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A Warm Welcome to Huxlow

Welcome to Huxlow Science College

At Huxlow Science College we believe that school days are precious and form the foundations for our students’ future lives. We have a determination to ensure that our students are given the best possible opportunities to succeed both academically and as young people who are an asset to the communities in which they live. Our community is rightly very proud of our school, our students and their successes. We have a rich history of students of all abilities and backgrounds fulfilling their potential in all areas of their education and they are supported and challenged daily to gain the skills, confidence and qualifications they will need to be successful in an ever-changing world.

We pride ourselves on the levels of support and guidance we offer our students and place students and their needs at the heart of everything we do. We work hard to ensure students are happy, feel safe and are taught well. Developing ‘The Whole Child’ is one of our core responsibilities and our students are challenged to aim for the highest personal and academic standards. We have high expectations of behaviour and respect across our community and forge excellent relationships with both students and parents.

I am hugely proud to be the Headteacher of Huxlow Science College and to lead the school as we build on recent increases in both student numbers and exam results. It is such a privilege to be entrusted with the lives of the young people in our community, to shape their characters and enable their success.

We look forward to welcoming all prospective students, parents and carers to experience all that is Huxlow in the very near future.

Paul Letch - Headteacher

Headteacher

Physical Education


Huxlow aims to provide a stimulating, engaging and enjoyable curriculum that builds on students prior learning and provides new and exciting activities as the students’ progress through the years. The PE curriculum at Huxlow aims to enable all young people to become:
• successful learners who enjoy learning, make progress and achieve
• happy, confident individuals who are able to live safe, healthy and fulfilling lives
• safe, responsible citizens who make a positive contribution to society.
Through their 2 hours of PE a week, they develop skills used in a wide variety of sports and activities, learning the rules and basic game play to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and other’s performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles.
PE at Huxlow also helps students to develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility.
By the time our students leave Huxlow, we hope that PE has enabled them to have a good health and well being, strong character, active citizens and willing to pursue their own interests and talents for lifelong participation.

Implementation
Within any PE lesson, regardless of age, sex or ability you will see examples of our department Key PE Principles. Every teacher delivers lessons that include:


Challenge & Stretch
Leadership – student led warm ups & cool downs, peer coaching/teaching, officiating & scoring games, leading plenaries. All students will participate in these activities, with particular focus on Disadvantaged & SEN students to provide a different style of learning and achievement. Extra support and guidance given to encourage Disadvantaged/SEND students to take lead role in lessons in line with leadership learning outcomes.
- MA use peer coaching and leadership to help and support SEND & disadvantaged students enhance learning or help those students feel more confident to become peer coaches/leaders
- Pre-Learning for Analysis of performance both verbal & visual. SEND/PP students given extra time to prepare answers and practice showing off their learned skills.
- Targets: Pass, Merit & Distinction targets to mirror BTEC Sport provide access to all but also challenge top end students and encourage SEND/PP students to achieve a minimum standard of a Pass in every lesson. Linked to assessment grids that provide formative assessment at the end of each activity.
- KS4 & 5 BTEC & KS4 Dance: Long answer writing using exam mark scheme, model answer structures designed to maximise achievement in high mark tariff long exam questions.
- KS4 & 5 BTEC & KS4 Dance: Exam question homework set weekly using retired tests, examples answers, exam board mark scheme
- KS4 Dance targets: Level 1-9 to mirror AQA GCSE Dance that challenges the more able students and encourage SEND/PP students to achieve a minimum standard of L4.

Remembering over time
– recap previous lesson/year/key stage learning by performing skills/techniques/tactics and Q/A coaching points at start of lesson, sequence of learning. SEND/PP students given extra time to prepare answers and practice showing off their learned skills, replicate best practice shown by others.
- differentiated recap tasks and Q/A to allow all students to demo learning e.g. complexity of questioning increases from Pass through to a Distinction.
- student led feedback on performance to show knowledge and understanding
- Disadvantaged students given RoT BTEC & GCSE mini tests before the test date to practice, pre learn answers and discuss any issues with teacher any misconceptions or issues.
- KS4 & 5 BTEC & KS4 Dance: Using weekly Exam question set as homework to demonstrate memory of key topics, exam writing frameworks, peer marking to build understanding.
- KS5 BTEC: “Big Questions” created to recap topic areas, each question is tiered to allow for different levels of student knowledge and ability. Answers used as exam notes for external units.

