Download Physical Education Y9 LC4 Programme 2015-2016

The KING’S Medium Term Plan – Physical Education
Y9 LC4 Programme 2015-2016
Module
The human body and movement in physical activity and sport.
3.1 AQA
Overarching
subject
Challenge
question
Lines of
Enquiry
‘What is the structure and function of the musculoskeletal system?’
Week 1: ‘What are the major muscles in the human body?’
Week 2: ‘How do major muscle groups work together at the joints to allow for movement in physical activity?’
Week 3: ‘Which bones make up the human skeleton?’
Week 4: ‘What are the functions of the skeletal system?’
Week 5: ‘Cognitive Acceleration’
Week 6: Assessment
Week 7: Gap teaching from assessment analysis.
Progress
Topic
Statement
By the end of LC4 in Physical Education students must be able to:
3.1.1: Applied anatomy and physiology
Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness
and performance in physical activity and sport
3.1.1.1 The structure and functions of the musculoskeletal system:
Students should study the following content in section 3.1.1.1
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Bones
Structure of the skeleton
Functions of the skeleton
Muscles of the body
Structure of a synovial joint
Types of freely movable joints that allow different movement
How joints differ in design to allow certain types of movement at a joint
How major muscles and muscle groups in the body work antagonistically on the major joints of the
skeleton to affect movement in physical activity at the major movable joints.
Assessment in week 6 will be against the above objectives.
Week 1
1 hour lesson
plus 1 hour of
home learning
each week.
Gap teaching from analysis of assessments in week 7.
Week 1: ‘What are the major muscles in the human body?’
Learning intentions:
1. Understand the major muscles within the body.
2. Analyse the roles of tendons in the human body.
3. Knowledge and understanding of the structure of a synovial joint.
4. Explain how the structure of a joint helps to prevent injury.
Hypothesis: ‘The structure of a synovial joint will allow for the prevention of injury’
*AO1/2/3 tasks relate to assessment objectives set by AQA specification
REACH tasks will be personalised to individual students throughout the lessons as they will be able to move onto the next
GP e.g. for someone who is working at GP3 they will be able to ‘REACH’ by doing the GP4/5 question or activity.
Home learning:
To complete exam style questions on this topic.
Week 2
Week 2: ‘How do major muscle groups work together on the joints to allow for movement in physical activity?’
1 hour lesson
plus 1 hour of
Learning intentions:
1. Knowledge and understanding of the types of freely movable joints that allow for different movement.
2. Understand the different types of joints in the skeleton.
3. Discuss the role that major muscles play in allowing movement in physical activity at the major movable joints.
home learning
each week.
Hypothesis: ‘Different joints will allow different types of movement’
*AO1/2/3 tasks relate to assessment objectives set by AQA specification
NB: APPLICATION TO SPECIFIC SPORTING ACTIONS IS IN MOVEMENT ANAYLSIS SECTION OF AQA GCSE PE.
REACH tasks will be personalised to individual students throughout the lessons as they will be able to move onto the next
GP e.g. for someone who is working at GP3 they will be able to ‘REACH’ by doing the GP4/5 question or activity.
Home learning:
Complete the KGP personalised exam style questions based on types of movement.
Week 3
Week 3: ‘Which bones make up the human skeleton?’
1 hour lessons
plus 1 hour of
home learning
each week.
Learning intentions:
1. Knowledge and understanding of the bones in the human skeleton.
2. Describe of the role and structure of the skeletal system.
Hypothesis: ‘The skeletal system provides a framework for movement’
*AO1/2/3 tasks relate to assessment objectives set by AQA specification
The mid-term assessment will be completed and peer-assessed by all students.
REACH tasks will be personalised to individual students throughout the lessons as they will be able to move onto the next
GP e.g. for someone who is working at GP3 they will be able to ‘REACH’ by doing the GP4/5 question or activity.
Home learning:
Complete the KGP personalised exam style questions based on the skeletal system.
Week 4
Week 4: ‘What are the functions of the skeletal system’
1 hour lessons
plus 1 hour of
home learning
each week.
Learning intentions:
1. Knowledge and understanding of the functions of the skeletal system
2. Discuss how the functions should be applied to performance in physical activity.
Hypothesis: ‘The functions of the skeleton allow us to perform successfully in physical activity’
*AO1/2/3 tasks relate to assessment objectives set by AQA specification
REACH tasks will be personalised to individual students throughout the lessons as they will be able to move onto the next
GP e.g. for someone who is working at GP3 they will be able to ‘REACH’ by doing the GP4/5 question or activity.
Home learning:
A01/AO2 exam style questions.
Week 5
Cognitive acceleration and revision
This lesson will be dedicated to cognitive acceleration in order for students to master the topic and deepen their knowledge
and understanding. The lesson will be centred on a challenge, which can only be mastered using an abstract idea.
Success criteria will be determined after assessing the progress and needs of the pupils throughout the learning cycle.
Home learning:
Week 6
Revision for assessment next lesson.
ASSESSMENT
Students will be given an assessment, which will be based on their current grade point target. Students will need to
complete the assessment in silence.
Gap Analysis Reinforcement
Week 7
This week will be for gap reinforcement. The lesson will be determined from analysis of the end of learning cycle
assessments. The lesson will cover areas of weakness from the assessment. This will allow students to continue to
develop their knowledge and also allow for deeper learning to take place.
Extended Learning
This will be in the form of REACH questions to challenge students in lessons beyond their target grade. They will be
required to apply their knowledge from each week in order to solve these problems. Extended learning will also come in the
form of access to websites, revision videos and additional independent assignments set at the right level, yet will challenge
them to reach further.