At The Roundhill Academy the Physical Education curriculum inspires and encourages all students to gain and embed a lifelong understanding of the importance of physical activity and sport in ensuring healthy and positive well-being. Students will experience a broad range of sports and activities which provides them with a vast range of skills, knowledge, and tools to succeed and excel physically, mentally and socially.
The curriculum also firmly embeds developmental concepts and values surrounding coaching, resilience, communication, responsibility, and fair play, which can be transferred to other subjects across school. Lessons give students the opportunity to develop their physical competence, coaching and development skills and theoretical knowledge which underpins physical activity and sport, preparing students for future study at GCSE or BTEC and beyond. These concepts and values permeate in Physical Education lessons and contribute to achieving healthy, happy and physically active students.
At both Key Stage 3 and 4 students are given a wide range of opportunities to take part in extra-curricular sports clubs and competitive fixtures against local schools. The Roundhill Academy follows an extensive enrichment program running at lunch time and after school. This program mirrors content taught in the curriculum and provides recreational opportunities for students to further develop their skills and knowledge outside of the classroom.
| Rugby | In this topic students learn how to play contact Rugby. They learn the main skills involved in Rugby e.g passing, evading, tackling, rucking and mauling. They also learn how to apply their learning to a game situation. In this unit students also learn how to give effective group/team feedback. |
| Basketball | In this topic students learn the main skills of Basketball e.g passing, dribbling, shooting (lay up and basic set shot) and marking. They learn how to find space, to receive the ball and they learn the main basic rules and signals of Basketball. They also begin to apply basic tactics and learn how to give effective group/team feedback. |
| Dance | In Dance, students learn to use different types of travel, balance, shape, floor patterns and how to transfer their weight. They learn the key aspects of Dance e.g Canon, Unison, changes of levels, directions and formation and they learn to dance solo, with partners and in small groups. They develop sequences and improve upon their peer support. Students will also gain an understanding of contemporary Dance and what a stimulus is, exploring and experimenting with movement, and creating dance pieces. |
| Table Tennis | In this topic students learn the basic principles of attack and defence and aim to get the ball to land in a target area so that the opponent cannot return it. Students learn the core skills of the grip and stance, the push shot (forehand and backhand), the drive (forehand) and the serve. They also begin to accurately score and officiate games. |
| Gymnastics | Students learn how to perform rolls, step patterns, various forms travel and balances e.g headstands/handstands. They learn how to keep safe when they are performing any of the skills and they apply their learning to develop their own floor routines. |
| Netball | Students learn how to pass, receive, use the correct footwork, pivot, dodge and shoot. They also learn the main basic rules of netball and have an introduction to where the players can move on the netball court. They will learn basic tactics within games. |
| Badminton | Students learn how to safely play badminton in the Sports hall. They learn how to grip the badminton racquet and build their confidence in being able to maintain a rally. They also learn the basic skills/badminton shots. They learn how to support their peers and analyse basic technique. In addition they learn how to officiate individual half court games. |
| Football | This topic students learn the basic key skills of football- short passing, using both feet to control the ball, receiving the ball, finding space, dribbling, tackling and simple shooting. They also learn the main rules for restarts, corners, throw ins and fouls. They play smaller sided games and learn basic tactics of how to overcome opposition. |
| Health Related Fitness | This unit students learn how to test their fitness levels. They learn the protocols of key tests of their muscular endurance, aerobic endurance, strength, power, flexibility, agility and reaction time. From this they are then able to ascertain their own strengths and areas for development. |
| Athletics | Students learn the basic techniques of the sprint start, running style and pace and the various basic techniques of athletics events such as the 100m, 200m, 400m, 800m, Shot Putt, Javelin, Relay, Long Jump and High jump and then students apply their learning to aim to improve their personal bests. In the 400m and 800m they will learn tactics of how to perform at their personal best and in each event they will learn the rules and importance of safety. |
| Striking and Fielding activities | Students learn the main skills in different games e.g Rounders, Softball and Cricket to enable them to develop their ability in throwing (underarm and overarm) and catching, batting, bowling, fielding and stumping. They learn the main rules in one of these games and then apply their learning to the game situation. |
| Rugby | In this topic students improve upon their basic skills for Rugby. They revisit and build upon their passing, evading, tackling, rucking, mauling and begin to learn how to perform the set piece (Scrum and lineout). They also learn how to apply their learning to a game situation with a 6 man scrum and 4 man lineout. In this unit students continue to give effective group/team feedback. |
