physical education scheme of work for secondary schools

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Squash Scheme of Work for Secondary Schools (Years 7-11)

Squash Scheme of Work Overview

The aim of this resource is to provide a clear framework which teachers and other physical education and school sport professionals can use to develop squash in secondary schools. It provides detailed schemes of work and lesson plans which secondary colleagues will find invaluable. It links effectively to the current National Curriculum (Key Stage 3 and 4) and provides challenging activities for squash. It strengthens the link between school and extra-curricular activities and competition (School Games) and there is also focus on literacy, physical literacy, and key words which lend themselves to cross curricular activities.

It is extremely important to understand that this resource is simply a guide and as the user, lesson plans do not need to be followed exactly. When using it, you may find that you will achieve more or less than the suggested content in each unit of work, this is of course dependent on timings allocated for Physical Education at your school as well as the need for adaptation and differentiation. You will have to take into account that each pupil has their own individual needs, and different ability levels as well as different experiences with regards to physical education and sport, therefore those using it should consider how to differentiate tasks so that all pupils are included and are able to meet the learning objectives and outcomes with some degree of success.

Introduction

Squash in secondary schools has traditionally regarded as a “minority sport” and unless the school has the facilities or staff with an interest in squash or specific squash knowledge it does not normally feature as a mainstream taught curricular activity. Part of the reason for this has been the dearth of resources available for teachers to utilise when teaching squash in an educational setting. This resource has been produced in an attempt to fill this gap.

The resource deals exclusively with school years 7-11 (Key Stage 3 and 4), and is designed to maximise the ease of performance of the activities and games contained within. Obviously there is scope to make these activities easier or harder to cater for different ability levels, but still has a strong element of competition to inspire and enthuse. It is also intended that schools utilising this resource will look to compete in ‘school families’ or ‘partnership clusters’, in line with the intentions of the School Games (levels 1-3) with teams from years 7-11 culminating in a District/Regional final (level 3) and ideally a nearby club-based squash coaching programme as a follow on.

The resource content supports the Key Stage 3 and 4 Physical Education Programme of Study that is delivered in the Secondary Curriculum. There is also a section that deals with the assessment criteria for GCSE Squash in relation to Player/Participant, Leader and Official.

Physical Education Programme of Study – Key Stage 3

During Key Stage 3 pupils become more expert in their skills and techniques, and how to apply them in different activities. They start to understand what makes a performance effective and how to apply those principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about what to do to improve performance. They start to identify the types of activity they prefer to be involved with, and to take a variety of roles such as leader and official

Acquiring and developing skills

1. Pupils should be taught to:

a) refine and adapt existing skills b) develop them into specific techniques that suit different activities and perform them with consistent control.

Selecting and applying skills, tactics and compositional ideas

2. Pupils should be taught to:

a) Use principles to plan and implement strategies, and organisational ideas in individual, pair, group and team activities b) Modify and develop their plans c) apply rules and conventions for different activities.

Evaluating and improving performance

3. Pupils should be taught to:

a) be clear about what they want to achieve in their own work, and what they have actually achieved b) take the initiative to analyse their own and others work, using this information to improve it’s quality.

Knowledge and understanding of fitness and health

4. Pupils should be taught:

a) how to prepare and recover from specific activities b) how different types of activity affect specific aspects of their fitness c) the benefits of regular exercise and good hygiene d) how to go about getting involved in activities that are good for their personal and social health and well being.

Physical Education Programme of Study – Key Stage 4

During key stage 4, pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, promoting health and well-being or developing personal fitness. They also decide on roles that suit them best including performer, coach, leader and official. The view they have of their skilfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.

a) Develop and apply advanced skills and techniques b) apply them in increasingly demanding situations.

a) use advanced strategic and organisational concepts and principles b) apply these concepts and principles in increasingly demanding situations c) apply rules and conventions for different activities.

a) make informed choices about what role they want to take in each activity b) judge how good a performance is and decide how to improve it. c) Prioritise and carry out these decisions to improve their own and others’ performances d) Develop leadership skills

a) how preparation, training and fitness relate to and affect performance. b) how to design and carry out activity and training programmes that have specific purposes. c) the importance of exercise and activity to personal, social and mental health and well-being. d) how to monitor and develop their own training, exercise and activity programmes in and out of school.

The squash resource has been created and adapted to focus on the four main areas of study in Physical Education. The these areas are acquiring and developing skills, selecting and applying skills, tactics and compositional ideas, and Evaluating and improving performance.

Download Squash Scheme of Work

• Microsoft Word Version – Here
• PDF Version – Here

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Schemes of Work

Each of our Schemes of Work includes numerous objectives and outcomes per progression, phase and scheme for help with short, medium and long-term planning for each key stage. Schemes also include comprehensive activities and resources to highlight the progressions and tasks alongside the objectives.

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The Schemes of Work incorporate ICT, Numeracy and Literacy alongside other cross-curricular aspects such as resilience.

Every Scheme of Work includes extensive drills, practices and progressions that are differentiated to aid and assist all abilities. 

The Schemes of Work can be edited from within PE Office to match your department’s needs. 

Our Schemes of Work also work in conjunction with our Lesson Plans and incorporate our Assessment, Testing and Evaluation tools. These tools enable you to monitor, track and report on students’ progression throughout the key stages and offer you the support you need to help you deliver high-quality PE in your setting.

These popular resources provide a useful guideline for all future planning needs. The PE Office Schemes of Work offer a great framework alongside many other features. These include: 

• A unit of work for each year group within the Key Stage
• Numerous Objectives and outcomes per progression, phase and scheme for short, medium and long-term planning
• Detailed activities and resources to highlight the progressions and tasks alongside the objectives
• Each discipline includes detailed and comprehensive information sufficient to teach a sport for at least 6-8 weeks
• Covers all the objectives set in the relevant schemes, phases and lessons
• Shows progression and development in conjunction with previous skills learnt
• A wide range of Cross-Curricular Aspects through every phase
• Space for remarks for Gifted and Talented pupils, Pupils with SEND, Differentiation, and the development of long term and short term planning

Below are examples of our Schemes of Work that you will find on PE Office. Please click on them to open them up on a full screen:

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Primary EYFS, KS1 & KS2 Physical Education (PE) Planning & Schemes of Work  

See how you can best allocate your sports premium funding and improve pe planning with the schemes of work available below. you can also stay up to date with the latest pe curriculum news, offers and cpd by signing up to our monthly newsletter .  scheme support is also a member of the amazon associate programme. we receives a small affiliate revenue from any amazon product link you purchase from below. this revenue goes towards supporting the site. see also: dance schemes , eyfs pe schemes , primary pe cpd.