Access for all
Disadvantaged Quality First Teaching – differentiated learning outcomes and targets in line with dept Pass, Merit & Distinction. Targeted questioning based on ability, knowledge and support needed.
- Lesson tasks based on Pass, Merit & Distinction criteria with different pace and grouping provided depending on ability. SEND/PP students given opportunity to work in classes that will make them feel comfortable to participate but also challenge their ability
- Always set Leadership target to encourage different style of learning regardless of ability or background. This can be adapted based on needs of students and aimed at disadvantaged students.
- MA students use peer coaching and leadership to help and support SEND /disadvantaged students enhance learning or provide guidance to help SEND/Disadvantaged students become peer coaches/leaders
- all BTEC students can aspire and exceed their target grades regardless of background. SEND/Disadvantaged focus on Pass criteria tasks and assignment criteria with extra support and mock assessments given with extra time allowed to progress towards higher criteria.
- Subject content is taught to a minimum Pass standard with assistance and guidance in understanding and following higher grading criteria
- KS4 & 5 BTEC: Use exam questions, writing frameworks, long question model answers to cater for all abilities as different mark scheme & bands available for all students (SEND/Disadvantaged)
- KS5 BTEC: Use “Big Questions” to highlight knowledge and feed in to exam notes as part of external unit preparation. “Big Questions” are tiered around mark bands to allow all students to access
- KS5 BTEC: Tick checklists used as part of external unit preparation as part of modelling exam answers and peer feedback. Checklists are used alongside exam mark scheme to build knowledge around different mark bands.

Within our talented PE department, all our staff are committed to developing and implementing a variety of teach and learning strategies to ensure their student experience is as rewards and enriching as possible. These strategies are consistent within all our lessons, SoW and most importantly, within our students. Examples of strategies include:
- Leading - Team roles -Peer coaching - Self-analysis
- Whole-part-whole - Reciprocal - Target setting - Peer Analysis

 

Curriculum Design
KEY STAGE 3

Huxlow PE department have tried to tailor our curriculum to cover the PE National Curriculum aims and content but also ensure our provision is relevant, enjoyable and appropriate for our students. We wish to develop our students Physically and Personally to ensure they reach their potential before they leave Huxlow.
Within in each lesson and our schemes of work, out students should demonstrate our school wide focus of LORIC skills (Leadership, Organisation, Resilience, Initiative, Communication). These are also evident in form time and all other subject areas.

Our curriculum is designed to allow physical competence to be developed in more depth during Key Stage 3 but with enough time to be physically active so they can practice those skill learned.
But by Key Stage 4 we place less emphasis on developing physical competences and more time on being physically active by applying and practicing these skills.

Transition
Before the students reach Key Stage 3 we want them to make a positive transition by building on and embed the physical development and skills learned in key stages 1 and 2, become more confident, expert, and resilient about their fundamental skills & techniques, and apply/combine them across different sports and physical activities.
Our students should understand what makes a performance effective and how to apply these principles to their own and others’ work as well as showing personal organisation and enthusiasm for their learning.
We hope to develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

In their first half term, all Year 7 students will participate in a Health Related Fitness unit of work which will introduce, develop and enhance their knowledge on their own body, fitness components used in sport & physical activity, how to complete safe warm ups and cool downs and some basic fitness testing.
We expect all our students to be independent learners, therefore this first unit of work is the foundations to which we will build upon throughout their time at Huxlow.

Year 7 students will be placed in a Boys, Girls or Mixed teaching group. This is based on individual skill levels, knowledge of rules, confidence and experience. These groups can be flexible, therefore students can move between each group if their PE teacher believes this is appropriate for the child.
The activity rotation is based around the student needs with a balance of Physical Competence & Physical Activity as move through Key Stages.
The curriculum design is summarised below has considered many factors such as facilities, seasons, school calendar, extra curricular, district competition schedule as well as complexity of activity and experience of students.
For example:
                     Autumn term (due to weather conditions, district/county fixtures, competitions schedules to provide pathways for
                     our talented students we focus on traditional team sports such as Football, Netball, Rugby,
                     Basketball, Badminton.