| Basketball | In this topic students revisit the main skills of Basketball learned in year 7 and build upon them. They also learn the jump shot, the fast break, pivoting and ‘reaching in’ for the ball and defending skills. They spend more time playing full court games and begin to embed their learning around full court play and how to play half-court defence. They also learn the 3 second rule and improve their ability to give feedback to their team. |
| Dance | In Dance lessons students refine their body actions and further develop floor patterns and shape. They explore different stimuli and different themes to year 7. In this block students continue to develop their dances in solo, partner, small groups and a whole class, giving and receiving feedback with their peers. |
| Table Tennis | In this students develop their consistency in their replication of the core skills such as the grip and stance, the push shot (backhand and forehand) and the serve. This year students learn how to perform the backhand drive and they further develop their ability to land the ball in a target area with control and begin to refine their game tactics with the intention of outwitting their opponent. Students build further confidence in their ability to officiate games and improve on the quality of feedback that they are able to give about themselves and their peers. |
| OAA (Orienteering) | In this block students have an introduction to Orienteering. They learn basic map reading skills and how to recognise features on a map, they learn how to ‘thumb’ a map and how to find various points on a map. They develop their teamwork, co-operation and problem solving skills by working in teams to complete various courses on the school site. Lastly, they also apply tactics when competing against other teams. |
| Handball | In this topic students have an introduction to Handball. They learn the key skills of passing, dribbling, shooting and defending and improve these throughout the topic. They also learn the basic rules of Handball and apply these to a game situation. They develop their use of peer support to suggest www and ebi and analyse their skills and performances. |
| Gymnastics | In this topic students revisit the skills learned in year 7 and then build upon them by learning counterbalances, more complex linking moves, contrasting shapes, asymmetrical and symmetrical shapes and more complex sequences. |
| Netball Topic | Students revisit their basic skills in year 7 and improve upon these. They also learn and improve upon their technique when rebounding; their use of dodging and recognizing space when attacking and defending. They also learn more advanced rules of netball and learn further tactics to outwit the opposition. |
| Badminton | Students learn the main shots involved in Badminton (forehand and backhand, the high and low serve, overhead clear, drop shot, net shot and overhead smash) and become more able to replicate the technique involved. They improve upon the quality of feedback that they offer to their peers and become more confident in officiating individual half court games. |
| Football | This topic student’s revisit and improve upon the key skills learned in year 7. They learn how to perform and long pass, lofted and chip pass and then learn how to head the ball (Attacking and defensive headers). They also learn to delay their defence (jockeying), attacking skills (by using control and shielding the ball) and they also consolidate their knowledge of the rules (penalties and direct/indirect free kicks) and build this knowledge into playing increasingly larger games using 3 or 4 touches. |
| Health Related Fitness | This unit student’s learn about the key features of different methods of training and the components of fitness they improve. They experience circuit, interval, fartlek and continuous training and which sports performers might use these various methods of training. |
| Athletics | Students revisit and improve upon their technique in the sprint start and apply this to the 100m, 200m and 400m. Students also revisit the following events aiming to improve their technique and personal best: 800m, Shot Putt, Discus, Javelin, Relay, Long Jump and High jump. This year students also learn the basic technique of the Triple Jump and then apply their learning to complete triple jump with a full run up. They will also improve upon their ability to analyse performances. |
| Striking and Fielding activities | Students improve upon their basic skills in bowling, batting, fielding and game play. They develop their ability to analyse performances in order to improve their technique, how to recognise space and how to play the ball into space. Students begin to learn how to back up their team mates. |
| Handball | In this topic student’s further develop their key skills of passing, dribbling, shooting, defending and begin to learn team defensive strategies (man on man marking). They learn the positional requirements within Handball and they improve their ability to beat defenders using footwork to enable them to get around opposition and learn advanced tactics in how to shoot to beat the goalkeeper. They also further develop their knowledge of the rules of Handball and apply these to the game situation and improve their use of peer support to suggest www and ebi. |
| Basketball Topic | In this topic students revisit and improve on the main skills of Basketball. They also learn how to screen, how to use a man to man ‘sagging defence’, how to use a fast break and to drive towards the basket. They fully embed the half court defence rule and learn further rules such as the 5 second, 8 second and 24 second rules and also learn what technical fouls are. They also give more effective feedback to their team. |
| Netball Topic | Students improve upon their key skills in netball and also develop their ability to turn in the air when doing footwork. Students learn to use running footwork, shoot with steps, rebounding, defensive principles, attacking principles and attacking principles within game situations. They learn more advanced tactics and more advanced rules of netball. |