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Edstart Sports Coaching  has been supporting schools in PE since 2007 – and our aim is to create positive attitudes towards physical activity for everyone. Quality Edstart is an online PE curriculum service, designed to revolutionise physical education, is now live and ready for your school to explore.

The innovative online portal has been built and designed by experts in the field and vetted from education specialists, such as headteachers, PE leads, local authority members, governing bodies plus many more. A platform that benefits your school and its staff and pupils, instead of creating additional workloads. Our Online portal provides confidence and will instil a positive sporting culture and ethos to embed within your school, its current and future pupils.

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Striver has been created with a sole purpose: to improve primary aged pupils' long-term physical and mental wellbeing. We do that by ensuring children of all abilities feel motivated and engaged, and teachers of all experience levels feel confident and in control [ read more ].

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We firmly believe in the power of Physical Education and transforming young people’s lives. PE Resources Bank aims to provide high quality teaching materials for staff to use and promote a genuine love for learning [ read more ].

A Year of Primary PE

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Including a wealth of age-appropriate, easy-to-follow activities for teaching physical education at Key Stages 1 and 2, this book is perfect for teachers looking for inspiration and advice on delivering the very best PE lessons. Structured around a full school year, there is a mixture of indoor and outdoor ideas to suit a range of spaces and equipment, all tried and tested by teachers with mixed-ability classes [ read more ].

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Cambridgeshire Scheme of Work for Primary PE

Cambridgeshire PE Advisory Service

The scheme provides a range of activity-based units of work that are progressive from Key Stage One upwards: fundamental movement skill units for Key Stage One, progressing into generic activity areas in Key Stage Two and then specific activity focus in higher Key Stage Two, which complements the National Curriculum Key Stage One and Key Stage Two National Curriculum programmes of study for Physical Education.

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iPEP PE Planning and Assessment

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Our market-leading, admin-busting PE lesson planner allows you to create your long, medium and short-term plan in a few clicks.

iMoves Active Education

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Key PE Sports

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Our Key Stage 1 and 2 Schemes of Work will support primary school teachers to plan and deliver a range of progressive and active PE lessons which inspire and engage all of their students. Each Unit of Work provides six example session plans which link clearly to the learning objectives across the unit and to our holistic assessment matrix.

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The aim of ‘The Power of P.E’ is to help instil Physical Education at the heart of School life, one way we aim to achieve this is by creating robust cross-curricular links in progressive P.E lessons.

Primary PE Passport

The PE Passport is simply unique! The quality within its content; the breadth of coverage and its portability make it simply a must-have! Written and designed by primary school teachers and leaders with PE specialism and years of experience of teaching PE it is the answer to all PE leaders; senior leaders and teachers dreams!

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Primary PE Planning is the new online resource that provides an unparalleled number of PE and Games lessons complemented by short bite-sized videos. We have an abundance of material that has been especially compiled for all primary and early years aged children, to provide high quality progressive lessons for an entire school year’s curriculum.

Primary Steps in PE

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Primary Steps in PE provides schemes of work, training and individual consultations to develop high quality physical education in primary schools.

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Twinkl Move

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Val Sabin PE

Val Sabin Publications

25 Years ago Val Sabin was the originator of teaching manuals for physical education. We are still the only publisher to produce specialist comprehensive and user-friendly PE manuals rich with subject knowledge.

PE Scheme of Work

£ 300.00 Sub Total

- £ discount, £ 0.00 vat, £ 300.00 your price.

This Programme Supports 1. Engaging all pupils in a high-quality and relevant Physical Education curriculum 2. Attainment of pupils in Physical Education, including physical, cognitive, social and emotional aspects 3. Raising standards of teaching and learning in Physical Education

Why a School Should Buy? Launched just over 12 months ago, our PE Scheme of Work will help to support school staff in delivering high-quality outcomes within PE for all children. Dynamic – The structure of the Scheme of Work allows schools to teach in a way which suits their needs and aims. All units of work are structured to allow for teaching to be either skills based, or games based. Adaptable – Being hosted online ensures that we can constantlychange and adapt our Scheme of Work to meet the changing needs of the schools using it. Collaborative – ‘Request Tokens’ allow for schools to request bespoke content to be created for them each year. This content is then added for all schools to use, allowing a collaborative approach across schools towards teaching and learning.

The 2020 PE Scheme of Work is now available online as a 12 month subscription. This will allow regular updates and new units of work over the next 12 months plus each school will have 5 requests included with their subscription. This can include 5 bespoke lesson plans written on request or bespoke videos developed to further support their teaching.

The updated 2020 Scheme of Work with packed full of new features and content but still retains the essence of the original Scheme of Work.

Includes: 12-month subscription to Edsential PE Scheme of Work (online platform) FREE Assessment system for all year groups Adaptable whole-school Long-Term Planning tool Progression of skill documents for all key areas of learning (Physical, Thinking, Social and Emotional and Healthy Active Lifestyles skills) 5 ‘Request Tokens’

The Scheme of Work still has:

Clear focus on providing teaching plans for teachers who want to teach good quality Physical Education

Balance between physical and non physical aspects of PE

Thorough teaching points and ideas for activities

Flexible plans to allow teachers to interpret and develop their own ways of delivering.

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Resources for Physical Education Teachers - GCSE, Vocational, A Level, Schemes of Work and more!

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Physical Education

PE Scheme of Work

This is a comprehensive scheme of work for a First Year PE class. They have completed Physical Education in a variety of amounts. Most pupils will be involved in the local GAA/hurling club and some pupils will have be involved in some Physical Activity in Primary School. This scheme will apply a holistic approach to the concept of Physical Activity for young people. It will aim to provide activity at a moderate to vigorous level, while teaching about the importance of MVPA for 60 minutes every day to gain the associated health benefits. It reflects the syllabus in that it recognises the ‘physical, emotional, mental and social dimensions of human movement.’