                     Spring term (due to loss of teaching space due to mock exams we focus on more flexible individual activities such
                     as HrF, Boxing, Rowing, Inclusion, Cardio, Sport Education, Kinball, Pilates & Boxercise. This also
                     helps build on learned skills & confidence from earlier on in the year.
                     We introduce Sport Education to showcase our leadership activities and help feed in to Leadership
                     Academies
                     Finally, with Yr8 into 9 Options we focus on dance, BTEC related activities in Core PE.

                     Summer term (due to improved weather conditions, district/county fixtures, competitions schedules to provide
                     Pathways, loss of space due to summer exam season we focus on activities such as athletics, softball, rounders, cricket, tennis

Throughout their 5 years in Key Stage 3 & 4, students will cover many of the same activities. We aim to build upon previous knowledge, introduce and develop new skills, techniques and understanding as well has challenge and stretch the students to push their own limits.
By the end of this key stage the students should have a positive attitude toward this subject, willing to take risks and seize new opportunities with a desire to succeed.
A corner stone of our provision is the consistent approach our PE dept applies to every lesson, ensuring students understanding and progress with our key PE Principles as mentioned above.

At Huxlow, we have based our curriculum provision around the DfE Programme of Study and have followed as many of the suggested activities as we can facilitate.

Games and activities studied at Key Stage 3 include;
DfE PE Programmes of Study suggests:
                          • use a range of tactics and strategies to overcome opponents in direct competition through team and individual games
                          Huxlow provision includes: - Invasion Games such as football, rugby, netball, basketball, handball,
                          kinball
                          - Net/Wall Games: Badminton, Volleyball, Tennis
                          - Striking & Fielding: rounders, cricket, softball

                          • develop their technique and improve their performance in other competitive sports
                          • analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
                          Huxlow provision includes: - Athletics: short/middle/long distance, shot putt, javelin, discus, long jump,
                          high jump. Boxercise and health related fitness activities.

                          • perform dances using advanced dance techniques within a range of dance styles and forms
                          Huxlow provision includes: - Dance/Gymnastics

                          • to understand and apply long term health benefits of physical activity
                          Huxlow provision includes: - Health Related Fitness activities: Rowing, Cycling, HrF, Boxing & cardio
                          Training, Pilates.

                          • take part in outdoor & adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
                           Huxlow provision includes: - Sport Education is a vehicle used for all students in a variety of sports
                           where they can develop independence, leadership skills, cross curricular
                           skills (numeracy, literacy), organisation. Each student forms part of a team
                           with allocated job roles (Team manager, Coach, Captain, Financial Manager, Press Officer, Kit Manager)

                          - inclusive sports such as; sitting volleyball, goalball, dodgeball & boccia.

Preparation for BTEC First Award in Sport 2018
This begins in KS3 where students begin to develop leadership skills & qualities, knowledge & understanding of how the body works, tactical understanding of variety of sports, officiating experience. During BTEC Sport, they cover the following units:
Unit 1 Fitness for Sport & Exercise (KS3 HrF activities helps build knowledge on fitness components, training methods, principles of training & fitness tests)
Unit 2 Practical Sports Performance (every sporting activity covered in KS3 helps build up individual technical & tactical knowledge, officiating experience, analysis of performance)
Unit 3 Applying the Principles of Personal Training (similar to KS3 HrF activities)
Unit 6 Leading Sports Activities (Sport Education provides an opportunity to work independently and lead others, plus all sports covered in KS3 expect students to peer coach, assess, lead warm ups & skill practices, officiate)

Our Goal: “At Huxlow every individual is empowered to fulfil their potential”

To fulfil your potential at Key Stage 3 you should:
• Due to the practical nature of this subject there is no homework expectations for Core PE.
• There may be occasions when students are asked to further research some rules or regulations, prepare a coaching session plan or plan a warm up.
• It is compulsory to bring full PE kit to each lesson (please visit the uniform page). If a student fails to bring kit for 1 lesson they will get a warning and given spare kit to borrow. 2 forgotten kits will result in an afterschool detention.
• There may be occasions when a student requires alternative footwear (e.g. football boots). Your PE teacher will inform you of this with plenty of time to prepare.
• If a student is ill or injured, they are required to provide a parental note. This can last one week. Any injury or illness that lasts longer than 1 week requires a doctors note.

