Physical Education & Dance Curriculum Intent

Curriculum Vision

Our Physical Education and Dance curriculum is ambitious for all learners and is designed to develop physically literate, tactically intelligent and reflective young people. We ensure equitable access to powerful knowledge about performance, health and sport so that every pupil can participate confidently and sustain an active lifestyle beyond school.

At Washington Academy, pupils become performers, analysts and leaders. Through a broad and balanced programme of physical activities, dance and sport, pupils develop technical competence, tactical awareness and the ability to evaluate and improve performance.

We explicitly teach both substantive knowledge (rules, techniques, tactics, training principles, health and fitness concepts, choreography and movement principles) and disciplinary knowledge (how performers analyse performance, apply tactical decision-making, refine technique, evaluate outcomes and lead others). Through structured practice and reflection, pupils apply this knowledge with increasing independence and precision.

Curriculum Rationale and Sequencing

The curriculum is coherently sequenced from Key Stage 3 to Key Stage 4 to build secure foundations in physical literacy, tactical understanding and evaluative thinking.

At Key Stage 3, pupils develop fundamental movement skills, coordination, balance, agility and sport-specific techniques across invasion games, net and wall games, athletics, gymnastics, dance and health-related fitness. Core tactical principles such as space, timing, positioning and decision-making are introduced and revisited across activities.

As pupils progress, they apply these principles in increasingly competitive and complex contexts, developing leadership skills and the ability to officiate and coach peers. Dance is sequenced to build expressive movement, choreography and performance confidence, alongside analytical evaluation.

At Key Stage 4, pupils deepen their understanding through GCSE Physical Education and Sports Studies pathways. They apply cumulative knowledge of performance analysis, training methods, anatomy and physiology, sport psychology and socio-cultural influences on sport. This progression ensures pupils move from participation to critical analysis and independent performance improvement.

Physical, Tactical and Analytical Skills

Pupils develop technical competence in a range of sports and physical activities while building tactical intelligence through decision-making in dynamic situations.

They analyse performance using structured feedback, identify strengths and areas for improvement, and apply training principles to enhance performance. This ensures that

practical knowledge is retained securely and applied confidently in increasingly demanding and competitive contexts.

Health, Wellbeing and Sport in Society

Pupils develop understanding of the importance of physical and mental health, including fitness components, training principles and the long-term benefits of regular physical activity.

Through Sports Studies and theoretical components, pupils examine contemporary issues in sport, media representation, ethics and the role of sport in society. This builds cultural capital and promotes informed engagement with the wider sporting world.

Literacy and Numeracy in Physical Education

Subject-specific vocabulary is taught systematically, enabling pupils to describe techniques, analyse performance and evaluate tactical decisions with precision.

Numeracy skills are embedded through fitness testing, performance data interpretation, timing, scoring systems and analysis of statistical information related to sport and training programmes.

Ambition for All

We maintain high expectations for all learners, including disadvantaged pupils and those with SEND. Our curriculum is designed to remove barriers to participation and ensure sustained progress over time.

Adaptive teaching, differentiated task design and scaffolded leadership opportunities enable all pupils to experience success and develop confidence in their physical abilities.

Assessment

Assessment is structured to ensure pupils build secure foundations in both performance and analytical understanding.

Assessment is cumulative and designed to strengthen long-term retention of technical, tactical and theoretical knowledge. Regular observation, performance feedback and application in unfamiliar contexts ensure that learning is embedded securely.

At Key Stage 4, assessment is aligned to GCSE and vocational examination criteria and is synoptic in nature. Pupils demonstrate practical performance, analysis, evaluation and theoretical understanding through structured assessment tasks and examination responses.

Preparation for Future Pathways

We prepare pupils for ambitious next steps in further education, employment and lifelong participation by making explicit the value of physical education and sport in a wide range of careers.

Pupils explore pathways into sports science, physiotherapy, coaching, sports management, teaching, fitness industries and public services.

Through Physical Education and Dance, pupils develop highly transferable skills including leadership, resilience, teamwork, strategic thinking, self-discipline and reflective practice.