Aims
To introduce some of the basic grips and strokes in badminton including; high serve and forehand overhead clear.
To understand and develop movement on court and simple tactics.
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome

1.  Be able to demonstrate badminton grips and use the appropriate grip in the forehand overhead clear and high serve.
2.  Be able to demonstrate the forehand overhead clear and high serve in isolation with consistency.
3.Participate in singles play showing knowledge of basic movement on court and have an appreciation of the rules.
4.Use communication to co-operate, organise, play fairly and make informed comments on their own and others’ work.
5.Understand the importance of and be able to warm up and cool down.

Literacy/Numeracy/Key Skills 'C’ Skills
Pupils will learn a number of skills in this module. This will be High serve, forehand over head clear/smash/drop, Forehand underarm clear/drop, backhand underarm clear/drop, court movement (agility, stance and balance), grip appropriate to forehand and backhand and basic rules of singles play.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Tennis.
Forehand grip, Backhand grip, Overhead clear/smash/drop, Forehand, Backhand, Rally, Movement, Footwork, Preparation, Serve, Score, Court, lunge, shuffle, T position

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2. Your contribution to class work

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
1.The marks gained by the progress you have made in the particular activity
2.The quality of your techniques
3.Being able to perform a skill within a game situation
4.Understanding of tactics and rules

ASSESSMENT:

WORKING TOWARDS-
Performs limited underarm serves and overhead clears with little consistency in isolation.  Shows limited knowledge of movement on court in game play.

ACHIEVING-
Performs underarm serves and overhead clears with some consistency in isolation.  Shows some knowledge of movement on court in game play.

BEYOND-
Performs underarm serves and overhead clears with high consistency in isolation.  Shows excellent knowledge of movement of court in game play.

Teaching Points- Badminton

SERVING –
(1) Weak foot forward, back foot side on (stance)
(2) High back-lift
 (3) Drop shuttle
(4) Eye on shuttle
(5) Swing and follow through

OVERHEAD CLEAR-
(1) V of grip pointing towards outside of rim
(2) Racket down back (scratching)
(3) High elbow
(4) Side On
(5) Striking above right eye
(6) Follow through

MOVEMENT ON THE COURT-
(1) Play shuttle into space
(2) Shuffle back
(3) Lunge forward
(4) Returning to the T

Module Basketball

Aims
To introduce various types of passes, dribbling and the lay-up in basketball.
To understand and develop simple tactics and rules in basketball
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to pass, dribble and lay-up with some fluency and accuracy in isolation and in competition
2. Be able to demonstrate moving without the ball and employ simple tactics in basketball
3. Participate in small games of basketball having an appreciation of rules
4. Using communication to co-operate, organise and play fairly
5. Understand the importance of warm up and cool down

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Passing(Chest, Bounce, Overhead), Dribbling(Straight, Alternate), Shooting (Lay Up),Movement(find space), One to One Defence, Travelling, Double Dribble, Personal Foul.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Basketball.
Chest Pass, Bounce Pass, Overhead Pass, Javelin Pass, Dribble, Lay Up, Drive, Movement, Space, Pivot, Sagging, Double Dribble, Travelling, Personal Foul,

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules

Assessment:

WORKING TOWARDS-
Performs limited passing, dribbling and lay up skills in isolation.  Shows some knowledge when to pass, receive a pass and dribble in a small game.

ACHIEVING-
Performs passing, dribbling and lay up skills in isolation.  Shows some consistency of when to pass, receive a pass and dribble in a small game.

BEYOND-
Performs passing, dribbling and lay up skills to a high standard in isolation.  Shows consistency of when to pass, receive a pass, dribble and lay up in a small game.

Teaching points Basketball
 
Passing-
(1) One foot in front of the other
(2) Elbows square
(3) Point hands in the direction you are to pass the ball
(4) ¾ for bounce pass

Moving without the ball –
(1) Point to which direction you want the ball
(2) Move one direction and change
(3) Communicate to receive/give the ball

Dribbling –
(1) Head up
(2) Use finger and bridge of hand
(3) In front and to the side
(4) About waist height

Lay-up-
(1) Two steps
(2) Jump up
(3) Aim for right hand corner of box
(4) Place/bank the ball in that corner
(5) Head up
(6) Angle 45 for RH 30 for LH from RH side

Module Cricket

Aims
To introduce bowling, batting and fielding
To understand and develop simple techniques for bowling and batting
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to bowl from a coil position with some accuracy.
2. Be able to play with some consistency the drive shot and forward defence shot to the correct delivery.
3. Be able to stop, catch and retrieve the ball
4. Participate in small games of cricket having an appreciation of rules
5. Using communication to co-operate, organise and play fairly
6. Understand the importance of warm up and cool down

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Bowling (Stance, Grip, Run Up), Batting (Grip, Stance, Pull Shot, Forward Defence, On/Off/Straight Drive), Fielding (Throwing underarm, low catches, stopping, long barrier).