| Badminton | Students revisit the main shots they have learnt in year 8 (forehand and backhand, the high and low serve, overhead clear, drop shot, net shot and overhead smash) and also learn the high backhand clear. They complete a variety of practices in isolation and combined to challenge them further. They further develop their tactical play, learn the full court markings and learn how to play doubles. They become more proficient in giving peer feedback and students officiate games. |
| Handball | In this topic students consolidate the skills learned in year 8. They revisit skills such as passing, dribbling, shooting and defending and further improve these throughout the topic. They learn how to use zonal defence and become more proficient in the use of their three steps before passing or shooting and begin to use different types of shots from different angles. They consolidate their knowledge of the rules of Handball and begin to learn basic tactics and strategies to outwit the opposition. They also develop their analysis skills to be able to analyse their team’s strengths and opponents weaknesses. |
| Table Tennis | In this block students revisit the skills learned in year 7 and 8 and also begin to apply spin (topspin and the slice) to the ball for both the backhand and forehand drive. They develop more advanced techniques and refine their game tactics to outwit opponents. They start to become more confident in demonstrating the essential elements of attack and defence in competitive situations and can more accurately score and officiate games unassisted. |
| Football | This topic students revisit previous work from year 7 and 8 but this year they learn the half volley, full volley, how to bend the ball, goalkeeping skills, control and use of space with support play and learn to combine their skills. They learn that offside can be used as a defensive ploy and the roles of specific players in specific positions. They will officiate their own games wherever possible and learn simple systems of play and formations. |
| Health Related Fitness | This unit students learn the basics of how to design a training program. They experience a training program and develop this throughout the block. They have an introduction to learning the main principles of training and how to apply them to a training program. |
| Athletics | Students revisit and improve upon their technique in the sprint start and apply this to the disciplines of: the 100m, 200m and 400m. Students also revisit the following events aiming to improve their technique and personal best: 800m, Shot Putt, Discus, Javelin, Relay, Long Jump, High jump and Triple jump. This year students begin to show much more confidence in the rules of the events and the techniques involved. |
| Health Related Fitness(HRF) | Students consolidate their knowledge from KS3 by experiencing further lessons to improve their fitness levels. Students experience a variety of different activities and consolidate their knowledge of some of the principles of training and exercise intensity zones. Girls lessons focus on group exercise classes such as circuits, HITT workouts, yoga, boxercise, Dance fitness, whereas in boys lessons students apply their principles of training to help them improve specific fitness goals such as developing their muscular endurance. They learn the different muscle groups that certain exercises develop and they do this through circuit training, weight training and other fitness classes such as boxercise. |
| Volleyball | In this topic students develop the basic skills that they learnt in year 9 and improve them further. Students revisit the skills of volley/set, dig, spike, serve, block and apply these skills to more demanding game situations. Students consolidate their learning of how to rotate in full court games and how to officiate games using the rules around the net. Students learn the overarm serve this year and also different formations. Students also further develop their use of peer feedback to help improve their technique and ability to work as a team. |
| Handball | In this topic students learn about the main attacking and defensive tactics. For instance they learn how to make contact with the opposition to thwart an attack and learn how to create an overlap in attack. They learn different formations and use these to enable them to outwit the opposition. They then refine and adapt their attacking and defensive tactics as a team to improve their outcomes. Finally they consolidate their knowledge of the rules of Handball. |
| Basketball | In this topic students learn how to perform reverse and left hand lay ups. They also learn more strategies for attack such as screens and blocks. They continue to develop their shooting ability, breaking down their technique to improve their accuracy. They learn how to attack and the lines of running that are needed and they are also introduced to zone defence. They play the majority of game time applying their skills to playing full court games. |
| Dodgeball | In this topic students learn the key principles of attacking and defensive play through a variety of different games. Students learn the key positions of Dodgeball and the typical qualities of these positions. They evaluate www and ebi with their tactics and strategies and analyse their own and their teams performances and adapt these to give themselves the best outcomes. They develop their knowledge of the main basic rules in this block. |
| Table Tennis | In this unit students revisit the push shot using the correct grip and stance and appreciate how to outwit opponents with the movement of the ball and spin. They understand the effect of topspin on the flight and bounce of the ball and further develop their tactical play during a rally. They learn how to use ‘disguise’ to help them outwit opponents. Students develop their ability to perform a legal serve with control, accuracy and variation. They understand the value of teamwork and cooperation and become more confident to demonstrate a variety of tactics based on the movement of others. |
