Our aim is to provide young people with the highest quality education, accessible to students of all abilities.

About Physical Education
At Loxford School we believe enjoyment is an essential ingredient of our Physical Education programme, without it the learning process would not be complete. We aim to enable each student to achieve success regardless of age, body type or any other physical attributes. Loxford School seeks to promote a positive, life long approach to sport and leisure through the provision of a wide choice of activities and the development of excellence in those who choose to pursue an activity to a higher level. Running alongside our School Sports Co-ordinator Scheme is the opportunity to link up with outside clubs for those Gifted and Talented or simply those who wish to pursue their interest of an activity outside of School. Physical Education offers each pupil the opportunity to participate in a variety of physical activities which are culturally valued and play a significant role in social life. It develops physical competence and teaches pupils to value the benefits of participation while at Loxford School and throughout life.

We encourage our students to participate in both co-operative and competitive environments allowing them to work as part of a team, to value the learning processes of others, and to appreciate the talents of others. We have extensive facilities enabling our students to experience a range of activities. These include a Sports hall, Gym, Swimming pool, Basketball courts. The major games include Football, Cricket, Hockey, Basketball, and Rounders. We also offer Swimming and Athletics. In all these activities the school enjoys noticeable success as it does in a range of other sports which run along side them and provide pupils with a wide opportunity to develop leisure interests that will last them a life time. 

Mr L Pop CTL of Physical Education

Mrs S Myrie Head of Girls Physical Education
Miss J Dumbrill Teacher of Physical Education/RE/ATL of Year 8
Mrs T Statovci Teacher of Physical Education
Miss S-J Brough Teacher of Physical Education
Mr J Francis Teacher of Physical Education
Mr G Forster Teacher of Physical Education/Joint ATL of year 10
Miss G Sewell Teacher of Physical Education
Mr D O'Leary Teacher of Physical Education

(National Association for Sport and Physical Education - April 1990)
A physically educated person
HAS learned the skills necessary to perform a variety of physical activities,
IS physically fit,
DOES participate regularly in physical activity,
KNOWS the implications of and the benefits from involvement in physical activities,
VALUES physical activity and its contributions to a healthy lifestyle.

Outside the Classroom



Support for your Learning

Physical Education has a unique contribution to make to the overall development of the students in terms of personal, social and physical attributes.

Students should experience a Physical Education Curriculum which continually stresses the true value of sporting involvement and physical activity:
In developing positive attitudes, encouraging a sense of responsibility to oneself and others as individuals, whilst generating a sense of fairness, honest involvement and good behaviour
In ensuring safe participation, recognising and following relevant rules, laws, codes, etiquette and safety procedures for different activities
In promoting health and positive lifestyles through artistic expression and physical activity, this being of equal importance at all levels of ability

1.2    Aims
The department of Physical Education has a number of clear commitments:
To encourage an intrinsic enjoyment of the arts, sport and physical activity
To strive to raise the standard of physical education and sport for all our students
To promote individuality and creativity
To continually extend both our department and teaching to benefit the students, and the wider community
To contribute directly to our primary schools and enhance their work
To increase participation and attainment in physical education within the whole spectrum of curricular and extra curricular activities
Finally, to help today’s young people develop into adults with a lifetime commitment to sport and physical activity

1.3    Mission Statement
Based around 2 key qualities of our department
i    Participation    ii    Performance
“Realising potential through participation and performance”
We believe this can only be achieved through clear targets and standards.

High quality teaching
High expectations of achievement levels and behaviour
Sound curriculum organisation and planning
Well-defined system of assessment, recording and reporting which is shared with the students
An extensive extra-curricular programme giving equality of opportunity

As educationalists we are concerned with setting high personal standards for our students to emulate.  We aim to demonstrate healthy lifestyles and communicate a strong enthusiasm for our subjects.


Read the story, live the life stories involving teenagers with sports

1.Squabbling Squads (football) by Michael Coleman
2.Legendary Leagues( Football)
3.Bend It Like Beckham-( Girl-Fooball)
4.Soccer Captain by Michael Hardcastle
5.Foul Play
6.The keeper by Mal Peet
7.Football stories by James Riordan
8.Soccer Squad -Missing  ( includes girls on football team) by Bali Rai
9.Soccer Squad-Starting Eleven by Bali Rai
10 Dream on (football)  by Bali Rai


Learning Links

GCSE Bitesize                   S-Cool                           GCSE PE

Literacy in Physical Education and the use of Language

RequirementAt the most simplistic level, it is a requirement for all teachers to pursue the development of students’ language.  In short, students should be taught to express themselves clearly in speech.  This should be considered in all four strands of the subject at KS3 and also in the skill areas defined by examination courses at KS4.

Opportunities to use language in PE may take the following form:
Skill development – talking about and describing good technique
Application of skill – planning a response to a task and deciding upon appropriate tactics and strategies
Evaluation – judging performance and feeding back
Health related – development of technical vocabulary relating to body systems and training principles

Practical Examples
Badminton – Students work on improving their overhead clear, perhaps making notes on another student’s performance to identify strengths and weaknesses.  In feeding back to the group, they can exhibit their ability to describe, analyse and suggest ways of improving techniques and effectiveness.
Gymnastics – Partner work on discrete skills like upward jump with half turn will allow students to describe, evaluate and feed back


Numeracy in Physical Education

What is it?Sense of the size of a number
Recalling mathematical facts
Understanding proportions
Using ICT to solve problems
Using formulae
Measurement to include use of units
Calculation of areas, volumes and perimeters
Understand and use measures of time, speed, acceleration etc
Appreciate scale when drawing
Use of mean, median and mode
Collect, display and interpret data
Explain reasoning and methods using mathematical terms
Understand probability and risk
Give results to a degree of accuracy

Applications to Physical Education
Pattern, movement and symmetry in gymnastics and dance
Reference to speed, distance and time in athletics
Map references, compasses and estimates of distance in outdoor and adventurous activities
Use of performance data in athletics and fitness work – data handling Differences in readings from manual and data logging equipment
Statistics to analyse data obtained from match analysis, fitness work and athletics.

Citizenship in Physical Education

In the main, Citizenship issues in Physical Education will be considered through the contribution made to students’ moral, social and cultural development and through the development of responsible attitudes towards the environment in and out of school/school.

Precise Issues to be discussed
Recognition and awareness of their own and others’ values and beliefs through the development of negotiation skillsDiscussion of values and attitudes relating to drug use and performance
Analysis of conduct and the notion of etiquette, violence and hooliganism
Socially acceptable behaviour such as accepting authority and supporting referees
Understanding the effects of social groupings such as peers and family on participation
Understanding of group identity .

PE Disclaimer

Loxford School of Science & Technology takes no responsibility for money or electrical equipment (e.g. Phones, Music players) left in PE changing rooms.

Valuable items can be stored safely before the lesson in the school reception office.

Loxford School of Science & Technology
PE Department