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Cricket .
Bowling, Batting, Fielding, Pull, Drive, Forward Defence, Good Length, Short Pitched, Over Pitched, Catch, Stumped, Run Out.

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules

Assessment:
WORKING TOWARDS-
Bowls from a basic coil position with limited success.  Shows some knowledge when to play a drive and forward defence to the correct delivery.

ACHIEVING-
Bowls from a basic coil position with some accuracy.  Shows some consistency when to play a drive and forward defence to the correct delivery.

BEYOND-
Bowls from a basic coil position and run up with good accuracy.  Shows consistency when to play a drive and forward defence to the correct delivery.

Teaching Points Cricket

Bowling from standing position (Coil) –
(1) Stand side on
(2) Front knee up
(3) Ball held near neck
(4) At the same time step out from raised knee & make a big circle with a straight arm
(5) Brush the ear with the very top of your arm
(6) Release the ball at 11 o clock keeping your head up

Straight/On/Off-Drive – Shot played to an over-pitched delivery
(1) Bat up
(2) Back foot across the stumps in line with the pitch of the ball
(3) Front foot out to the pitch of the ball (next to where it bounces)
(4) As it bounces top hand of the bat hits the ball through the line of the ball
(5) High elbow
(6) Head still
(7) Front knee bent
(8) Head over the ball

Forward defence – Shot played to a good length ball
(1) Bat up
(2) Back foot across the stumps in line with the pitch of the ball
(3) Front foot out to the pitch of the ball (next to where it bounces)
(4) As it bounces top hand of the bat is placed next to the front knee
(5) High elbow
(6) Head still
(7) Front knee bent
(8) Head over the ball

Module Football

Aims
To develop passing, controlling, dribbling, tackling and shooting skills
To understand and develop the importance of movement
To understand and develop simple techniques for team play
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to pass, dribble, tackle, and shoot with some fluency and accuracy in isolation and in competition
2. Be able to receive passes when moved into space to create another passing or shooting opportunity.
3. Be able to understand and employ simple tactics in football
4. Participate in small games of football having an appreciation of rules
5. Using communication to co-operate, organise and play fairly
6.   Understand the importance of warm up and cool down

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Passing(instep, laces, outside), Dribbling(side, outside of foot), Control (foot, head, chest, thigh), Heading (defending, attacking, diving), Shooting (side, instep, weaker foot), Possession (attacking, defending), Movement

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Football.
Passing, Dribbling, Heading, Tackling, Attacking, Defending, Foul, Free Kick, Throw In, Corner, Goal Kick, Movement, Possession, Space, Width.

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules

Assessment:
WORKING TOWARDS-
Performs limited passing, dribbling and control of the ball in isolation. Shows some knowledge when to pass, receive a pass, dribble and control the ball in a small sided game.

ACHIEVING-
Performs passing, dribbling and control of the ball in isolation.  Shows some consistency of when to pass, receive a pass, dribble and control the ball in a small sided game.

BEYOND-
Performs passing, dribbling and control of the ball to a high standard in isolation.  Shows consistency when to pass, receive a pass, dribble and control the ball in a small sided game.