| Netball | Students improve upon their key skills in netball. They learn more advanced attacking play and what more effective team play looks like through the use of these attacking principles. By this stage we expect students to have a clear knowledge and understanding of Netball rules. They will refine the way that they outwit opponents using a variety of passes with accuracy and timing and use more advanced tactics. They will develop their defensive marking techniques off the ball using the correct body and arm position and select advanced tactics to outwit opposition. They will also then evaluate this and consider how to improve outcomes. |
| Badminton | Students revisit the main shots they have learnt in KS3 and then learn the backhand smash, backhand drop shot, flick serve and around the head shot. They learn more advanced tactics and consolidate their knowledge of the full court markings for singles and scoring of a full court singles game. They become more proficient in analyzing their own and others performances and take more ownership for officiating their own games. |
| Football | This topic students improve upon their key skills and they explore how to use the width of the playing area and speed in attack to outwit their opponents. They learn how to attack as a team and how to commit a defender and how to defend as a team and how to adapt to changing situations to effectively defend. They improve their knowledge of positional responsibilities and develop their knowledge of different formations. They also learn how to outwit defenders at set pieces during corners and free kicks. |
| Health Related Fitness | This unit students consolidate their knowledge of different exercises to be used in training programs and begin to design their own training program. They apply the principle of progressive overload to challenge themselves further and push themselves to get fitter. They are also taught alternative means of getting fit e. the Couch to 5k program, aim to improve their fitness levels and are taught to have a positive attitude towards maintaining a healthy lifestyle. |
| Athletics | Students further develop their techniques in the main athletics disciplines of: Sprinting, middle and longer distance running(800m/1500m), the throws(Javelin/Discus/Shot), Relay, and jumping (High Jump, Triple Jump/Long Jump). In each of the areas students are challenged further, for example students learn the push and glide in the shot putt and have a longer run up for Javelin. Students further consolidate their knowledge of the rules of the various events and they will also improve upon their ability to analyse performances, providing more detailed peer feedback and improve upon their personal bests. They will continue to improve their ability to pace themselves and use tactics for middle distance runs. |
| Striking and Fielding activities | Students further improve their techniques of bowling, batting, fielding and game play. They begin to learn to make more accurate decisions about outwitting opponents as batsmen or fielders. When bowling they learn how to perform a variety of different balls e.g in Rounders students learn the donkey drop and fast flat balls. They learn to accurately replicate a full range of techniques in response to situations arising in a competitive match. Students also give peer and team support to be able to offer www and ebi in both small practices and large game situations to improve performance. |
| HRF | In this topic students experience further lessons to improve fitness levels. In both boys and girls lessons there is a focus to improve their physical and emotional well-being through taking part in exercise and ensuring students have the skills necessary to do this independently. In boys lessons students are given more freedom to independently choose their exercises and design a training program of their own to improve at least one component of fitness. In girls lessons the focus is on ensuring that student attitudes towards maintaining a healthy lifestyle are as positive as possible and that they find at least one type of exercise they enjoy to maintain/improve their physical and emotional health beyond school. Girls revisit the different types of exercise classes such as yoga, Dance fitness, HITT workouts, boxercise and aerobics and increase their difficulty to improve fitness levels, whereas boys typically follow a circuit/weight training program or boxercise program. |
| Volleyball | In this topic students further develop their basic skills but also learn to develop them within a sequence for example serve, dig, set, smash. They use their ‘more developed’ group feedback skills to further improve their technique and teamwork and they develop their ability to outwit the opponent through the variety in height and angles of their shot. Students also consolidate their knowledge of the serve and apply this to perform an overarm serve. Students learn the importance of effective communication during games and build their confidence in how to officiate games and apply this learning to a tournament. |
| Basketball Topic | In this topic students learn more advanced shooting techniques to outwit the opposition such as the fade away and hook shot. They improve their ability to be able to perform dummies, fakes and screens at speed and with accuracy; they consolidate their team play by using their knowledge of attacking and defensive play to analyse opposition and play to their strengths and opponents weaknesses. Students also organise and play in a small sided tournament and referee their own games. |