How it maps to the curriculum

Strand: Assessment

Suggestions for use: They are a first year class. They have completed Physical Education in a variety of amounts. Most pupils will be involved in the local GAA/hurling club and some pupils will have be involved in some Physical Activity in Primary School. This scheme will apply a holistic approach to the concept of Physical Activity for young people. It will aim to provide activity at a moderate to vigorous level, while teaching about the importance of MVPA for 60 minutes every day to gain the associated health benefits. It reflects the syllabus in that it recognises the ‘physical, emotional, mental and social dimensions of human movement.’

Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Literacy Numeracy Managing Myself

Strand: Short Course

Suggestions for use: They are a first year class. They have completed Physical Education in a variety of amounts. Most pupils will be involved in the local GAA/hurling club and some pupils will have be involved in some Physical Activity in Primary School. This scheme will apply a holistic approach to the concept of Physical Activity for young people. It will aim to provide activity at a moderate to vigorous level, while teaching about the importance of MVPA for 60 minutes every day to gain the associated health benefits. It reflects the syllabus in that it recognises the ‘physical, emotional, mental and social dimensions of human movement.’ This scheme can be easily adapted for the Short Course Learning Outcomes.

Move Well, Move Often Booklets

A zip file containing the Move Well, Move Often teacher guide and three books. Resources were created by PDST PE.

Strand: Athletics

Strand: Dance

Strand: Games

Strand: Gymnastics

Strand: Outdoor / Adventure Activities

Strand: Useful Websites

Suggestions for use: starter activities

Dance Scheme of Work

This is a scheme of work for dance for junior cycle PE. This scheme of work outlines a plan for six weeks for teaching and learning activities to meet the learning outcomes of the junior cycle JCPE curriculum. It could also be easily adapted to meet the learning outcomes of the PE short course.

Suggestions for use: This scheme of work can be adapted for use with any junior cycle PE classes. The associated lesson plans are also uploaded to this site.

Key Skills: Being Creative Communicating Working with Others Managing Myself

Key Skills: Staying Well

Yoga Scheme of Work

This is a four week scheme of work for Yoga for JCPE or SCPE students. The scheme of work is created with the PE teacher who is not a yoga specialist and with the Health Related Activity strand in focus.

Strand: Health Related Activity

Suggestions for use: This is a four week scheme of work for Yoga for JCPE or SCPE students. The scheme of work is created with the PE teacher who is not a yoga specialist and with the Health Related Activity strand in focus.

Key Skills: Communicating Staying Well Working with Others

Key Skills: Staying Well Working with Others

The Cube PE Scheme

This scheme of work is designed for the JCPE and JC PE short course learning outcomes in mind. The idea comes from the ITV based programme 'The Cube'. I originally designed this with a Year 7 group when working in England. I have adapted it for the Irish curriculum. It is a good idea to include students in the design of learning activities.

Strand: Adventure Activities

Suggestions for use: This scheme of work is designed for the JCPE and JC PE short course learning outcomes in mind. The idea comes from the ITV based programme 'The Cube'. I originally designed this with a Year 7 group when working in England. I have adapted it for the Irish curriculum. It is a good idea to include students in the design of learning activities.

Key Skills: Being Creative Working with Others Managing Myself

Key Skills: Being Creative Communicating Working with Others

Yoga Lesson Plans (4 weeks)

These are a series of four lesson plans to compliment the Yoga Scheme of Work. There is a clear sequence through the lesson and they include the basics of Yoga only so that the non-Yoga specialist PE teacher can include them in their lesson.

Suggestions for use: These are a series of four lesson plans to compliment the Yoga Scheme of Work. There is a clear sequence through the lesson and they include the basics of Yoga only so that the non-Yoga specialist PE teacher can include them in their lesson.

Key Skills: Staying Well Managing Myself

Physical Education Student Booklet

This booklet is useful for introducing First Year pupils to the subject of Physical Education in the secondary school context. It can be used as a learning log and reflection, providing evidence of student learning and encouraging the students to engage in deep, reflective learning in PE.

Suggestions for use: This resource can be used for student reflection and record of learning during first year PE. It is also a useful resource for no-participants due to illness or injury.

Key Skills: Managing Information and Thinking Literacy

Ultimate Frisbee Scheme of Work

This is a Ultimate Frisbee scheme of work. It was provided to to teachers at a CPD event in the Galway Physical Education community of practice. It outlines nine double PE classes with teaching methodologies, assessment and resources.

Ultimate Frisbee - Niamh Barry

Resources were personally created by a PE associate and contributed to Scoilnet. Within this learning path, you will find scheme of work, ultimate frisbee in ten steps, triangle of learning, word-search, self assessment traffic lights and task cards.

Suggestions for use: Teacher should read the scheme of work before the year begins so that planning for ultimate Frisbee can happen in good time. Use the resources provided to guide you in assessment.

Key Skills: Being Creative Communicating Managing Information and Thinking Staying Well Working with Others Managing Myself

Two Medals and a Step Forward!

This is a valuable feedback tool for use in PE. This task card can be laminated and re-used across different class groups. If students have devices, the feedback could be photographed and stored in their eportfolio for future reference.

Suggestions for use: This is a valuable feedback tool for use in PE. This task card can be laminated and re-used across different class groups. If students have devices, the feedback could be photographed and stored in their eportfolio for future reference.

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Secondary (KS3) PE Activities

Free resource.

Description

All activities can be done at home and with household objects. All videos have been filmed by current secondary PE teachers who are part of the Youth Sport Trust Secondary PE CatalYST network.

Download and share the activity cards by clicking the download button above. You can also access the video by selecting the video link next to each activity.

