Physical Education

Curriculum Intent

Physical Education (PE) is studied by all students at the McKee. The rationale for the PE curriculum is to create a love of activity and sport and create confident, resilient individuals who lead healthy active lifestyles.

The PE department has two main focuses. These are (a) to improve performance in sport and to equip all students with the knowledge and skills necessary within these sports, and (b) to maintain and enhance health-related fitness as part of their lifelong commitment to healthy lifestyles.

With regards to sports performance our aim is to build a strong foundation in fundamental skills and concepts, relating to the wide and alternative range of sports and activities offered, before focusing on enhancing students’ technical abilities and their strategic understanding. Each activity area has been carefully selected to provide holistic learning opportunities, ensuring that students get inclusive opportunities to access activities, equipment and tutorage that may not have been accessible previously. This supports our main goal of engaging, exciting, and fostering a lifelong commitment to sport and exercise in our students.

To support learning, we offer a range of extracurricular clubs that supplement the curriculum. This includes boxing club and health and fitness related sessions. The department also strives to build a strong relationship with local external providers and, consequently, we have access to local golf, tennis and boxing facilities that the students regularly use.

Curriculum Map 

The main emphasis of the key stage 3 physical education curriculum of the McKee, is to provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. 

The programme delivered at the McKee is designed to support the National Curriculum aims, to ensure that all pupils:  

1. a) Develop competence to excel in a broad range of physical activities.
2. b) Are physically active for sustained periods of time
3. c) Engage in competitive sports and activities
4. d) lead healthy, active lives.

The key stage 4 students are taught in both year 10 and 11 classes. We ceased to deliver GCSE PE, when the 2016 specification was introduced, in part, due to the decision being made that the content did not support the needs of our cohort in the same manner of the previous specification. Many of our students excelled in the practical aspect of the course, when being assessed in the alternative roles, such as leaders and officials, which was withdrawn.  

For the last two academic years, we have delivered the BTEC Level 1 / 2 First Award in Sport. This has been very successful. The key attributes of this have been the ability to transfer units from previous schools, which has been very supportive, in relation to the short-term nature of our school. The grades achieved in the most recent cohort has validated the suitability of this qualification; with over 83 % of students attaining a grade equivalent to a level 4 or above. In addition to this, the BTEC First qualification is very supportive of the school / club links which are now embedded in the curriculum. This has recently allowed our students to access level 3 sports qualifications through Fleetwood Town Football Club. In respect to the qualification, it is 120 GLH and is the same size and level as a GCSE.  

Curriculum Development 

The established course of study is reviewed annually, to establish whether it is suits the needs of the current cohort. Additionally, any student who joins the school in year 11 and whom has been taking GCSE PE will have the support needed to help them complete their designated course of study. 

Over the last two years I fortunate in sourcing funds to set up a state-of-the-art school gymnasium. This has been very popular with the students, whom are keen to use the facilities for extra-curricular boxing and health and fitness sessions. I have also been able to offer alternative activities, that many of our cohort would not ordinarily have the opportunity to partake in; such as wakeboarding, skiing and climbing. This is very beneficial in developing the inclusive approach that is embedded in the philosophy of the school. I hope to try to further develop the school’s onsite provision of PE and to continue to offer unique experiences to our students.