Year 11 Physical
Education
Scheme of Work

Year 11 is a shorter year and it is not empty. Teaching runs to the start of the examinations, and inside it sit two mocks, a coursework deadline, a practical moderation window and study leave, none of them chosen by the department. A final-year scheme that plans six equal units as though they were is planning a year that does not exist. So the units here are deliberately unequal, arranged across five phases, and two of them are processes rather than content.

The mock cycle is the spine. Unit 2b is a mock and what a department does with it: every lost mark coded as one of five things — did not know it, knew it but could not apply it, answered the wrong command word, ran out of time, careless — with the cohort totals deciding the intervention through decision rules that are printed and shared with the class. Then a reassessment narrow enough that any improvement can be attributed. The step most schools skip is the last one, and without it nobody finds out whether five lessons of intervention achieved anything.

The finding that changes departments: for most cohorts, application and command words together outnumber knowledge gaps, which makes more content revision the least likely right answer.

The content stops being separate. Year 10 taught the seven areas of the subject content one at a time, which is the only way to learn them. The examination asks about them together. Every unit here carries synoptic scenarios that no single topic answers, because that is what the high tariffs actually test.

The final term is eight targeted revision cycles, each ending in a retest, chosen from each student’s own coded grid rather than from a topic list. In the last fortnight the selection question changes from what is weakest to what is most improvable in the time remaining.

Every statutory and regulatory figure is traceable to the document it came from, and a verification harness resolves each one against the source text on every build. No board is named on any teaching page and no specification wording is reproduced.

Written to

The GCSE subject content for physical education published by the Department for Education (DFE-00697-2014) and Ofqual’s subject level conditions, with the four Ofqual-regulated specifications read directly to establish what differs between them

Intended for

PE teachers and heads of department. A final-year curriculum and examination roadmap

Extent

88 pages · 28 sections

1. 1a

   Systems Under Load: Applied Physiology in Combination

   Autumn 1 · 18 lessons · approx. 6 weeks at three a week

   Everything you know about the body is true of one system at a time. What happens when you ask all of it at once?

2. 1b

   Training, Data and the Improvement Argument

   Autumn 1–2 · 18 lessons · approx. 6 weeks at three a week

3. 2a

   The Coursework, Finished

   Autumn 2 · 12 lessons · the shortest unit, and a hard deadline

   You wrote this a year ago and you know more now. Would it credit?

4. 2b

   Mock One: Diagnose, Intervene, Reassess

   Spring 1 · 15 lessons · the cycle, not a topic

   Everyone knows the mock produces a mark. What is it supposed to change?

5. 3a

   Synoptic Scenarios and the Extended Response

   Spring 2 · 18 lessons · includes mock two and the moderation window

   The question names a performer, a context and a problem, and no single topic answers it. Now what?

6. 3b

   Revision Cycles and Examination Readiness

   Summer 1 · 15 lessons · to study leave

   Three weeks left. What is the best possible use of them — for you, not for the class?