PE Curriculum
The Secondary years
(Forms 4-5)
PE Curriculu m: Forms 4 & 5
Page 1
Table of contents
Page
Introduction
3
Time allocation per area
4
Athletics Educational
5
Dance Educational
6
Gymnastics Fitness
7
Invasion & Net Games
9
Outdoor Adventure
10
Swimming
11
12
PE Curriculu m: Forms 4 & 5
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Introduction
In using this PE curriculum, the following need to be considered:

Enabling all learners to refine and extend on the competences acquired in the
earlier stages of development
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Engaging all learners in lifelong participation in physical activity

Enabling all learners to realise how their performance can be improved
The later years of secondary schooling, between the ages of 13 and 15 coincide with
the pubertal years. These are critical years as learners may change their outlook
towards life and things which were considered important and fun, suddenly lose their
importance and tend to become less interesting. So Physical Education needs to
maintain its appeal by providing each of the learners with challenging and stimulating
experiences. They need to learn by doing and by engaging in the activity itself rather
than by being exposed to repetitive drills or practices.
All activities need to be
planned with the learners in mind such that activities and games are tailored to the
learners’ abilities. The learners should never feel at loss in any given area, rather
they need to feel that whatever their level, they can manifest competency.
Although there should be a sustained effort to promote lifelong engagement in
physical activity, yet many learners may not have embraced such a concept. For
these learners, the physical education lesson will be the only time during the week
where they can be physically active.
So it is important to rekindle the joy of
movement to all the learners.
It is suggested that students experience 4 different areas during each of these last 2
years of secondary education. Through these 4 areas learners continue to expose
learners to different experiences. Each area calls for different knowledge, skills and
attitudes and this allows the learner to find the area in which he / she performs best.
Traditional sports have been supplemented with outdoor and fitness whereby
learners find alternative experiences how they be active. The 4 areas are presented
in the table showing the expected duration for each of the 4 areas.
PE Curriculu m: Forms 4 & 5
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PE areas for Forms 4 & 5 and the expected duration
Area
Individual
Sport
Team Game
Sport
Weeks
Athletics, Gymnastics, Dance, Swimming.
Badminton, Basketball, Football, Handball, Hockey, Netball,
9
9
Rugby, Tennis, Volleyball, Ultimate Frisbee.
Outdoor
Trekking, Orienteering, Tent pitching, Cycling, Team
Adventure
Building, Climbing.
Fitness
The 4S’s and related fitness components.
4
5
Other sports and activities that are not listed in the areas above may need to be discussed with the
Education Officer.
PE Curriculu m: Forms 4 & 5
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Athletics
Learning Outcomes
End of Form 4
Perform one run, throw and jump showing
knowledge of the basic elements of
performance.
Strengthen fitness components required by
different events.
End of Form 4
Running
 Perform a crouch start
 Running the curve
 Sprinting 50m, 100m,
200m, 300m
 Running for distance up
to 2000m
 Baton exchange and
application of
acceleration zone rule
 Downsweep/upsweep
techniques
 Jump Hurdles (7 - 8.5m
apart) with consistent
strides and speed
End of Form 5
Perfecting performance through technical and
physical improvement of one run, throw and
jump.
Analyse the skill and suggest how it can be
improved
Jumping
Throwing
 Recognise the four
phases of jumps:
approach, take off,
flight and landing.
 Execute the Long jump
hang technique
 Execute the High Jump
technique – scissors /
Fosbury flop
 Show awareness of
three main factors for a
good throw: speed,
angle and height of
release
 Perform the Shot Put
Technique – glide
● Perform the Discus
Technique – standing
throw
End of Form 5
Running
● Sprinting 100, 200 and
400m
 Running for Distance
Up to 3K
 Jump Hurdling
Sprinting and jumping
hurdles over a distance of
80m (7 - 8.5m apart and 50
– 76 cm high)
● Perform Relays: 4x50m
and 4x200m (on 200m
tracks)
Jumping
Throwing
●
Perform
the
High Evaluate how the refinement of
jump/Long
jump
with technique can affect accuracy
required posture, control and distance of the throw.
Perform throws with increased
and consistency
refinement
PE Curriculu m: Forms 4 & 5
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Educational Dance
Learning Outcomes
End of Form 4
Communicate clearly and with expression
an idea in performance.
Perform a dance using a choice of skills
and techniques individually and with a
group
End of Form 5
Compose a dance routine (individually and
in a group) that combines physical and
expressive elements with tension and
extension.
End of Form 4
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Plan and carry out dance specific warm up and cool down exercises to prevent injury
and to create an atmosphere for dance.
Recognize the specific requirement to develop flexibility and strength
Acquire a strong core stability (abdominals)
Show awareness of musical structure, rhythm, mood and phrasing
Refine movement and technique when executing steps by performing ‘clean’ movements
Demonstrate different movement and dance ideas using dance genres and music from
different eras.
Perform with sensitivity to the accompaniment, showing awareness of style.
Evaluate and adapt a dance to achieve aesthetic value being constantly aware of the
motion factors.
Work with others to develop, rehearse and present a dance routine.
Dance choreographically together using contact work and simple lifts
Analyze strengths and weaknesses of a dance within a group.
