top of page


Curriculum Overview

The Physical Education department inspires all students to succeed in a variety of sporting activities. At Key Stage 3 and Key Stage 4, core PE lessons aim to develop competence in a range of activities.  The student’s skill levels, physical fitness, and a broad understanding of strategy and technique is delivered through a unique ‘Mind, Body and Soul’ concept. Our curriculum uses three pillars of education to enhance student’s over all competence, ensuring that students are developing building blocks for their physical skills (BODY) through developing their understanding and tactics (MIND) and what makes a healthy confident lifestyle (SOUL)  


Students develop character, understanding, UCS Life Skills, as well as physical fitness through a range of varied activities. The curriculum road map illustrates the variety of activities that cover specific aspects of team and individual sports; aesthetic techniques through dance and gymnastics, and outdoor and adventurous challenges. The breadth of activity allows students to develop a crossover of skills that are in turn analysed and improved through the development of confidence, understanding and whole child development. Enhancing the National Curriculum requirements allows the department to ensure students are assessed in various aspects of Physical Education, developing skill as well as problem solving, teamwork, communication skills, independence, and resilience. (Our University Collegiate School Life Skills). As well as the variety of activities offered, PE is used as a vehicle to enhance students, not only performance. These transferable skills are enhanced across all curriculum areas. 


The department is ambitious and growing. The department has improved facilities that are utilised on site and on the University campus. Future projects include a sports hall, dance studio, fitness suite, MUGGA and roof top activity area. These developments highlight the ambition and drive within the department to ensure students have the absolute best opportunities. 


Work across the authority and best practice governing bodies such as the YST and AfPE allow us to ensure that we are providing the most supportive curriculum for our students. 


Sports Science follows the OCR Cambridge Nationals specification. Uptake for the course is developing year on year with results consistently within and beyond student target grades and above whole school results. Data illustrates the growth in the department where students in 2019 achieved (100% pass rate and 72% grade 4 and above); students in 2020 achieved (100% pass rate and 85% grade 4 and above) and with currently 16 students at year eleven and 26 at year ten studying the course, the department growth is evident and based on achievement. Sports Science is delivered over 4 units of work, including 3 coursework-based units of fitness & training; nutrition and sports technology.  The final exam unit is based around the safety in sport and prevention of injury. Sports Science is an optional subject which links to our whole school specialism of health sciences and engineering. Health Science is delivered in the form of injury treatment, fitness training, body responses, nutrition, and health developments. Engineering is linked with sports technology and digital enhancements. These synoptic links support work in science with respiration; digital skills with analysing performance; and nutrition with healthy eating. 


Moving forward, the ambition of the department is to deliver GCSE Physical Education in line with new facilities and to link with the strong university links and facilities with developing a course that filters into the sports rehabilitation and physiotherapy at undergraduate levels. 



Our curriculum is specific to the facilities that the school currently have in place.

From September 2024, UCS will benefit from a new, state of the art Multi Use Games Area (MUGA) which will enable access to a wider range of activities.  

All students will experience 2 x 50 minute lessons that are delivered by different teachers and involve different activities.  This enhances the cross over of skills and the variety of activities the students experience.  Verbal feedback to students is discussed during lesson time and any video analysis is used to improve discussion and understanding between teachers, teacher-student, and student-student. The emphasis on standards, pace and pedagogy that involves team work and resilience contributes to the sound behaviours across lessons.  Students confidence and enjoyment allows lessons to flow with little disruption.  Lessons have high standards with students participating in full uniform and with sound behaviours.  All students without kit or with poor attitudes is rare, however, parental involvement and reciprocal conversations are encouraged to ensure progress is developed.  


In Sports Science, students have clear expectations which are covered across 5x 50 minute lessons over 2 weeks. Student work follows the digital strategy and blends group discussion and teacher led presentations with independent research and student work completed on Microsoft OneDrive.  Students use the checklists to create homework that is constant and self driven.

bottom of page