Teaching points Football

Passing-
(1)Use of instep
(2) Use of laces
(3) Along the ground
(4) Aerial
(5) Pace/angle of pass

Moving with or without the ball-
(1) Point to which direction you want the ball
(2) Move one direction and change
(3) Communicate to receive/give the ball

Control-
(1) Keep eye on the ball
(2) Place the ball into space
(3) Cushion the ball if using foot, chest, head, and thigh

Module Gymnastics

Aims
To introduce the gymnasium
To introduce the theme of travelling, twisting and turning
To understand different forms of movement involving travelling, twisting and turning

Outcome
1. Be able to produce different rolls, jumps and different forms of travelling using various body parts
2. Be able to produce movement showing continuation and linking moves from one movement to another
3. Be able to produce good continuity,  tension, extension, changes of levels, direction and speed
4. Be able to produce the same quality of work on the floor and on apparatus

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Travelling (sliding, turning, jumping, rolls, directions, speed, tension, extension, cartwheels, climbing)

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Gymnastics.
Running in different directions, sliding and turning, moving length ways/width ways, moving from one foot to the other, resilient landings, jumps(long, high, shaped), forward roll, backward roll, sideways roll, teddybear roll, changes of direction, changes of speed, tension, levels, cartwheels, climbing and linking moves

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;

1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform skills  within your sequences
4. Understanding of how to link movements together to ensure continuity. 

ASSESSMENT:

WORKING TOWARDS-
Performs rolls, jumps and different forms of travelling with limited amounts of continuity, tension and extension in a small sequence.

ACHIEVING
Performs rolls, jumps, different forms of travelling with continuity, tension and extension in a small sequence.

BEYOND
Performs a range of rolls, jumps and advanced forms of travelling with continuity, tension and extension in a small sequence.

Teaching Points

Rolls-
(1) Tension & Extension (point finger tips and toes)
(2) Chin on chest (Forward)
(3) Hands next to ears (back)
(4) Transfer of weight from feet to hands

Jumps–
(1) Take of Balls of feet
(2) Chin up
(3) Propel with arms upwards
(4) Bend the knees
(5) Resilient landing

Linking movements–
(1) Start and finish
(2) Movements in 3 seconds
(3) Pathways (directions)
(4) Levels
(5) Flow

Module Netball

Aims
To develop passing, catching and defending skills.
To understand and develop the importance of movement in netball.
To gain social skills such as communication, co-operation, leadership and enjoyment.

Outcome
1. Be able to pass, catch, pass and mark with some fluency and accuracy in isolation and in competition.
2. Be able to receive passes in space and to create passing and shooting opportunities.
3. Be able to understand and employ simple tactics in netball
4. Participate in small half court games of netball having a basic knowledge of the rules.
5. Using communication to co-operate, organise and play fairly
6. Understand the importance of a warm up and cool down and have some knowledge of the main muscle groups being stretched.

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will involve passing (Chest and bounce pass), Catching (one/two handed), Footwork (pivoting), Movement (find space) and marking (one-on-one).

Key Vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in netball.
Chest pass, bounce pass, one handed catch, two handed catch, pivot, shoot, movement, pass and move, fast feet, space and one-on-one marking.

Effort:
This is a very important aspect of your work.  It will be measured in the following ways:
1. Correct kit
2. Your contribution to class work

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules

ASSESSMENT:
WORKING TOWARDS-
Performs limited passing and catching skills of the ball in isolation. Shows some knowledge of when to pass, receive a pass and move for a pass in a small sided game.

ACHIEVING-
Performs passing and catching skills of the ball in isolation. Shows some consistency when to pass, receive and more for a pass in a small sided game.

BEYOND-
Performs passing and catching skills of the ball to a high standard in isolation. Shows consistency when to pass, receive and more for a pass in a small sided game.

Teaching Points:

Passing-
(1) Chest pass and bounce pass
(2) Fingers spread ‘W’ behind the ball
(3) Step forward
(4)  Out stretch arms ‘Push wriggle wriggle’

Moving for the ball-
(1) Signal in the direction you want the ball
(2) Move into space away from other players
(3) Move one direction and change (faint dodge)
(4) Communicate to receive or give the ball

Defending players with and without the ball-
(1) Stand with back to attacker, half way across (Player without ball)
(2) Head in position to see attacking player and ball (player without ball)
(3) Stand 3 feet away from attacker, arms fully starched. (player with ball).
(4) Stay on toes (‘fast feet’)

Module Rounders

Aims
To introduce bowling, batting and fielding
To understand and develop simple techniques for team play
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to throw both underarm and overarm
2. Be able to catch the ball from different heights and speeds
3. Be able to hit the ball
4. Be able to bowl underarm
5. Have an understanding of positions and the roles some play in
6. Participate in small games of cricket having an appreciation of rules
7. Using communication to co-operate, organise and play fairly
8. Understand the importance of warm up and cool down

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Bowling (underarm action), Fielding (throws; over/underarm, catching, chase and retrieve, long barrier), batting (grip, stance, action), positions (backstop, bowler, 1st Base, etc), basic rules, Team tactics.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Rounders.
Bowling, Batting, Fielding, 1st Base, 2nd Base, 3rd Base, 4th Base, Backstop, Outfielder, Out, In, Rounder.