| Table Tennis | In this block students consolidate a range of shots with control, power and accuracy. They develop the ability to use a range of shots to outwit opponents and manoeuvre them around the court and they clearly understand the effect of the topspin and backspin on the balls flight and bounce. They also develop the ability to communicate during doubles games and take responsibility to organise their own tournaments and officiate their own games. |
| Dodgeball topic | In this topic student’s further develop their knowledge of the key principles of attacking and defensive play. They learn more advanced tactics in how to win games such as through the ‘kamikaze’ tactic and use of fakes and disguise and practice applying these within games. They use their ‘more developed’ knowledge to further refine their attacking strategies and adapt to the opposition and their tactics. They take more responsibility to analyse their own and their team’s performances without the support of the teacher and they have a clear understanding of the rules by the end of this block. |
| Netball Topic | Students devise and select appropriate strategies and consolidate their knowledge of Netball rules. They learn advanced tactics to outwit a defender when shooting at the goalpost and learn how to replicate this when they are under pressure. Students refine their defending skills and how to be a successful defensive player. They develop the skill of anticipation within a competitive situation and they learn key team tactics and strategies and refine set plays from the centre pass, sideline and backline. |
| Badminton | Students revisit the main shots they have learnt previously to close any gaps in their learning through the use of more advanced combination practices. They consolidate their learning of more advanced tactics and their knowledge of the full court markings for singles and doubles and the scoring of full court doubles games. They take more ownership for their own tournaments and learn the other official’s roles within a badminton game. |
| Football | This topic student’s begin to master key skills and how to use the width of the playing area and speed in attack to outwit their opponents. They learn further advanced tactics such as how to play possession football. They begin to master how to attack as a team, commit defenders, how to defend as a team and how to adapt to changing situations to effectively defend. They use their more highly developed evaluative/analysis skills to take more ownership of their team to elicit improvement. |
| Striking and Fielding activities | Students consolidate their skills in bowling, batting, fielding and game play. They make more accurate decisions about how to outwit opponents as batsmen or fielders. They use a full range of skills and make better use of their knowledge of tactics and the rules to outwit their opponents. Students also give improved peer and group feedback to outwit the opponents. |
| The Sports performer in action | This unit is completed in the first half of year 10 and builds upon knowledge gained in Key Stage 3 where students have learned about basic anatomy and the effects that exercise has on the body systems. In this unit students experience deeper learning of the short-term effects of exercise on the body, such as increased breathing and heart rate. They also learn the long- term adaptations that occur within the body such as a slower resting heart rate and a more controlled and easier breathing rate when exercising. This unit will focus on the training effects that occur when a person regularly participates in sport and physical activity. Students learn about the musculoskeletal and cardiorespiratory systems and how they function normally and how they can function as a result of taking part in training/exercise/sport over a length of time. For this part of the unit students are placed in the scenario of working for a local sports centre and have been asked to produce a range of information to share within school. Students produce an information booklet about what happens to the body during exercise and the benefits of taking part in sport/exercise on a regular basis. Students also learn the energy systems that are used for different sporting activities and then, by understanding how their body works and how it can be trained, students are able to make the necessary adaptations in order to produce improved sports performance. This piece of work includes a comparison of the ways the body uses these systems to produce and release energy during different sporting events. Students are encouraged to perform their own research and then show they understand this by producing an informational leaflet about the three energy systems for display in a sports centre. |
| Practical Performance in Sport | This unit builds upon the work done in KS3 where students take part in a broad and balanced curriculum of different sporting activities, learning the key techniques, tactics and rules of different games, along with reviewing their peers strengths and areas for development. This unit is started at the beginning of year 10 and runs alongside the sports performer in action. Students complete practical lessons where they develop and improve on their own practical sports performance. Students build their knowledge in two main sports through active participation in practical activities and reflection on their own performance and that of others. Students also learn the main rules, skills, techniques and tactics for their two sports. Approximately half way through year 10 students begin the written coursework for this unit where they write up the associated rules, regulations, scoring systems, skills/techniques, tactics and the roles of the officials for their two sports. Students also demonstrate the skills, techniques and tactics within each of the sports selected for assessment and finally, students review their performance in the sports in which they participated. This review looks at the strengths and areas for development within their own performance. For this unit students are placed into a scenario whereby they have secured a voluntary work placement with a sports coaching company and the manager has asked them to give support to some of the younger children (aged 10 to 11 years) who attend their coaching sessions. The children often struggle to understand the rules, regulations and scoring systems for the sports they take part in so the manager has asked you to produce an information booklet to help them consider the rules, regulations and scoring systems for two specific sports. In addition, they need to demonstrate how the rules are applied in different situations. |