• Sprint Start     ( Video )
• Running - Endurance     ( Video )
• Running - Hurdles     ( Video )
• Throwing - Shot Put     ( Video )
• Throwing - Hammer     ( Video )
• Underarm throw     ( Video )
• Underarm catch     ( Video )
• Overhead catch     ( Video )
• One handed catch     ( Video )
• Long barrier     ( Video )
• Dynamic warm-up     ( Video )
• Game based warm-up     ( Video )
• Verbal and non-verbal communication     ( Video )
• Plan and lead an activity     ( Video )
• Design a progressive activity     ( Video )
• Design a game-based activity     ( Video )
• Creating different scoring systems     ( Video )
• Catching     ( Video )
• Catching 2     ( Video )
• Catching 3     ( Video )
• Overarm throw     ( Video )
• Bowling     ( Video )
• Short barrier     ( Video )
• Long barrier     ( Video )
• Batting     ( Video )

Target Games

• Ultimate Frisbee - catching     ( Video )
• Ultimate Frisbee - throwing     ( Video )
• Frisbee Golf     ( Video )
• Frisbee Tennis     ( Video )
• Inclusion     ( Video )
• Boccia     ( Video )
• Racket and ball familiarisation     ( Video )
• Ready position and split step     ( Video )
• Basic forehand     ( Video )
• Basic backhand     ( Video )
• Introduction to serve     ( Video )
• Development to serve     ( Video )
• Basic volley     ( Video )
• Linking skills     ( Video )
• The ready position     ( Video )
• The dig pass     ( Video )
• The dig pass 2     ( Video )
• Volley / set     ( Video )
• Volley / set 2     ( Video )
• Underarm serve     ( Video )
• Inclusion 2     ( Video )

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PE resources to support in-school and remote learning for children and young people with Special Educational Needs and Disabilities (SEND) or those attending Alternative Provision schools.

Active Recovery Hub

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Physically Active Board Games

Classic board games with a sporting twist for all the family to try. This resource pack includes bingo, connect four, jigsaw and arrows, snake and ladders, and sportopoly.

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Keep your physical education lesson plans in good health with the Tes range of KS3, KS4, GCSE and A-Level teaching resources for PE. Our unrivalled selection of teaching tools and materials will enable you to encourage and inspire fit bodies and fit minds with secondary students.

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GCSE Dance: Emancipation of Expressionism 6 mark Exemplars

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UEFA Euros 2024 Geography skills activities

UEFA Euro 2024 Activities: Perfect for cover lessons, tutor time or PSHE. Ideal End of Term Activity

PE Lesson Plans

The teaching resources contained on this page will give you all the information and support you need to develop your understanding of rugby and provide safe, fun and exciting sessions for your pupils. For further information on how and why this scheme of work has been developed, download the scheme’s introduction and rationale  (PDF 569kB).

Provided within this page is an engaging ten-week programme of progressive lesson plans for  year seven . Similar resources for years  eight  and  nine  are available too.

The scheme of work provides you with the following: •Distinct activities/games that cater for pupils of differing rugby experience •Lesson plans that have been developed to deliver the Outcomes and Key Concepts to meet the National Curriculum for Physical Education •An enjoyable game-centred approach to coaching rugby union •Lesson plans that maximize the amount of time spent playing •Simultaneous working groups for both contact rugby and Tag or Touch are set up with a ‘technical’ area in-between (diagrams provided) •A pitch plan provides a suggested layout for the lessons that enables the teacher to select pupils from the games and coach specific skills or game understanding. Once this skill has been developed, the players are re-introduced back into the game for an opportunity to demonstrate they have learnt the skill sufficiently to be produced under pressure •A downloadable pitch plan suggesting a layout for the lessons  (PDF 1MB)

How these lesson plans benefit pupils: •This curriculum will help each pupil develop personally and socially •They will work as individuals, in groups and in teams, developing rugby’s core vaules which include the ethos of personal and social responsibility •They allow pupils to take on different roles and responsibilities, including leadership, coaching and officiating •Through the range of experiences that rugby can offer, pupils will learn how to be effective in competitive, creative and challenging situations •Designed to help develop each pupil’s competence, confidence, performance, character, creativity, health and active lifestyle •This encourages each individual to take part in a range of physical activities that become a central part of their lives, both in and out of the school environment

Teaching resources: •Tag to Tackle Lesson Plans  here •Year 7 Lesson Plans  here •Year 8 Lesson Plans  here •Year 9 Lesson Plans  here

Stanborough School

Physical Education

PE is the main purpose of health and wellbeing within the curriculum for excellence to develop the knowledge and understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

It helps young people to make sense of the importance to healthy active lifestyles making reference links to key factors, Applied anatomy and physiology, Movement analysis, Physical training, Use of data, Sociocultural influences, Health, fitness and well-being. 

It is the intention of the PE curriculum to:

• Develop assessment proficient learners, where students know the next steps in their learning. They will also be able to clearly identify their strengths and areas for development and relate their learning to the success criteria.  
• Develop students’ vocabulary within Physical Education, understanding, knowledge, and skills. 
• Develop leadership opportunities, where student lead aspects of the lesson and lead festivals for primary school sports.  
• Enable students to organise their knowledge using the underpinning ‘key concepts’ of the subject. 
• Apply their understanding to unique situations to make informed decisions. 
• Develop students’ ability to perform using the movement analysis and theoretical knowledge of Physical Education. 
• Aspire to excellence in the field of Sport, ensure that all students respect each other and the rules of the game when playing sports, and be courageous (take risks) in their approach to new skills or sports.  

Transferable skills

The PE curriculum will support the wider aims of the School by:

• Offering opportunities to explore the importance of Physical Activity on the mind and body.
• Developing knowledge and understanding of how the body works and why.
• Developing students’ understanding of the importance of healthy active lifestyles including balanced diets.
• Raising awareness of potential careers related to the subject hence widening their potential pathways in the future.
• To offer an enriching, engaging and rewarding experience.

Sport and Physical Education is at the heart of Stanborough School. We strive to provide as many sporting opportunities to our students as possible within our excellent facilities.

Core PE lessons at Stanborough are fun, engaging and foster healthy and active habits for life. Students complete 60 minutes of Core PE per week from year 7-11. This includes swimming in years 7 and 8. In year 11, students have the opportunity to lead a variety of sporting activities to their peers.

Sport is a prominent part of school life, with students attending numerous clubs during breaktime, lunchtime and after school. In addition, they compete against other schools in sporting events such as Netball, Basketball, Football, Fitness and general sporting activities. Regular fixtures take place against other schools in several sporting activities both for fun/participation and for serious competition and a variety of fun enrichment sporting trips also take place each year.

Assessment weighting

All units are assessed at the end of every half term using a weighting of classwork 40% and tests 60%.  

Students are assessed on their ability to execute key skills in each topic. They are also assessed in their ability to lead warm-up & cool-down exercises and are required to demonstrate a deep knowledge of health and nutrition and keeping healthy. Furthermore, students are required to be able to assess their own performance and the performance of their peers (against the success criteria) and give effective feedback for improving performance. Our teachers reteach to the gaps in students learning, as evidenced in Schemes of Work. They also check students’ acquisition of skills throughout the lesson.