Effort
This is a very important aspect of your work, it will be measured in the following ways:
1. Correct Kit
2.Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
3. The marks gained by the progress you have made in the particular activity
4. The quality of your techniques
5. Being able to perform a skill within a game situation
6. Understanding of tactics and rules

ASSESSMENT:

WORKING TOWARDS-
Can throw and catch over short distances with limited success.  Can only demonstrate a basic batting stance and bowl from a short distance.

ACHIEVING-
Can throw and catch over both long and short distances with some accuracy.  Can demonstrate the basic batting technique and bowl with good accuracy from a short distance.

BEYOND-
Can throw and catch over both long and short distances with good accuracy.  Can demonstrate the basic batting technique whilst making consistent contact with the ball.  Is able to bowl with speed and precision over a short distance.

Teaching Points Rounders

Throwing-
(1) Sideways stance
(2) Opposite foot forward
(3) Chest forward, elbow through, lead with elbow
(4) Follow through in direction of pass

Catching-
(1) Cup shape hands, thumbs together
(2) Move into the right position ready to catch the ball
(3) Hands up above eye level, palms facing ball
(4) Fingers spread ready to cup the ball
(5) Cushion ball finishing close to the chest

Bowling-
(1) Face towards batter
(2) Weight transfer the front foot to start the action
(3) Feet together, opposite arm to foot forward
(4) Follow through smoothly ending with palm hand up and facing target
 
Batting.–
(1) Sideways stance, feet comfortable distance apart
(2) Shoulder of non batting arm facing the batter
(3) Bat up with firm grip, ready position
(4) Hit the ball as near to the centre of the bat

YEAR 8

Module Volleyball

Aims
To develop the basic volleyball skills and techniques including: volleying, digging, serving.  
To understand and develop tactics and rules in volleyball
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to volley, dig and serve statically, moving, and more fluently in competition.
2. Be able to understand and employ rules and tactics in volleyball including: positioning, rotation, skill selection, and placement.
3. Participate in small games of volleyball having an appreciation of the rules
4. Using communication to co-operate, organise and play fairly
5. Understand the importance of and be able to warm up and cool down and have knowledge of muscles and bones.

Literacy/Numeracy/Key Skills‘C’ Skills
Pupils will learn a number of skills in this module.  This will be volleying (static, moving,); digging (static, moving); Serving under-arm (in isolation and in competition); serving over-arm (in isolation); rotation (when and how); preparation and movement for volleyball; attacking and defensive strategies in court games. The combination of skills used to attack mainly focused on 3-touch volleyball. Blocking used to defend.   

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in volleyball.
Volley, dig, serve, rotation, movement, court, touches, score, referee, carry, attacking, defending, preparation, cooperation, calling, compromise, net, net-foul, ball, sets,  

Effort
This is a very important aspect of your work; it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module; it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules
 
ASSESSMENT:
Working towards-
Performs limited skills of volleying, digging and serving in isolation. Shows some knowledge of positioning and rotation in a small sided game.

ACHIEVING-
Performs skills of volleying, digging and serving with evident technique in isolation.  Shows some consistency of shot selection, positioning and rotation in a small sided game.

BEYOND-
Performs skills of volleying forward and reverse, digging and serving to a high standard in isolation.  Shows consistency of shot selection, positioning and rotation in a small game.

Volleyball
Serving:-
(1)hold ball in weak hand
(2) make a fist with thumb not in way
(2)  weak foot forward pointing where you want ball to go.
(3) swing through strong arm letting go of ball just before contact.
(4) follow through to target.

Forward and reverse volley: - Volley-
(1) triangle shape with hands, between fingers and thumbs if where joined up
(2) feet shoulder width apart
(3) face target
(4) wrist give to make hands ball shaped
(5) wrist snap forward fingers where you want the ball to go. (For reverse this means behind you.)

Tactical and positional awareness in a small sided game.
(1) (2 back, 1 at net)
(2) rotation when and how.
(3) Where and how to play the ball into spaces. 