KEY STAGE 4
By the end of this key stage we hope to have embedded physical activity habits and lifestyle choices that help our students make informed decisions about their next career step.
We want our students to show personal characteristics such as motivation, resilience, passion which can help them along their learning pathway.
We follow the DfE PE Programmes of Study guidance that suggests at Key Stage 4 the students should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.
At Huxlow the games and activities studied in Key Stage 3 are continued through Key Stage 4 but students develop the ability to use tactics, strategies and compositional ideas to perform successfully, consistently and with confidence.
They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations. Core Curriculum: All Year 9, 10 and 11 students have four lessons of PE over 2 week, 4 hours (not including extra curricular).
Games and activities studied at Key Stage 4 include;

DfE PE Programmes of Study suggests:
          • use and develop a variety of tactics and strategies to overcome opponents in team and individual games
          • evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best
          Huxlow provision includes: - Invasion Games such as football, rugby, netball, basketball, handball,
          kinball.
          - Net/Wall Games: Badminton, Volleyball, Tennis.
          - Striking & Fielding: rounders, cricket, softball

          • develop their technique and improve their performance in other competitive sports or other physical activities
          Huxlow provision includes: - Athletics: short/middle/long distance, shot putt, javelin, discus, long jump,
          high jump. Boxercise & Health related fitness activities.
          - Dance/Gymnastics

          • take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually            or as a group
          Huxlow provision includes: Sport Education is a vehicle used for all students in a variety of sports where they can develop independence, leadership skills, cross curricular skills (numeracy, literacy), organisation. Each student forms part of a team with                      allocated job roles (Team manager, Coach, Captain, Financial Manager, Press Officer, Kit Manager)

In addition, students have the option to complete a BTEC Level 1 / Level 2 Award in Sport, which is equivalent to 1 GCSE.


Enhancing your BTEC First Award in Sport
Whether the student is already completing a BTEC First Award or not, the skills developed in KS3 are further developed in KS4. We expect to see a higher level of confidence and delivery of leadership skills & qualities, knowledge & understanding of how the body works, tactical understanding of variety of sports, officiating experience.
Some students will already be covering the following activities in BTEC Sport, therefore we expect them to take a lead role within Core PE classes.
Unit 1 Fitness for Sport & Exercise (KS4 HrF activities helps build knowledge on fitness components, training methods, principles of training & fitness tests)
Unit 2 Practical Sports Performance (every sporting activity covered in KS4 helps build up individual technical & tactical knowledge, officiating experience, analysis of performance)
Unit 3 Applying the Principles of Personal Training (similar to KS4 HrF activities)
Unit 6 Leading Sports Activities (Sport Education provides an opportunity to work independently and lead others, plus all sports covered in KS4 expect students to peer coach, assess, lead warm ups & skill practices, officiate)

Our values #2: “Everyone is ambitious and welcomes the challenge of being the best they can”


To be the best you can be at Key Stage 4 you should:
• Please refer to Key Stage 3 information.
• Students are expected to show more creativity, take risks, independence and initiative when covering our CORE PE activities. Lessons are tailored to meet the needs of the older, mature students to ensure they are active, challenged and enjoyed.

EXAMINATION SUBJECTS


BTEC Level 2 First Award in Sport


Is BTEC Sport right for me?
If you enjoy:
• sport, physical activity and exercise
• developing knowledge and understanding through practical learning
• learning about the benefits of training and exercise
• developing and improving your skills as a leader
• or if you are considering a sports-related career then this is the right course for you.

What do I need to know, or be able to do, before taking this course?
The course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. It will give you exciting opportunities to be involved in a number of different physical activities, developing leadership skills, learning about your own body and how to physically train safely and effectively. You should have an interest in physical education and sport, enjoy being active and appreciate the benefits of keeping fit and healthy.

Please be aware there is an examination and lots of assignment writing on this course, so being competent in Science and English will be a huge advantage when studying certain units of work.

What can I expect from being taught at Huxlow?
Pitching it high
- we will build on your skills, techniques, knowledge & understanding from Key Stage 3 & 4 Core PE. You will already understand key terminology such as Pass, Merit & Distinction. You will have regularly shown cognitive ability when being asked to “Describe, Identify, Explain, Compare and Analyse” any recall, analysis or feedback on performance.
- leadership skills will be enhanced and developed from the opportunities provided in every Core PE lesson in Key Stage 3 & 4, therefore you will have the confidence and ability to achieve your potential in BTEC Sport.
- During BTEC Sport we will support you in structuring and constructing answers for the Unit 1 Fitness for Sport and Exercise exam which will allow you to challenge and extend your learning and achieve the highest grades possible.