I am pleased and at the same time humbled to be trusted by parents to represent you all as Parent Governor from September 2021.

I am committed to the school Vision and Ethos and to improving education for our children. I have confidence that we are moving in the right direction and will use all my experience over the years to support the development and growth of the school as Parent Governor.

I will work to highlight to the Board of Governors how the decisions made will impact the school from a parent’s perspective.

I expect to create more linkages with the PTA and build on what has been achieved during my tenure as PTA president. I will therefore work towards fostering even better and more successful events through linkages with the Board of Governors and the PTA Executive Team.

I will keep a live communication channel which will enable me to positively work to bring a parental perspective to the issues discussed at the board. Please feel free to contact me anytime on my email [email protected] .

I wish all parents, pupils and the school body an excellent academic year 2021/2022.

Mrs E. Kansere Parent Governor

Programmes & Qualifications

• Cambridge Lower Secondary Art & Design (0073)
• Cambridge Lower Secondary Computing (0860)
• Cambridge Lower Secondary Digital Literacy (0082)
• Cambridge Lower Secondary English (0861)
• Cambridge Lower Secondary English as a Second Language (0876)
• Cambridge Lower Secondary Global Perspectives (1129)
• Cambridge ICT Starters (8984)
• Cambridge Lower Secondary Mathematics (0862)
• Cambridge Lower Secondary Music (0078)

Cambridge Lower Secondary Physical Education (0081)

• Cambridge Lower Secondary Science (0893)
• Cambridge Lower Secondary Wellbeing (0859)

VIDEO: New Cambridge Primary and Lower Secondary subjects 2019 前往优酷观看 View on YouKu

Physical education is a vital part of a balanced school curriculum. Regular exercise improves physical and mental health and there is growing evidence that it improves academic performance across the curriculum. Establishing good patterns of exercise in lower secondary school provides learners with the foundation of an active and healthy lifestyle.

What will students learn?

This subject is about learning to move and moving to learn. Learners develop skills through a wide variety of age-appropriate physical activities, including games, team sports, gymnastics and dance. As individuals and team members, they will:

• increase confidence, moving with increasing control, fluency and variety
• improve their understanding of concepts, rules, tactics, strategies and compositional ideas
• participate in respectful and responsible ways, engaging appropriately and safely
• improve knowledge and understanding of how physical education can contribute to a healthy and active lifestyle
• develop transferable skills promoting physical, cognitive and social development and become independent, critical and reflective movers and thinkers.

Students develop creative skills that will help with many aspects of their future learning and development. The course supports progression to the next stage of the Cambridge Pathway.

How is the programme taught?

This subject is taught through a broad range of tasks, challenges and physical activities. It includes cooperative, competitive, athletic, adventurous and health-based contexts that are appropriate for each learning stage.

Learners will move for as much of each lesson as possible, with activities designed promote learners’ confidence, self-esteem, cognitive abilities and social skills.

The programme is designed to complement, rather than replace, coaching in individual sports or physical activities.

How is Cambridge Lower Secondary Physical Education assessed?

There is no Cambridge Lower Secondary Progression Test or Checkpoint for this subject.

The emphasis of this course is for teachers to give learners formative feedback on the skills they want students to develop. This can be through discussion, observation and lesson outputs where teachers discuss with students ‘what went well’ and how they can improve further, so that students can reflect on, and improve, their performance.

To support assessment in the classroom, we have produced some guidance that is available on the Cambridge Lower Secondary support site.

Support to help you deliver the course

Visit our Cambridge Lower Secondary support site to download a wide range of resources to help you plan and deliver the course:

• Assessment guidance
• Curriculum Framework
• Online training
• Schemes of work
• Teacher Guide.

Online introductory training is available to support teachers delivering these subjects.

Get started

The programme is free of charge to registered Cambridge schools that offer Cambridge Lower Secondary. If you are already registered with us, you can teach the programme now. If you are interested in becoming a Cambridge school complete our Expression of Interest form.

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Lesson Note on Physical and Health Education JSS2 Second Term

Phe lesson note jss2 second term – edudelight.com, scheme of work physical & health education js2 (basic 8).

WEEKS  TOPICS

• Revision of work done in the first term.
• Components of school health program: (a) meaning of school program (b) the components of school health program –(i) health instruction (ii) school health services (iii) healthful school living/healthful school environment (iv) school community relationship.(c) FRESH approach, meaning, initiative, skill based teacher effective application of  resources. Effective health related policies. Integrated teaching. (Infusing health components into related subject areas).
• Environmental pollution : (a) type of environmental pollution –air, water, land and noise pollution. (b) Effects of environmental pollution (c) prevention of environmental pollution.
• Posture and postural defects: (a) meaning of posture. (b) kinds of posture- (i) standing posture, (ii) sitting posture, (iii) walking posture (iv) running posture, (v) lifting posture (vi) climbing posture. (c) Posture defects, – (i) hypnosis, (ii) vague knee, (iii) virus knee, (iv) lordosis and (v) scoliosis. (d) Causes of posture defects: (i) poor nutrition, (ii) lack of exercises, (iii) uneven soled shoes, (iv) tight wears, (v) poor sleeping position,(vi) disproportionate growth.
• Gymnastic — Apparatus Activities : (a) definition of apparatus activities. (b) Classification of apparatus: (i) horizontal ladder,(ii) parallel bars – balance beams (girls), (iii) vaulting box, (iv) buck, etc. (c) activities done with apparatus: through vault, astride vault, lift vault, dive forward roll over box, neck spring, balancing on beam (girls), cartwheel. (d) Definition and functions of spotters in gymnastic activities and other safety precautions.
• Types of Recreational activities : (a) the types of indoor recreational activities – lido, draught, scrabble, table tennis.(b) types of outdoor recreational activities — hunting, fishing, jogging etc.
• Dramatic and creative rhythms : (a) definition of rhythmic activities. (b) Classification of rhythmic activities: (i) fundamental rhythms (walking, running and skipping). (ii) Creative rhythms (imitate animal and old soldier) (iii) dramatic rhythm (dramatization, poems and stories).
• Computer Games : Computer sports – (i) football (ii) volleyball (iii) basketball.
• Consumer health : (a) meaning of consumer health. (b) examples  of consumer right – (i) display of production and expiry dates. (ii) Display of nutrient composition. (iii) Choice of food.
• Examination.