Module Hockey

Aims
To develop various types of passes, dribbling techniques, shooting and tackling used in hockey
To understand and develop tactics and rules in hockey including positions
To develop social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to pass (push & reverse), dribble (straight & Indian), tackle (open, reverse & jab), and shoot with fluency and accuracy in isolation and in competition
2. Be able to understand and employ positional play in terms of defence, midfield and attack within small teams.
3. Participate in small games of hockey having a solid understanding of rules
4. Be able to produce good movement in attacking and defensive situations
5. Using communication to co-operate, organise and play fairly
6. Understand the importance of warm up and cool down with knowledge of joints

Literacy/Numeracy/Key Skills‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Passing (Push, Reverse Stick), Dribbling (Straight, Indian Dribble), Stopping (Short, Long, Reverse), Tackling (Open, Jab, Reverse), Shooting (Push), Movement (In attack and defence), High Sticks, Back of Sticks, Foot, 16 Yard, D Area, and Short Corner. How to play role of defender, attacker and midfield player.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Hockey.
Push Pass, Reverse Stick Pass, Straight Dribble, Indian Dribble, Open stick stop, Reverse Stick stop, Open stick tackle, Jab Tackle, Shoot, Movement, Space, Defender, Midfielder, Forward, Short Corner, D Area, 16 Yard, Long Corner

Effort
This is a very important aspect of your work; it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module; it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation.
4. Understanding of tactics and rules

ASSESSMENT:

WORKING-
Performs the role of defender, midfielder and attacker with limited success.  Shows some knowledge of defending and attacking skills in a small game. 

ACHIEVING-
Performs the role of defender, midfielder and attacker with success.  Shows some consistency of defending, attacking and being able to outwit an opponent in a small game.

BEYOND-
Performs the role of defender, midfielder and attacker to a high standard.  Shows consistency of defending, attacking and being able to outwit an opponent.

Hockey Teaching Points
To be able to outwit an opponent - To be able to outwit an opponent –
(1) Pass first time
(2) Shoulders pointing in direction of pass
(3) Weight and direction of pass
(4) Bring opponent as close as possible before short pass
(5) Timing and angle of run from team mate
Demonstrate an understanding of attacking and defensive skills required in a small competitive game –
(1) Mark opponent goal side
(2) When possession is lost get ‘shape’ then push on to player
(3) Timing and angle of run to receive a pass and move away from defender
(4) Change of pace, direction and dummy from opponent

Defender
– When possession is lost move back to position and mark attacker.
- In attack to support midfield
Midfielder
– In defence get back to position and mark midfielders and support defenders
- In attack to support forwards
Attacker
- Create space to receive pass from midfielders and defenders to create shooting opportunities.

Module Warm-ups and Physiology

Aims
To introduce Importance of warm-ups and cool downs when taking part in physical activity.
To understand and develop knowledge of how to warm up in physical education.
To develop some basic knowledge of physiology in the body

Outcome
Pupils should be able to identify and name the major muscle groups of the body
Pupils should be able to identify the main different types of Synovial joints and give examples of them.
Pupils should know and understand the major elements of a warm-up and why we warm up.

Literacy/Numeracy/Key Skills‘C’ Skills
Knowledge of Physiology and preparation for exercise is crucial at GCSE.
Being able to lead others in warm-ups/cool downs. 

Key vocabulary
Trapezius, deltoids, bi-ceps, tri-ceps, latissimus-dorsi, pectorals, abdominals, gluteals quadriceps, hamstrings, gastroc-nemius, 
Warm-up, cool down, Jogging, Stretching, flexibility
Synovial joints:- Hinge – Knee and elbow
     Ball and Socket- Top of leg(hip) and shoulder 
      Pivot-neck  

Effort
Willingness to lead effective warm-ups and demonstrate that knowledge has been gone over at home.
Attainment:
This is a measure of the progress that you make through the module, it will be measured by combining;
5. Demonstrated by knowledge shown in classes when performing or leading warm-ups 
6. End of year exam

ASSESSMENT:
Teaching points:-
Where muscles are
Trapezius- back of neck
 Deltoids- big muscle on shoulder,
 bi-ceps- front of arms,
 tri-ceps- back of arms,
 latissimus-dorsi- back and under arms,
 pectorals- top of chest surrounding nipples,
 abdominals- stomach,
 gluteals:- bottom
 quadriceps- (thigh) front top of leg,
 hamstrings- runs all the way down the back of leg,
 gastroc-nemius-(calf) bottom back of leg, 

Warm-up
Warm up is a period of time devoted to preparing the body and mind for physical activity.
It should include at least some element of jogging and stretching, or it may include skills practice where jogging and stretching take place.
Stretching should take place after body has been warmed.

