taken place.

The project should be 4,000–5,000 words, excluding references, footnotes and appendices. Candidates must submit the word count for the project, excluding appendices, footnotes and references.

If the word count exceeds the maximum by more than 10%, a penalty is applied.