WEEK   1               

DATE :………………………………….

Topic:  Revision of last term work.

Content: Detail revision of last term work.

WEEK 2                

DATE :……………………………………….

Topic:  Components of School Health Programe.

Contents: 1.    Meaning of school health program me.

• The components of school health programs.
• Fresh approach, meaning, initiative, practical skill.

 Meaning of school health programs:  the school health program is an integral    (important) part of community health, it is mainly refers to all the health activities and measures that are carried out with the community to promote and protect the health of the students as well as the school personnel, These activities may take place both within and outside the school compound.

The components of school health program : school health program has been divided into four interrelated areas

•  healthful school environment.
•  health services.
•  school education.
•  school community relationship.

Healthful school environment: This is the totality of physical, social, mental and emotional aspect of the school and the measure provided to ensure health and safety of students and staff.

Health services: Health education means science of health behavior, as well as education process used to bring about positive and mental health.       

In school health services activities involved include,

• Community scientific health information.
• Developing favorable health attitudes.
• Bringing about the target population involvement.
• Planning for meeting the needs.
• Helping to promote voluntary health habits.

School health education: knowledge and experiences gained that enables students, community as well as individual to practice health habits and live a healthy life.

School community relationship: This is concerned with all scientific measure for improving the quality of life so that people will enjoy long life.

Evaluation:

•  What is school health program?
•  list three components of school health program

Reading Assignment: essential of PHE for JS 2 by A S Erasmus page. 69—-70.

Weekend Assignment: Identify five examples of school health services activities.

WEEK 3              

DATE :…………………………….

Topic: Environnemental Pollution

  Content: i.   Meaning of environmental pollution

                ii. Types of environmental pollution

               iii. Effects of environmental pollution

             iv.  Prevention of environmental pollution

Meaning: Environmental Pollution is the introduction of unwanted materials into the environment, thereby making it unfit for human habitation.

Types of environmental pollution

 The following are types of environmental pollution

• Air Pollution
• Water Pollution
• Land Pollution
• Noise Pollution

Others include:

Visual Pollution

Thermal Pollution

Radioactive Pollution

 Air Pollution:  This is the addition of harmful substances to the atmosphere resulting in damage of the environment, human health and quality of life e.g. examples of such pollutants are smoke, carbon monoxide dust etc. industrial pollution.

Water Pollution:  This is the contamination of streams, lakes, underground, water, bags or oceans by substances harmful to living thing e.g. oil silages, faces sewage etc.

Land Pollution: Land pollution involves the deposition on land of solid wastage e.g. Wed cars, cans bottles, plastic container paper etc. Noise is combination of sound in pleasant to the hearing e.g. traffic generator radio etc.

Visual pollution:  refers to presence of overhead power lines motor way bill board or pornography.

Thermal Pollution:     This is a temperature change in natural water e.g use of water as collant in a power plant.

Radioactive contamination:  Such as nuclear power penetration, nuclear weapon search

Effect of environmental pollution

 The following are effects of environment pollution

*          Natural pollution

*          Respiratory diseases

*          Chest pain

*          Depletion of the Ozone layer

*          deadly effects on human ad ecosystem

Prevention of environmental pollution

• Incorporating pollution prevention into federal legislation.
• Develop innovative pollution prevention programs
• Educate the public about pollution prevention
• Punishment for  offenders
• Train relevant groups in the technical aspects of pollution prevention evaluation.
• Mention four (4) types of pollution

Reading assignment:

 Essentials of PHE for Junior Secondary School Book 2by – Akinseye Saint Erasmus Page 71 – 72

Week end assignment:

• List three example of air pollutants
• Mention three ( 3) effects of environment  pollution

Topic: Posture and Postural Defects :

•      Meaning of posture
•      Kinds of posture
•      Postural defects
•      Causes of postural defects

Meaning of posture:- posture is the way  the body is carried during the performance of activities such as sitting, standing, walking , running dancing etc.

Factors that influence posture include:  age, occupation, habit, environment heredity etc.

  Kind of posture:-

• Standing posture

          ii.    Sitting       

         iii.    Walking   

         iv.    Running   

         v.     Lifting            

        vi.     Climbing posture

Characteristics of good posture

• The head is well back
• The chin is in.
• The abdomen is flat
• The Back is straight
• The knees are straight and relaxed
• The feet are slightly apart
• The weight balance on both feet
• The goes pointed straight ahead
• The chest is lifted forward and upward
• The buttocks are tucked under slightly
• Weight is borne chiefly on the balls of the feet

Value of good posture

• Good  appearance
• Efficient movement
•  Positive self image
• Vital organs of the body are kept in the best functioning position
• Muscular, nervous and respiratory fatigue are delayed due to good posture.

Postural defeats       

 This is the abnormal way of holding or carrying the body the performance of various activities as a result of deviation from the normal axis of the bones.

Type of postural defeat

 *          Scoliosis

*          kyphosis :- ( round shoulder) defeat of the spin due to deficiency of vitamin d which is   essential for building of strong bones.

*          Sunken chest

*          genu valgum ( k.leg)

*          Lord sis

*          abdominal patois

*          genus vacuum ( bow –leg)

*          valgus knee

*          varus knee

Causes of postural defects

• poor nutrition
• Lack of exercise
• Uneven soled shoes
• Tight wears
• Poor sleeping position
• Disproportionate growth
• Muscular  weakness
• Occupation or bad habit
• Injury, disease and infection
• Defective sense organs
• Rapid growth

KYPHOSIS OR ( ROUND SHOULDER ) is a defect of the spine due to deficiency of vitamin D which is essential for the building of strong bones.

 *         carrying load on the back

*          sitting an infant too early

*          accident

*          diseases

*          Lack of physical exercise/ activities

 Participation in sports and exercises

LORDOSIS: – Over extension of the lumber region excessive laeral culture of the lunbar region.

*          Congenital problem

*          Weak abdominal; muscle

*          diet rich in vitamin D and calcium should be given

*          exercise to strengthen the muscles

SCOLIOSIS   due to the sideway curvature of the spine due to poor standing or sitting posture habit or malformation.