Why we warm-up
1. Prevent injury
2. Improve performance
3. Prepare mentally and physically for exercise.

Flexibility is how far an individual can stretch their muscles and joints.

Joints 
Three major types of Synovial joints:
- Hinge – Knee and elbow
     Ball and Socket- Top of leg(hip) and shoulder 
      Pivot - neck  

How they move:-
Hinge:- Backwards and forward in one direction at a joint like a hinge on a door they allow flexion and extension.
Ball and socket: Allow movement in all directions. Flexion, circumduction, rotation.
Pivot: Allow rotation and slight depression.     

Module Badminton

Aims
To introduce attacking shots in badminton including forehand smash and forehand drop shot.
To understand and develop simple tactics and rules for a singles game of badminton.
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1.  Be able to demonstrate a forehand smash and forehand drop shot with consistency in isolation.
2.  Participate in singles play showing knowledge and understanding off singles tactics and have a good knowledge of the rules.
3. Use communication to co-operate, organise, play fairly and make informed 
Comments on their own and others’ work.
4.  Understand the importance of and be able to warm up and cool down.

Literacy/Numeracy/Key Skills‘C’ Skills
Pupils will learn a number of skills in this module. This will be High serve, Low serve, forehand over head clear, smash, drop shot, forehand underarm clear, backhand underarm clear, court movement (agility, stance and balance), grip appropriate to forehand and backhand and basic rules and umpiring of singles play.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Badminton.
Forehand grip, Backhand grip, Overhead clear, smash, drop shot, Forehand, Backhand, Rally, Movement, Footwork, Preparation, Serve, Score, Court, Umpire

Effort
This is a very important aspect of your work; it will be measured in the following ways:
1. Correct Kit
2. Your contribution to class work

Attainment:
This is a measure of the progress that you make through the module; it will be measured by combining;
1.The marks gained by the progress you have made in the particular activity
2.The quality of your techniques
3.Being able to perform a skill within a game situation
4.Understanding of tactics and rules

ASSESSMENT:

WORKING TOWARDS-
Performs limited forehand smash and drop shot with little consistency in isolation.  Shows limited knowledge of singles tactics on court in game play.

ACHIEVING-
Performs forehand smash and drop shot with some consistency in isolation.  Shows some knowledge of singles tactics on court in game play.

BEYOND-
Performs forehand smash and drop shot with high consistency in isolation.  Shows excellent knowledge of singles tactics on court in game play.

SKILLS
1) Forehand Smash
Aim of shot–
1) To win the point
2) Smash to get a weak return

Teaching Points –
1) Side on with non racket hand up (Preparation)
2) Bent elbow, scratch back (Preparation)
3) Contact at 11 o’clock (Hit)
4) Whip action and uncock wrist(hit)
5) Follow through
6) Aim for body or into space

2) Drop Shot
Aim of shot –
1) To win the point
2) Bring opponent forward, making them reach low with their racket
3) Creating space (opening up the court) for the next shot

Teaching Points
1) Same preparation as smash
2) Disguise as smash/clear
3) Use a push action
4) Check the shuttle
5)  Aim to hit the shuttle low over the net

3) Singles Tactics

1) Playing the right shot at the right time.
2) Return to T after every shot
3) Move your opponent around the court.
4) Play the shuttle into space
5) Be prepared to rally until the opportunity to play a winning shot occurs.

Module Dance

Aims
To be able to repeat sequences of dance consistently
To understand the development of dance through the 20th century
To be able to form relationships with other dancers
To gain social skills like communication, co-operation, leadership and enjoyment.

Outcomes
1. To be able to develop a style of dance
2. Be able to work as a team to create a performance
3. To be able to create a sequence of dance with a clear theme
4. Use communication to co-operate and organise a sequence of dance
5. Understand the importance of warm up and cool down

Literacy / Numeracy / Key Skills‘C’ Skills
Pupils will learn a number of skills in this module. This will include, step ballchange, spacing, arm lines ( diagonal, arabesque and attitude ) eye lines, musical theatre, spotting and turns.

