The aim of the PE Department is to provide a broad and balanced programme and stimulate interest in physical activities within and outside the school. Physical Fitness is becoming an ever more relevant concept in today’s way of life allied to increase leisure time. In direct response the staff of the department have been adapting and absorbing new ideas, skills and techniques.

The department is continuing to develop its curriculum in the light of current changes and the implementation of the innovations of the new curriculum such as Thinking Skills and Personal Capabilities, Cross Curricular Skills and Assessment for Learning.


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Physical Education develops pupils as individuals by:

  • Helping pupils develop physical competence, confidence and self-esteem through participation in a range of practical contexts
  • Providing enjoyable and positive experiences with real opportunities to achieve success
  • Providing opportunities for pupils to learn to be creative, expressive and competitive and to develop positive relationships and respect for others
  • Learning how to take increasing responsibility for choices and actions in relation to their own learning, safety and involvement in physical activity
  • Learning how to practise, refine and develop specific skills and techniques and to analyse and improve their own and others’ work

Physical Education develops pupils as contributors to society by:

  • Providing opportunities for pupils to work effectively with others through a range of practical situations which require co-operation, creativity, problem solving, planning and teamwork
  • Understanding ethical issues related to sport and physical activity. For example, drug misuse, disability in sport and gender issues
  • Recognising and using a code of conduct that promotes sportsmanship and fair play
  • Appreciating and respecting the range of abilities and their impact on participation and in leading a healthy lifestyle

Physical Education develops pupils as contributors to the economy and environment by:

  • Providing practical opportunities for pupils to develop their personal skills and competencies in preparation for future training, education or employment
  • Encouraging pupils to take on different roles in practical tasks. For example, performer, choreographer, leader, coach, official
  • Accessing and using sporting and recreational opportunities in the local and wider community
  • Recognising the influence of the media in sport and physical activity; being aware of the employment opportunities within health and leisure
  • Recognising the relationship between physical health and well-being and how it can have an effect on the economy


2 grass pitches, 3G pitch, 2 tennis courts, outside pavilion (changing rooms), fitness suite, sports hall, changing rooms inside the school building, PE classroom.


D. Swail (H.o.D)

D. Brennan

D. Morgan

R. McDonnell (PE Technician)




There are three assessment components in Physical Education.

 Component 1         Individual Performance in the Physical Activities   40% of overall marks 
 Component 2  Coursework – Developing and Maintaining a balanced  healthy lifestyle  20% of overall marks
 Component 3  Terminal Examination (1 & half hours)  40% of overall marks


Individual Performance in the Physical Activities

This involves the physical performance in three selected activities. There is a wide range of team and individual activities from which the students can select to study. Each student will focus on what he knows, understands and can do when performing in his selected activity. It is important that those students opting to study this subject are aware that to obtain a good grade a sound practical background in their chosen activities is necessary. This Component is internally assessed with external moderation.

COURSEWORK – Developing and maintaining a healthy, balanced lifestyle.

The analysis and improvement of performance allows the student to:

  • Examine his exercise history
  • Look at his Diet and Lifestyle
  • Examine his activity profile
  • Undertake fitness testing
  • Analyse results
  • Produce an action plan to improve performance
  • Analyse outcomes and results for future developments

This Component is internally assessed in the form of a written booklet and short recorded oral with external moderation.

Terminal Examination

Students will undertake to study a wide range of elements within the syllabus. These include:

  • Body systems
  • Diet
  • Fitness training / programmes / testing
  • Skill acquisition
  • Psychology
  • Factors affecting participation
  • Safe practice

This Component is examined by a one and a half hour examination paper that is externally set and marked. Students must achieve a pass mark in this element of the course to enable them to obtain a grade. Failure of the theory exam results in failure of the course.

What is expected of a student?

Pupils will be expected to work consistently throughout the course, maintain an excellent attendance profile and enthusiastically involve themselves in practical and theory-based activities.

Homework will involve reading and preparation for theory classes. Students will also need to do some practical work (including fitness training) outside of time-tabled classes. This will require a high level of commitment and self-discipline.

Contact Teacher: Mr D Swail, Head of Department



GCE Sports Science and the Active Leisure Industry

Exam board-CCEA

GCE Sports Science and the Active Leisure Industry is made up of two parts: AS and A2. Students may take the AS as a stand-alone qualification if they wish. To get the full GCE students must complete both AS and A2. AS and A2 each comprise two units. There are four units in all.

Unit AS 1 develops students’ knowledge, understanding and skills involved in fitness and training. They administer a range of fitness tests and analyse the results. They devise a training programme and lead the sessions. This unit is internally assessed through a portfolio and externally moderated. (60% of AS)

Unit AS 2 introduces students to key concepts in health, fitness and lifestyle and explores the relationships between them. They study nutrition for health and exercise as well as components of fitness. They also analyse the health of the nation compared with other European countries. This unit is assessed by a written examination of short and extended questions and stimulus response questions. (40% of AS)

Unit A2 1 is designed to develop students’ higher level skills through greater depth, complexity, and application of knowledge and understanding. It is internally assessed and externally moderated through an internal assessment portfolio. This unit provides students with the opportunity to organise and run an active leisure event. A2 1 helps students to prepare for employment in this industry by giving them the opportunity to develop essential workplace business skills. (60% of A2)

Unit A2 2 concentrates on examining the structure of the respiratory, circulatory, muscular and skeletal systems. Students learn about how these systems function during and after exercise, and at rest. They develop a knowledge and understanding of the structural apparatus of each system and discuss the functions. Students study how the acquisition of skills and the principles of learning are relevant to skilled performance. This unit is assessed by a synoptic written examination consisting of short and extended questions and stimulus response questions. (40% of A2)

Future Opportunities

You will develop your knowledge, understanding and skills in research, analysis, planning, time management, event management, problem solving and communication as a coach/instructor.

Studying this course can open up a wide range of opportunities in higher education or in a successful career, for example, as a PE teacher, personal trainer, leisure centre manager or sports therapist.

Contact Teachers: Mr D Swail (Head of Department) Mr D Brennan


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