Causes of scoliosis

*          Accident

*          Diseases

*          Lack of physical exercise

Physical exercise

1. Define posture

2. What is a postured defect?

Reading assignment: Essentials of PHE for Junior Secondary School

Bk2 by S.A Erasmus Page 73 -76

Weekend assignment

• List three kinds of posture
• Mention four examples of postural defeat
• State three types of postural defects

WEEK  5

Topic:  Gymnsatic – Aparatus Activities Contents:

*          Brief history

*          Definition  of  gymnastics

*          Nature of gymnastics

*          Value of gymnastics

*          Equipments

*          Scope of gymnastics

*          Safety precaution

History: Gymnastic originated in ancient Greece. It is believed that the Chinese were the first people to develop activities that resemble gymnastics. Gymnasium is also a Greek word for a place where gymnastic activities are performed. The word gymnastics means naked art. Johann Basedow ( 1723 – 1790)  was the first European to teach organized gymnastics. Johann Guts Mutts published first book on gymnastics titled Gymnastic for youths. He is referred to as the  grand  father of gymnastics. Fredrick Ludwig John established the first gymnastic club called. Turnverein in 1811 in Germany He also invented the parallel bars, still rings horizontal bars. He was known as the father of modern gymnastic. Gymnastic began in USA in 1877 under Captain Cilia. The first school of gymnastics was built in England in 1890. Gymnastics was included in the modern Olympic games in Athens in 1896. Women gymnastics were introduced in 1928.

Nature  of  gymnastics

The performance commence when the gymnast raises his had to indicate “ readiness” and when he raises the two hands  to signal end of the  performance. The grading is done according to how complex the events and activities are.  

Values of gymnastics

–           It develops the muscles of the arms shoulders, chest and abdomen

–           It develops physical strength and power

–           It develops physical fitness, agility and flexibility

–           It develops the ability   to coordinate and balance

–           It is designed for alertness

–           It is for the development to skills that are useful sports and games

• The pommel horse
• The vaulting horse
• The Long horse
• The spring board
• The parallel bars
• The still rings
• The horizontal bars
• The Uneven parallel bars
• The Medicine ball
• The mats /trampoline

Scope of gymnastics

 Gymnastics cover a range of activities which include:-

1.  The Stunts

2  .The tumbling/agilities

3.  The apparatus i.e. activities on ropes, beams

Stunt with partner:   They are:

*          The cock fight

*          The duck “

*          The rocking chair

*          Lift the log

*          The wheel barrow

*          The firemen lift

*          The leg wrestling

Tumbling:  performed with apparatus they are:

The forward roll

The backward roll

The side roll

The drive forward roll

The head stand

The hand stand

The cartwheel

Activities on ropes: They are :

Climbing using hands

Swinging on ropes

Heavy vault using rope

Making  fast on rope

Stand on rope

Crossed leg climbing

Activities on beams:  They are:

Heavy vault

Balance walk

Safety in gymnastics

 Accident often  occur during gymnastics. To reduce accident  therefore, certain  safety precaution must be taken.

• Have a proper warm up before activities
• Start  from simple to complex
• Apparatus must suit the activity.
• Enough landing foam to prevent jars and injuries during vaulting
• The floor must not be slippery.
• Never carry out any activity with instruction
• Check the activity areas and be sure they are free from hazards
• Wear the correct customer  ( sports wears)
• Master the fundamental skills before performing
• Ask questions when in doubts
• Practice skills within your capacity
• Always follow instructions
• Avoid wearing ornament during activities

1. Give a brief history of gymnastics

2.State the contribution of Johann Base doo in gymnastic

Reading assignment: Essential of  PHE for JSS Bk 2 by S.A Erasmus page 77 – 84

WEEKEND  ASSIGNMENT

1. Mentioned the three scope of gymnastics

2.State four equipment of gymnastics

3.Mention two safety precaution in the game of gymnastic

Topic: Types of Recreational Activities Contents

*        Definition of Recreational activities

*         types  of recreational activities as well as activities done.

*         values of outdoor recreation

Definition of recreational activities:

These  are sporting activities done or engage in during one free time or leisure time.

Types of recreational activities

 Recreational activities can be classified into two

• .           Indoor recreational activities

      2.             Outdoor recreational activities

But for the purpose of this study , we are discussing outdoor recreational

What is outdoor recreation ? Outdoor recreation are the activities that we engage in outside the door in the open and our natural environment  during our free time. It is voluntarily participation and it must be  during free time.

Values of outdoor recreation

• It helps individual to relax and recreate
• It helps to learn and acquire skills
• For fun and enjoyment

4    It leads to social integration

5.  It helps to build self reliance and cooperation among students

Outdoor recreational activities: These include;

*         Camping

*         hiking

*         picnic

*         overnight outing

*         canoeing

*         visiting game reserves

*         nature game reserves

Camping:-  Camping involves the move of students under the guidance of adults from home or school to an environment. Which is less familiar The site of the camp may be a remote village, a hill foot,  in a dense jungle or a heavily wooded forest.

During the trips, students are exposed to various experiences. The main aim of the camping is to make the students learn by doing. During the period students are grouped to take care of their needs. some to fetch  water, some fire wood etc.

Safety precaution during camping

• roll call of campers should be taken from time to time
• campers should works in group
• can site must be well cleared to keep away dangerous animals e.g snakes, scorpions etc.
• Adequate provision should be made in terms of materials needed

 Hiking involves a long trekking to places of interest. The purpose is to improve physical fitness, for fin and enjoyment.

Types of hiking include

•      Physical fitness hike
•      Moonlight hike – walking to enjoy breeze at night
•      Natural hike – long walk to countryside
•      What is recreational activities
•      Define outdoor recreational activities

Reading assignment: Essential of PHE by S.A  Erasmus Page 85 – 86

• What is camping
• Mention three precaution during camping

Topic: Dramatic and Creative Rhythms

 * definition of rhythmic activities

* fundamental movement

Definition:   Movement is an observable shift of the body from one position to the other. The movement can be complete shift or the movement of a segment ( part) of the body. Fundamental movement is the natural way of shifting the body from one place to another e.g. Crawling

There are three types of movement :

• Loco motor movement
• Non – loco motor movement
• Manipulative movement

Loco motor movement: This is the shifting of the body from one place to

another. The rhythm can be woven into an even or uneven pattern e.g.