Key Vocabulary
During this module pupils will need to be familiar with the following words and be able to understand when they are used in dance, style, Jive, Lindyhop, Charleston, Rock’n’Roll, modern, theme, timing, extension, tension, spacing, musical theatre, Harlem, origin.

Effort
This is a very important aspect of your work; it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module; it will be measured by combining:
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a performance situation
4. Understanding the development of dance through the 20th century.

ASSESSMENT:
WORKING TOWARDS –
Can form limited relationships within a sequence.  Unable to vary the floor patterns that they make on the ‘stage.’ Can vary the dance between traveling steps and stationary steps but show no understanding of the style/theme given.

ACHIEVING –
Can form relationships within a sequence with some creativity. Able to vary the floor patterns that they make on the ‘stage.’ Can vary the dance between traveling steps and stationary steps but show some understanding of the style/theme given.
 
BEYOND –
Can  form clear relationships within a sequence with good creativity. Able to  vary the floor  patterns that they make on the ‘stage’ and show originality in the patterns they make. Can vary the dance between traveling steps and stationary steps but remain within the constraints of the style/theme given.

Skills:
RELATIONSHIPS (PARTNER/GROUP WORK) –
(1) Partners need to trust/co-operate with each other.
(2) Body parts meeting form relationships.
(3) The movements must be in time to the music.
(4) Body parts that meet need to be as creative as possible, not just hands meeting.
 
LINKING MOVEMENTS AND SPACING –
(1) The movements should reflect the style of dance given, using key points of that style.
(2) The movements should vary between stationary and traveling steps.
(3) The traveling steps should be used to vary the positions of the performers on the stage.
(4) The shapes the performers make on the floor should be as creative as possible, so that a straight horizontal line across the ‘stage’ isn’t the only pattern used.
(5) There should be a clear start and finish position.
(6) The finish position should be held.

Module Basketball

Aims
To develop various types of passes, dribbling and lay-ups in basketball
To understand and develop defensive (sagging) and attacking strategies, and the rules in basketball
To gain social skills like communication, co-operation, leadership and enjoyment

Outcome
1. Be able to pass (chest, bounce, overhead and one handed), dribble (either hand and alternate) and lay up with consistency in isolation.
2. Be able to understand and employ defensive (sagging) and attacking (screening) strategies in basketball.
3. Participate in small games of basketball having a good knowledge of the rules
4. Using communication to co-operate, organise and play fairly
5. Understand the importance of warm up and cool down

Literacy/Numeracy/Key Skills ‘C’ Skills
Pupils will learn a number of skills in this module.  This will be Passing (Chest, Bounce, Overhead, Javelin, No look pass), Dribbling (Straight, Alternate, Either hand), Shooting (Lay Up), Movement (In Offence & Attack), One to One Defence (Full Court & Half Court, Rebounding (Defensively and Offensively) Travelling, Double Dribble, Personal Foul, Tip Off, 5/10 Second Rule, Screening.

Key vocabulary
During the module pupils will need to be familiar with the following words and be able to understand when they are used in Hockey.
Chest Pass, Bounce Pass, Straight Dribble, Alternate Dribble, Lay Up, Drive, Bank (Place), Shoot, Movement, Space, Half Court, Full Court, Tip Off, One to One Defence, Marking, sagging, screening

Effort
This is a very important aspect of your work; it will be measured in the following ways:
1. Correct Kit
2. Your contribution to classwork

Attainment:
This is a measure of the progress that you make through the module; it will be measured by combining;
1. The marks gained by the progress you have made in the particular activity
2. The quality of your techniques
3. Being able to perform a skill within a game situation
4. Understanding of tactics and rules

ASSESSMENT:

WORKING TOWARDS-
Performs limited lay up skills in isolation.  Shows some understanding of defensive and attacking strategies in a small sided game

ACHIEVING-
Performs lay up skills in isolation.  Shows understanding and some consistency of defensive and attacking strategies in a small sided.

BEYOND-
Performs lay up skills to a high standard in isolation.  Shows excellent understanding and consistency of defensive and attacking strategies and can lay up in a small game.

Skills:
Basketball
Lay-up (consistently, isolation) –
(1) Two steps
(2) Jump up
(3) Aim for right hand corner of box
(4) Place/bank the ball in