Sports Studies Curriculum Overview
Curriculum Team Vision
The student’s journey will encourage participation, skill development, knowledge enhancement, challenge and engage students leading in leading to lifelong participation in sport, exercise and fitness. The course’s strong practical and leadership content allows many opportunities for employment. Many of our students have gained employment opportunities such as Lifeguards, Sports Coaches, PE teachers and Leisure and Sports Managers in the local area.
Curriculum Intent
Our students who opt to follow an exam-based course where they will learn about and apply theories based on developing personal fitness, fitness testing and training, leadership in sport and the skills and structure of practical sports performance. They will learn about the strong links between Sport and the Media and contemporary issues in sport.
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Long Term Plan |
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Year 10
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Unit: R185 – Task 1 Key Components of Fitness
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Unit: Unit R185 – Task 2 Applying practice methods
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Unit: R185 – Task 5 Reviewing your own Performance in leading a sports session |
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Key Learning Students need to know and remember from this unit of work |
Demonstrate the key components of performance for at least one school term, in your two activities Demonstrate the ability to develop your own skills in BOTH activities. |
Your task is to identify the strengths and weaknesses of your skills in one of your selected activities. You must: Review your own skills performance • Suggest realistic ways to improve two skills in one of your selected activities and apply these suggestions practically over a meaningful number of sessions.
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Your task is to produce a plan that includes a range of key considerations. This must also include any relevant safety considerations for your activity. You must: • Create a plan for your selected sporting activity. Your plan must take into account the organisation, safety and objectives of the activity. Complete an effective risk assessment that takes into account safety considerations. |
Your task is to show your ability to lead the planned sporting activity. You must: Follow your plan from Task 3 and show flexibility with your approach Demonstrate effective leadership and communication skills, and ensure you follow safety considerations in your session Demonstrate effective organisational skills
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Your task is to present your evaluation to the coach who manages the after-school sports club. You must: Describe what went well and not so well, Discuss how you adapted your plan, Describe how your plan could be improved if the process was to be repeated in future. |
Your task is to research a variety of digital and social media sources and traditional print and broadcast media that cover the sporting activity that your sports club is involved with. Compare the different sources of media for improving information distribution and sport coverage for spectators for the sporting activity that your club is involved with. Identify how your club and its sporting activity could use these different media sources. |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
Your evidence, including the Teacher Observation Record, must be supported with one or more of the following: Logbook, record of participation, awards/certificates, documentary evidence (e.g. results from competition) |
Assessment Checkpoint:
The evidence for this task must include: • Logbooks • Written reports or presentations. These could be supported with one or more of the following: Filmed/photographic evidence, teacher observation record, record of participation, awards/ certificates, documentary evidence (e.g. results from competition) |
Assessment Checkpoint:
The evidence for this task is your written plan for one specific activity, including your risk assessment. Ensure you have a contingency plan for the activity • Show you have considered safe practice and included corrective actions for any risks identified
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Assessment Checkpoint:
The evidence for this task could include: Filmed/photographic evidence. Your evidence, including the Teacher Observation Record, must be supported with your session plan and your risk assessment (from Task 3).
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Assessment Checkpoint:
The evidence for this task must be in the form of a written report. Make sure you comment on the positives and negatives of your session. Consider how much the session changed from your original plan.
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Assessment Checkpoint:
Your evidence must demonstrate how using the relevant media sources you have identified can improve your club’s engagement with their spectators. • You will need to recommend the most effective sources of the media to distribute information to spectators about your club’s sporting activity. |
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Year 11
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Unit: R186 – Task 2 Positive effects of media and sport
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Unit: R186 - Task 3 Negative effects of the media in sport
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Unit: R184 – TA5 The use of technology in sport |
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Key Learning Students need to know and remember from this unit of work |
You must research positive effects that the media can have on your club’s sporting activity and provide examples from the media which will include: • The relationship between your club’s sporting activity and the media. • How your sports club and the media use each other to promote themselves and increase sponsorship revenue. • How the media can promote the links between your sports club and the health and fitness industry. • A recommendation that explains how the club could raise its profile through the use of the media by using their lottery grant |
You must research negative effects and provide local and national examples from the media which will include: • Negative effects in relation to spectators and live performance for your club’s sporting activity. • Ethical issues surrounding the use of media in your club’s sporting activity. • Effects of the media on your club’s sporting activity and its participants |
You will learn about Sporting user groups, possible barriers, solutions to these barriers, factors affecting the popularity of sport in the UK and new and emerging sports. You will look at how sport promotes values, Olympic/Paralympic movements, sporting initiatives and campaigns and how this links to sporting behaviour. |
You will learn about the key features of a major sporting event and the positive/negatives pre-event impact of this as well as the potential effects of hosting a major sporting event. You will look at the role NGB’s play in developing their sport and the role they play |
You will learn about how the role of technology in sport examining the positive/negative effects of its use in a variety of sports. |
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Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
The evidence for this task must be a written report. Find current examples of the positive impacts of the media that are relevant to your club. Remember to reference and use pictures if that helps illustrate your findings. You want your information to be interesting to the club. Relate the information you find back to your club’s activity and your local club. Consider media impact in both a local and national context. |
Assessment Checkpoint:
The evidence for this task must be a written report. Find current examples of the negative effects of the media that are relevant to your club. Remember to reference and use pictures if that helps illustrate your findings. Relate the information you find back to your club’s activity. Consider the media impact in both a local and national context |
Assessment Checkpoint:
As this is the examinable part of the course students will undertake end of unit tests/quizzes to demonstrate their understanding. |
Assessment Checkpoint:
As this is the examinable part of the course students will undertake end of unit tests/quizzes to demonstrate their understanding. |
Assessment Checkpoint:
As this is the examinable part of the course students will undertake end of unit tests/quizzes to demonstrate their understanding.
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