Mr J O’Sullivan
Head of PE
Email: josullivan@smcc.devon.sch.uk
Miss J Smith
Mrs E Hearn
Mr T Strickland

Examboard: EDEXCEL

Physical Education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and knowledge of the body in action. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles.

Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.

our new Sports Hall July 17


Year 7 are taught mainly in mixed sex groups but do occasionally split when undertaking specific topics. During Year 7 pupils are taught the knowledge, skills and understanding, the benefits of a healthy and active lifestyle and how to evaluate performance through five key areas of learning focus. These include games activities, dance, gymnastics, athletic activities and outdoor and adventurous activities.

Year 8 follow a similar pattern, and we classify our year 7 and 8 programme as a ‘Platform for gaining knowledge’.

In year 9, students have the opportunity to choose which activities they will focus on through our extensive option programme. All will take part in physical education, and students are given the responsibility for their own learning by choosing the activities they wish to further develop.

House Matches
Throughout the year the students have the opportunity to participate in an intra school sports competition. Each child is encouraged to represent their house and gain points for their form through a range of activities, including sports day. The purpose for the event is to encourage competition but also to allow the students a fun and safe environment to participate at a competitive level. Events include football, netball, rugby, cricket, rounders, cross country and tennis.

KS4 Core PE
The aim at Key Stage 4 is to allow students to follow a personalised programme over the Key Stage, whilst keeping within National Curriculum parameters.
Students choose a Pathway that offer a wide selection of programmes which include Games, Athletics, and Dance, Gymnastic activities, and Outdoor Education. Students are given the opportunity to experience activities off site such as Horse Riding, surfing and climbing.
Core PE at key stage 4 is integral to a students health and well being. Fun, enjoyment, learning and the ideal of maintaining your life long personal fitness are our key outcomes for this group of students.
Students have the opportunity to gain further qualification at key stage 4, and we currently deliver the Sports Leader UK qualification and Duke of Edinburgh for those students who are interested.

GCSE Physical Education
Literacy in PE – Glossary PDF
The Physical Education Department at South Molton Community College delivers GCSE PE at Key Stage 4. We use the Edexcel Examination Board.
Edexcel’s GCSE’s in Physical Education:

  • encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others’ cultures in relation to Physical Education;
  • encourage creativity and decision-making skills to enable students to plan effectively for performances and to respond to changing situations;
  • prepare students to make informed decisions about further learning opportunities and career choices;
  • enable students to become increasingly physically competent through being actively engaged in a range of physical activities and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant , leader and official;
  • enable students to develop their ability to engage independently and successfully in different types of physical activity and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.

The content and the assessment of the GCSE course is as follows:
Unit 1: The Theory of Physical Education – *Unit Code 5PE01

  • Externally assessed;
  • Availability : June
  • First Assessment: June 2011

Overview of content:

  • Section 1.1: Healthy, active lifestyles;
  • Section 1.2: Your healthy, activity body.

Overview of assessment:

  • This unit is assessed through an externally set examination;
  • The examination is one hour and thirty minutes and includes multiple-choice, short-answer and longer-answer questions;
  • The total raw mark available is 80.

Unit 2: Performance in Physical Education – *Unit Code 5PE02

  • Internally assessed;
  • Availability: June;
  • First assessment: June 2011.
    Overview of content:-
  • Section 2.1: Practical performance;
  • Section 2.2: Analysis of performance.
    Overview of assessment:-
  • This unit is assessed under controlled conditions;
  • This unit is externally moderated;
  • The total raw mark available is 50.

It is important that students understand why people get involved in physical activity and the long-term health benefits of a sustained active lifestyle, including key influences that impact on people’s involvement in physical activity.

 Students will understand the relationship between exercise, diet, work and rest and how, together, they contribute to a balanced, healthy lifestyle. The relationship between health, fitness and exercise and the effects of exercise and fitness on participation should also be explored with the understanding that ‘fitness’ does not always result in good health.
Students will learn about:

  • the relationship between health-related exercise and performance in physical activity and how an individual’s skill-related fitness can be affected by health-related exercise;
  • how performance in physical activity is linked to skill-related fitness;
  • how exercise can achieve desired effects on health, fitness and performance and how rest and physical activity in combination contribute to a healthy lifestyle. They will develop this theme further by planning the targeted selection of physical activity in order to maximise its effects. This should give students the knowledge and understanding to plan their own sustainable involvement in physical activity;
  • the importance of diet, work and rest in relation to physical activity and a healthy lifestyle.

In order for students to be able to go on an lead a healthy, active lifestyle, it is important that they understand how physical activity and exercise contributes to the growth and development of body systems and structures.
Students taking the full GCSE, will gain knowledge of the impact of a healthy, active lifestyle on their cardiovascular, respiratory, muscular and skeletal systems and general wellbeing.

Students will learn:

  • that, although they can be looked at separately, body systems do not work in isolation and that good physical and mental health depends on the interaction of all these body systems during exercise and physical activity. This will inform students’ own practical performance and general wellbeing;
  • about the impact of physical activity and exercise on the cardiovascular, respiratory, muscular and skeletal systems (over the short and long term) and also how lifestyle choices (such as exercise, diet, rest and drugs) affect those systems, fitness levels and the mind and body in general;
  • how a lifestyle that contributes positively to physical, mental and social wellbeing and which includes regular exercise and physical activity in conjunction, is what makes a healthy, active lifestyle.
    Practical performance
As students need to offer performances, in practical contexts, in the role of either player/participant , official or leader.
  • GCSE (Short Course) in Physical Education students are required to offer two performances, in practical contexts, in the role of either player/participant, official or leader. At least one of the two performances must be in the role of player/participant;
  • GCSE in Physical Education students are required to offer four performances, in practical contexts, in the role of either player/participant, official or leader. At least two of the four performances must be in the role of player/participant.

Player / Participant
Students must:

  • know about the rules / regulations of selected physical activities and how these relate to and affect participation;
  • demonstrate effective and suitable skills, in isolation and/or competitive situations, as appropriate.

Students must:

  • understand the role(s) of officials in selected physical activities;
  • know and be able to apply, the rules / regulations of selected physical activities;
  • understand and be able to apply, principles relating to fair play in selected physical activities;
  • demonstrate effective and suitable officiating skills in selected physical activities (under supervision of a qualified/suitable individual where appropriate), including controlling a competitive situation or managing an event.

 Students must:

  • understand the role(s) of leaders in selected physical activities;
  • understand and be able to apply, principles relating to fair play in selected physical activities;
  • demonstrate effective leadership skills in selected physical activities (under supervision of a qualified and appropriate individual where appropriate), including:
    taking responsibility for the training and preparation of an individual/team for competitive situations in a selected physical activity;
 supporting players/participants in the performance of a physical activity with due consideration to health and safety issues.