Promote remembering
- students will be familiar with acquiring, practicing and embedding skills/techniques/tactics during each lesson. This approach will support the learning and achievement in BTEC Sport as they are used to recalling and performing under different scenarios and situations
- PE dept will develop your ability to recognise, recall and respond to BTEC exam questions. By building on rigorous revision over time and understanding of key BTEC terminology, students can achieve maximum marks using our end of topic tests and exam questions set for homework.
During Unit 1 Fitness for Sport and Exercise we believe in progressive testing and revision over time. See below for how we cover the key content of this unit.

PE

Accessing all learners
- students will be familiar with the differentiated learning outcomes that are introduced at the start of each lesson, these follow the BTEC grading criteria Pass, Merit & Distinction. Students understand how to achieve each criteria and how to progress to the higher grading level.
- differentiated questioning from the teachers and students will continue with the BTEC grading criteria to build knowledge and understanding of how to achieve each target and progress to the next one.
- all BTEC lessons are embedded with grading criteria for assignments, mark schemes for external exam units, content tick sheets and big questions that covers entire learning aims. This allows students to understand what is required of them, respond and perform and provide feedback that allows others to exceed their potential.

What will I study?
You will study 4 units across 3 years, each with a mixture of written assignments, practical performance and online examination. In the first year you will develop and refine your skills as a leader, eventually delivering and reviewing sessions to your classmates.
The next unit of work revolves around your practical performance in sport as an official and as a performer. Not only will you showcase your knowledge and experience as an official but you will perform a variety of sports and analyse your own performance to try and identify strengths and weaknesses that will help you become a more effective performer in the future.
In the second year the next unit you will study include learning about fitness training and how this can benefit and improve your sporting performance. Students will have to pass an online exam with national benchmark of a Level 2 Pass in order to achieve the highest overall grade on this course.

In the final year you will create and implement your own 6 week fitness programme, maintaining a training diary that will allow you to reflect and improve your programme in the future.

How will I be assessed?
PE1

What can I do after I’ve completed the course?
Achieving a successful grade in BTEC Sport can open up a huge variety of different opportunities which will allow you to investigate and experience many different pathways.
The practical, vocational style of learning and content of work helps build many transferrable skills that can be used in employment, education and training. These opportunities could include: further and higher education courses at school or college, apprenticeships or many sport & leisure sector employers.

WHAT CAN I DO WITH A BTEC LEVEL 2 QUALIFICATION?
Studying a BTEC course will allow students to take their first step into a career in leisure or sport. When they finish the course they will have a blend of technical and academic skills to support them progress further.
This course will give you an insight into working in the sports sector which could include: Fitness Instructor, Leisure and Sports Manager, Secondary Education Teaching Professionals, Physiotherapist, Sports Player, Sports Coaches, Sports and Leisure Assistant
This course could also prepare you for further study, such as Level 3 BTEC Sport National qualification or A level PE.

GCSE Dance (AQA)
Huxlow PE department offers 2 examinations subjects from Year 9, BTEC Sport and GCSE Dance. Students can study both these subjects as part of their option choices.
We teach Dance in Year 7 and Year 8 as an introduction the requirements, skills and knowledge of the GCSE course.


Why should I study this course ?
Dance promotes fitness, a healthy lifestyle, teamwork and creativity. It develops independent learning and critical and reflective thinking. It also develops an understanding of a range of dance styles through performance, creation and appreciation..
· It develops physical, technical and expressive skills which enable you to communicate choreographic intention and individuality as a performer.
· It helps you to build an understanding of choreography through which you are able to communicate ideas and meaning, drawn from a range of dance styles.
· It develops a critical appreciation of dance in its physical, artistic, aesthetic and cultural settings.
It provides foundations for further studies in dance, including GCE A Level Dance and the Creative and Media Diploma, or a career in Performing Arts.

What will I learn ?
You will:
· Develop as a performer, building up confidence and self-esteem.
· Learn self and body awareness as well as sensitivity to others and teamwork skills.
· Learn effective performance skills requiring physical effort and determination to succeed and improve
· Develop as a choreographer, employing problem-solving, creativity by using imagination and the ability to synthesize a number of elements.
· Learn Interpersonal and communication skills.
· Learn critical skills, making informed decisions about the dances you see.
· Learn articulation of knowledge, opinions and preferences.