Non – locomotor movement :- This the movement that does not involve the shifting of the whole body but the movement of some  parts of the body at a position. It is called axial movement e.g.

Manipulative movement:  This is the movement of the part of the body to control, turn, twist, bend, beat, bounce, throw, catch or cause and object to move. Manipulative movements are mostly involved in the performance of sports and games e.g.

Rhythmic and dance activities

 The  origin of dance can be traced  to the early men. Dance involves the movement of the body which is a means to achieve physical fitness through the five fundamental movement of walking, running, jumping, leaping and hopping.

There are different dance steps to different beats, songs and sounds  since the beginning of time people have danced to celebrate important events in their lives. They have danced to appease their gods, to celebrate new yam festival, burials,  naming ,ceremonies and to express their felling of joy and happiness.

What is dance?  Dance is expressive movement of turning twisting and rolling of  the body ( parts) to conform with the  rhythm of a sound, beat or musicIt  is a way of expressing our inner feelings of joy and happiness

Reasons for dance

• To influence and appease the god
• To arouse the feeling of bravery during war.
• To please the spirit of dead relative
•  To reduce sorrow
• To bring people together in gathering
• To entertain people
• To express their feelings of try and happiness

For the purpose of this study, dances will be classified into two:

         1. Foreign dances/ social dance

         2.Traditional dance

  Foreign dance: – Foreign dances are the imitations of the dance rhythms from other

   countries are mostly played for social dances by the younger generation.                                                                                                                                                   these music include- Reggae, pop, jazz, Highlife, Rock and roll, calypso, rumba.

  Traditional music/dance:- Traditional music/dance are of folks and ethnic origin, ethnic dances have a race cultural bound which tie them to a race or tribe.

Ethnic dance may be based upon

*   religious beliefs

*   cultural development

*   racial heroes

*   gods or other ideas

Examples of ethnic dances  include

•   Ekiti  dance
•   Obitun dance
•   Eyo dance
•   Oyoyo dance
•   Fuji  dance
•   Sango dance
•   Gunda dance etc.

Some notable Nigerian Musicians

King Sunny Ade

Chief Ebenezer Obey

Sir Victor Uwaifo

Sunny Okosun ( Late)

Fela Anikulapo Kuti

Yinka Ayefele etc

Reasons for traditional dance

• For  religions purpose e.g. during festival
• For communal entertainment and enjoyment
• For celebration of events e.g. new yam festival , marriages etc
• For physical fitness
• For the performance of traditional rite

Values of dance/rhythmic activities

 Apart  from the relaxation and the feeding of the soul, good music and active dancing contribute to mental and emotional development of an individual

• It contributes to self expression
• Development of physical strength, agility, flexibility and coordinator
• Social integration

1. Mention two occasions when people dance

2.         List two  foreign dances

3.         List five local dance

Reading assignment: Essential of PHE by S.A Erasmus Bk 2 Pg 86 – 89.

Weekend assignment 

1. Mention one fundamental movement

2 List the three types of movement

 T opic:  Computer Games

 * Meaning  of computer game

* Types of computer games

* How to operate a computer game

* Stages of computer games

* Advantages of computer game

Meaning of computer game:-  It is a game played on computer in the form of computer software run on a personal computer or game machine and played by one or more people using all the following:

Control Pad

Computer games usually combine sound and graphics and range from traditional games such as chess to fast moving action game.

Types of computer games

• Nature park

Beach rally

• Vehicle rally
• Play Station

       Scrabble

• Volley ball
• Basket ball
•  Tennis etc.

Computer game is played for the following reasons

a. entertainment

b .challenges

c. educational purpose

d recreation                                                                                    

e. reduction of tension

f. for relaxation

How to operate a computer game

 The  Stage of starting a computer are as follows

1. Switch on the power

2 Switch on the UPS

3.Switch on the CPU for electricity supply

Advantage of computer game

• Player could store their progress continue the game at a later time.
• Source of entertainment
• It has a standard sound protocol to give the game a robust music
• What  is computer game
• Mention three types of computer games

Reading assignment :  Essential of PHE by S.A. Erasmus B 2 Page 90 – 92

•      State three reasons for computer sound
•      Mention three advantages of computer games.

Topic: Consumer Health

*          Meaning  of consumer

*          Examples of consumer rights

Meaning of consumer health:   consumer health can be defined as all the measures that are often taken to protect  the unsuspecting buyer or consumer from buying and using fake or harmful products and services.

It is refers to the abilities of adaption wise choices especially on the use of healthy products.

Consumer education:    This is the process of helping individual become informed consumers

Importance of consumer education

• It Provides the consumer on how and where to buy goods  and services needed.
• It provides the consumer with maximum satisfaction of his or her money.
• It gives  the consumer an insight or information upon which proper  interpretation can be made

It enables the consumer to know his or her rights.

• Waste in consumption is reduced
• It safeguards consumers from the activities of quack

Consumer program

 These are program that are put in place for the interest and protection of the consumer. Such program  ensure the safety of consumers and help them to obtain necessary goods and services at reasonable prices as well as when and where they so desire.

Right of consumer

•      Display of production and expiring date
•       Display of nutrient composition
•      Choice of food
•      The right to safety
•      Right to be informed about the goods and  services
•       The right  to choose what he wants
•      Right to good and efficient services

Government Agencies  responsible for consumer protection in Nigeria

*          Standards Organization of Nigeria (SON)

*          Price Control Board

*          The Price Intelligent Agency

*          The Food and Drug Department

*          National Agency for  Food Drugs and   Administration                                                    

            control (NAFDAC)

*          Consumer Protection Council (CPC)

*          Nigeria Communication Council (NCC)

*          Professional Bodies like Medical Association of Nigeria (NNA)

*          Pharmaceutical Association of Nigeria (PAN)

*          Law Enforcement Agencies e.g. Police, Task force, Sanitary Inspectors etc.

• What is consumer health?

Reading assignment: essential of PHE for JSS BK 2 by SA Erasmus Page 92 – 93

 Weekend assignment

• Mention three ( 3) rights of consumer

      b)  State three ( 3) government Agencies responsible for consumer protection in Nigeria.

WEEK 10:   Revisio n

Week  11:   Examination

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