| Fitness for Sport and Exercise | This unit begins in year 11 and runs until approximately January. In this unit students build upon the knowledge that students learn in key stage 3 where they learn the protocols for different fitness tests, training methods and components of fitness. Students gain a deeper understanding of the different fitness components, training principles, training methods and fitness tests which can be incorporated into a training regime to further enhance and improve their sports performance. Students revisit Physical and skill-related fitness components, for example aerobic endurance, body composition and power. Students learn that a performer’s training cycle can incorporate lots of different fitness training methods, such as circuits for muscular strength and endurance. They learn that by incorporating different fitness training methods, this keeps training interesting, which helps to keep motivation levels high. Students learn about their baseline fitness levels and which components need to be improved. They learn that fitness tests are essential; they help to identify areas that need improving and to track fitness improvements and progress over time. Fitness test results give an objective overview of performance and are used by sports coaches to ensure training continues to meet the performer’s needs. Fitness for sport and exercise is core to the programme of study and underpins the other units for this course. It is assessed through an online examination that lasts 75 minutes and is taken when this unit has been completed. |
| Applying the principles of personal training | This unit students build upon the knowledge learned in key stage 3 and the knowledge from the Fitness for Sport and Exercise unit and apply their knowledge to design a training program. Students train to improve and enhance their personal fitness for one activity/sport they participated in for the Practical Performance in Sport unit. Students select one component of fitness and one method of training that is most appropriate, beneficial and engaging to improve their fitness for their chosen activity/sport. Students training programs are then tailored to meet their personal training goals, aspirations and needs. In this unit students develop a training programme to maintain or improve their fitness levels, while giving them the opportunity to safely explore other training methods they might not usually experience. They will also explore how their body responds to the training sessions. |
| Component 1 – Fitness and Body systems | This unit builds on prior knowledge gained from KS3 core PE. At key stage 3 students are introduced to the bodily systems by learning the key muscles, bones, joints, the effects of exercise on the body and basic fitness tests, training methods and the principles of training. In this component students learn the factors underpinning physical activity and sport performance. Students develop their theoretical knowledge and understanding of applied anatomy and physiology, movement analysis and physical training so that they can use this knowledge to analyse and evaluate performance and devise informed strategies for improving/optimising their own practical performance. This component is assessed via a 1 hour and 45 minutes exam which accounts for 36% of the GCSE PE qualification. |
| Component 2 – Health and Performance | This unit builds upon previous learning from key stage 3 where students learn the key dietary requirements and how to maintain/lose or increase their weight. This component is taught at the end of year 10 and then continues in year 11. Students improve upon their theoretical knowledge and understanding of the contribution that physical activity and sport make to health, fitness and wellbeing and how these can impact on their own sports performance. Sports psychology is introduced with a focus on skill development and students learn the different types of practice, guidance and feedback. Students also learn key socio-cultural influences that can affect a person’s involvement in physical activity for example gender, age and disability and students learn about the links between sport, the media and sponsorship. This component is assessed via a 1 hour and 15 minutes written examination which will account for 24% of the GCSE PE qualification. |
| Component 3 – Practical performance | Component 3 is taught in year 10 and 11 and runs alongside the theory lessons from component 1 and 2. This unit builds upon the learning at key stage 3 where students learn a variety of different sports and activities and how to analyse each other’s performances. |
| Component 4 – Personal Exercise Programme (PEP) | Students learn a range of more advanced skills in a variety of different team and individual sports. For example in Badminton students learn the different types of serve (flick, drive, low and high), the overhead clear (backhand, forehand, overhead/underarm attacking and defending, ), round the head clear, drop shot (fast and slow), net shot (forehand and backhand), the lift, Smash, Drive, Block shot (drop, straight and angled). |
Learning Journey
Key Stage 3 Descriptors
For more information about PE in the Curriculum contact – Ruth Friswell rfriswell@roundhill.bepschools.org