What will the course involve?
Component 1: This component is internally assessed and externally moderated.
· Performance 30% (40 marks)
· Solo performance x2 (approximately one minute each in duration).
· Duet/trio performance (3 minutes).
· Choreography 30% (40 marks)

Component 2: This exam is 1 hour 30 minutes.
The paper is split into 3 sections.
· Knowledge and understanding.
· Own experiences and appreciation of 6 professional works.
· Knowledge and understanding of choreographic processes and performing skills.
- Critical appreciation of own work.
- Critical appreciation of 6 professional works.
- Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes).
- Students must show their creative response to a choice of one stimulus, from a set list set by AQA ( such as a poem, a prop or a historical event )

How will I be assessed?

pe3

What can I do after the course?
Study A-Level Dance in 6th form as part of the East Northants College (Dance based at Ferrers School) or BTEC Level 3 in Performing Arts at various colleges.
Possible careers either as a performer or part of production in Dancing, Management, Teaching, Creating and Producing.
There are Further Education links such as Undergraduate and Postgraduate degrees in dance and Professional dance.

KEY STAGE 5
Huxlow Science College, The Ferrers School and Rushden Academy work together to create a unique post-16 learning community, The East Northamptonshire College (TENC). For details of the full range of courses and opportunities available, please visit www.tenconline.co.uk
The BTEC Level 3 Sport course will allow students to develop their knowledge of sport in not just a practical way but also provide them with the skills & understanding needed to prepare for employment.
Students can study the following qualifications:
• Extended Certificate in Sport (equivalent to one A level)
• Diploma in Sport (equivalent to two A levels)
• Extended Diploma in Sport (equivalent to three A levels)

Students will study a range of Mandatory, External and Optional Units across the 2 years. These include: Anatomy & Physiology (written exam) Fitness Training and Programming for Health, Sport & Well being (external assessment), Professional Development in the Sports Industry, Sports Leadership, Sports Psychology, Practical Sports Performance and many more.

Impact

Assessment
Formative assessment - At Huxlow we will assess your knowledge, understanding and progression in every lesson, it is an on-going process. We are strong advocates for developing self-analysis and reflection in PE, this results in our students become confident when assessing themselves and others during any activity we cover.
We use question & answer, recap, performance, isolated and competitive situations to highlight a student’s needs, progress and identify strengths and weaknesses.
We follow these simple principles for our formative and summative assessment in PE as suggested by the National Curriculum for areas for assessment. We use these same assessment methods for Dance that is taught as part of the National Curriculum as well.

PE4

Summative Assessment
Since September 2021 we have introduced a new system to assess our students in a more specific sport related way but within keeping of the typical Huxlow formal Rate assessment which is a cycle that takes place every 8 weeks.
We assess our students after each activity that we have covered (including Dance units as part of our activity rotation) and will use an average grade across a minimum 4 activities to calculate their ongoing progress and end of year achievement. We expect all students to make at least 2 sub levels of progress per year.
Using our assessment grids, we base our lesson targets, tasks and outcomes around what range of skills, physical attributes, decision making and coaching skills they show in every lesson (see assessment grid example).
Embedded in our Key PE Principles, we follow simple learning and activities outcomes Pass, Merit and Distinction (plus leadership targets) for every lesson which ensures continuity across all activities and helps with transition from KS3 Core PE to BTEC Sport.

Parents are provided with the flight path below so they can understand the progress made when each Rate cycle is provided for their students.

pe5PE6

As a department, we will constant adapt and change our lessons and curriculum to meet the needs of the group, therefore having formative and summative assessment allows use to provide a board, balanced and challenging curriculum.

 

DEPARTMENT STAFF


Mr S Letts - Head of PE

Miss S Donald - Teacher of PE

Mr A O'Connor - Teacher of PE

Mrs K Letts - Teacher/Head of Key Stage 4 & Whole School Behaviour Lead

Mrs H Sghendo - Teacher 

Miss G Roberts - Teacher of PE

FURTHER INFORMATION
If you would like to find out more about the PE curriculum, please contact Mr S Letts - Head of PE

By phone: 01933 650496
By email: s.letts@huxlow.northants.sch.uk