Year 9 Physical Education Learning Cycle 1 Overview

Learning Cycle Overview:

Hypothesis 1 PE helps in a variety of careers- Introduction to GCSE PE

Hypothesis 2 Physical activity improves health, well-being and fitness

Hypothesis 3 People choose to be un-healthy

Hypothesis 4 You must be the right shape to compete in different sports

Hypothesis 5 You must be the right shape to compete in different sports

Hypothesis 6 Energy is obtained from everything we eat

Hypothesis 7 Diet prevents disease

Revision lesson Cognitive acceleration

Assessment lesson -

Gap teaching week -

(X5 teaching hours per fortnight, x3 = theory, x2 = practical)

 

 

Overarching challenge question

How can health and fitness improve our physical, emotional, and social well-being?

This learning cycle students will be introduced to the GCSE PE subject. They will gain an understanding of what is required throughout the three-year course culminating in their exams and practical moderations. Students will study how physical activity improves people’s physical, emotional, social and fitness health and well-being. The consequences of having a sedentary lifestyle will be explored as well as obesity, somatotypes and energy use.

AQA learning intentions

Intentions for learning AQA specification:

3.2.3 Health, fitness and well-being: Students should develop knowledge and understanding of the benefits of participating in physical activity and sport to health, fitness and well-being.

3.2.3.1 Physical, emotional and social health, fitness and well-being

§ Linking participation in physical activity, exercise and sport to health, well-being and fitness, and how exercise can suit the varying needs of different people

§ The consequences of a sedentary lifestyle § Obesity and how it may affect performance in physical activity and sport § Somatotypes

3.2.3.3 Energy use, diet, nutrition and hydration

§ Energy use § Nutrition – reasons for having balanced diet

Personalisation: tasks will be personalised to individual students throughout the lesson. Subject content will be personalised depending on students KGP. The subject teacher will adapt success criteria, resources and content for the students needs and abilities in their class.

Resources: Chapter 6 Health and fitness, Hodder Education AQA GCSE (9-1), page 135-147.

Lesson 1 PE helps in a variety of careers- Introduction to GCSE PE

Learning intention: Success criteria:

1.To develop an understanding of what GCSE PE involves

q Identify chosen sports for PE q Understand what is involved in the GCSE PE (PE overview)

2. Understand the terms health and fitness q Define each term

Key words: health, fitness, well-being Resources: GCSE PE overview worksheet, GCSE activity list worksheet. Home learning:

Research a role model for each of the chosen sports. What makes them successful? Why are they a role model to you? How are you going to achieve in this chosen sport? 300 words minimum.

Lesson 2 Physical activity improves health, well-being and fitness

Learning intention: Success criteria:

1. Understand the reasons for participation in physical activity, exercise and sport.

q Correctly match the key words with the appropriate definitions.

2. Identify how performance in physical activity/sport can increase health, well-being and fitness.

q Complete the matching task for physical, fitness, social and emotional.

3. Apply knowledge to exam questions q GP2: get 1/3 correct

(teacher marked) q GP3: get 2/3 correct q GP4: get 3/3 correct

Key words: social, emotional, physical

Resources: Do now mix-and-match work sheet, Hodder education electronic book pages 136-138.

Lesson 3 People choose to be un-healthy

Learning intention: Success criteria:

1. Explore the consequences of a sedentary lifestyle.

q Define the terms sedentary and lifestyle. q Explain the possible consequences of a sedentary lifestyle.

2. Understand obesity q Define obesity q Explain the link between energy expenditure and calorie intake

3. Discover how obesity may affect performance in physical activity and sport.

q Identify how obesity may affect performance in physical activity and sport by completing the ‘obesity and it’s effects’ worksheet.

Key words: sedentary, self-esteem, obesity, Body Mass Index.

Resources: Do now news article, Hodder education page 139-142.

Home learning: Complete the ‘obesity and it’s effects’ worksheet. Complete the research task about obesity in Britain compared to the rest of the world.

Lesson 4 & 5 You must be the right shape to compete in different sports

Learning intention: Success criteria:

1. Develop a knowledge and understanding of somatotypes

q Define the body types: endomorph, mesomorph, and ectomorph

q Identify the key features of each body type

2. Explore how somatotypes link to different sports

q Identify the most suitable body type for particular sports (or positions within a sport)

q Justify the reasons for selecting certain somatotypes for specific sports and positions

3. Analyse how somatotypes are classified q Plot the somatotypes on the diagram q Plot different sports on the diagram in relation to their

somatotype classification Key words: Endomorph, ectomorph, mesomorph, somatotype

Resources: Hodder education book/online resources page 143-147. Somatotype worksheet, home learning worksheet.

Home learning lesson 5: Complete the extended exam style question.

Lesson 6 Energy is obtained from everything we eat

Learning intention: Success criteria:

1. Explore how energy is gained from food and used

o Identify how many calories males and females need per day. o Explain how this may change depending on different factors e.g.

gender

2. Understand what a ‘balanced diet’ is o State what happens to unused energy o Understand how much of each food group should make up a

balanced diet

Key words: Calories, balanced diet.

Resources: Nutrition table worksheet, healthy eating plate worksheet (good vs. bad), Hodder education page 147-153.

Lesson 7 Diet prevents disease

Key words: Carbohydrates, fat, protein, vitamins and minerals.

Resources: Hodder education page 147-153.

Home learning: Complete a food diary from the next week. Identify what food group each meal consists of and work out the overall percentages of each food group consumed.

Learning intention: Success criteria:

1. Understand what each food group consists of

o Identify the types of food that are in each group.

3. Anlayse the importance of a balanced diet.

o Explain how a balanced diet is achieved

3. Reasons for maintaining water balance (hydration).

o Define the terms hydration, rehydration and dehydration o Explain the consequences of being dehydrated

Lesson 8 Revision/Cognitive acceleration lesson

This lesson will be dedicated to a cognitive acceleration and revision lesson. This will be planned by the individual class teacher to best suit the needs of the learners in each class.

Lesson 9 ASSESSMENT

Students will be given an assessment, which will be based on their current grade point target. Students will complete the assessment in silence. Lesson 10 Gap teaching

This week will be for gap reinforcement. The lesson will be determined following a detailed analysis of the previous assessment. The lesson will cover areas of weaknesses that have been identified. This will allow students to continue to develop their knowledge and also allow for deeper learning to take place.