Suggest changes necessary to increase the quality of performance.
End of Form 5
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Plan and carry out dance specific warm up and cool down exercises to prevent injury as
well as preparing oneself psychologically.
Recognize the need to practice or exercise to improve skills and body condition
Identify various muscle groups being used when performing a dance, and how to
strengthen those muscles.
Recognize the capabilities and limitations of own body and safely extend these limits
where possible.
Demonstrate good physical and expressive skills when performing.
Show originality in creating a dance.
Recognize that movement, tempo, dance attire, set, light and sound can improve the
dance performance.
Demonstrate constructive criticism with respect for the dances created and performed
by others
Take lead in a group situation in planning and presenting a dance.
PE Curriculu m: Forms 4 & 5
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Educational Gymnastics
Learning Outcomes
End of Form 4
Perform a sequence of at least 6 skills
including rolls, jumps and a handstand,
with good body control and extension
End of Form 5
Perform a sequence of at least 8 skills
including a rotation, with good body
control, extension and effective linking of
skills.
End of Form 4
Jumps
Rolls
Perform a straight jump with 90, 180, 270 Perform a forward / backward roll down on
and 360 degree turns.
an incline.
Demonstrate a star jump and tuck jump at Display forward/ backward roll on the floor.
floor level.
Execute a forward/backward straddle rolls
Demonstrate a straddle jump from medium down an inclined mat.
Progress to a forward and backward
height box top onto floor.
Perform all four jumps using trampette for straddle rolls on the floor.
added height, making it possible to
concentrate more on form in flight.
Balances
Show and hold a V-sit position.
Progress from standing to shoulder stand
to standing again.
Progress from a crab with bent knees to
crab with straight legs.
Perform a headstand against a crash
mat/spotter.
Execute a mule kick to and up in
handstand position.
Perform a handstand by walking up
(backwards) a wall.
Execute a handstand by kicking up with
one leg (other leg follows).
Perform a crouch balance.
Rotations
Perform a cartwheel over bench.
Progress to performing a cartwheel at floor
level emphasizing height of legs and
placing of hands.
Back walkover by arching back down from
a medium/high box top onto mat taking
weight on hands.
Progress by peforming a supported back
walkover between two spotters.
Vaults
Show confidence in stepping on/off springboard using hurdle step.
Progress to using springboard to jump on medium
box landing with bent knees.
Perform a number of shapes to jump off box top after mounting the box using the
springboard. Execute the skills of legs through and straddle using the learnt skills on the
spring board.
PE Curriculu m: Forms 4 & 5
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End of Form 5
Jumps
Use various jumps as an introduction to a follow
up skill either at low/medium/high level.
Rolls
Execute a diving forward roll over a
low obstacle.
Use a diving forward roll in
conjunction with other skills.
Execute a backward roll from a
standing position.
Pass through the handstand position
from a backward roll.
Balances
Perform a handstand against a crash mat.
Progress to a hand stand with a partner as a
spotter.
Perform a handstand and recover using a tucked
forward roll.
Rotations
Perform a cartwheel over a medium
sized Swiss ball.
Perform a cartwheel at floor level
along crash mat corridor.
Execute a cartwheel from a short
run up.
Progress from a cartwheel skill to a
round-off.
Vaults
Perform a headstand on a low box (sideways) and with support.
Execute a headstand on a low box to fall over in a controlled straight position (using
crash mat).
Perform a headspring over a medium box using the skills learnt in the headstand with
emphasis on flicking of legs over head.
PE Curriculu m: Forms 4 & 5
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Fitness*
Learning Outcomes
End of Form 4
Perform various movements and activities
for the major muscles to improve fitness
level such as an aerobic routine.
End of Form 5
Plan a personalised fitness workout in at
least two components of fitness using the
principles of progression and specificity
such as speed and endurance in their
sport.
Perform exercises which can help them to
avoid injuries such as performing specific Use fitness tests to evaluate and improve
exercises relative to the activity
on existing fitness levels.
Use and make sense of IT equipment such Use IT equipment such as data loggers to
as heart rate monitor to determine their analyse and improve fitness
maximum heart rate
* Strength, Stamina, Speed, Suppleness. Other areas may be covered such as agility,
balance, coordination (covered in primary) and speed endurance, power and strength
endurance.
End of Form 4
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Perform each of the fitness components using the FITT principle.
Perform functional exercises such as body weight squat, lunge, push up and crunch
using good posture and technique
Monitor fitness – establish a fitness portfolio with related battery of tests.
Apply different training methods in relation to targeted fitness components such as
performing explosive strength exercises to improve the jump in handball.
Execute fitness routines such as interval training (HIIT) and aerobic routines.
End of Form 5
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Differentiate between different types of fitness (specificity) required for different
sports.
Apply and design own programmes individually or in groups based on FITT principle
Engage in regular fitness programmes as a way of life.
Monitor fitness – regard how fitness improves with regular exercise based on the
FITT principle.
Uses IT to monitor and record fitness levels in various fitness components.
Follows a healthy diet to compliment a good fitness programme.
PE Curriculu m: Forms 4 & 5
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Invasion & Net Games
Learning Outcomes
End of Form 4
Acquire greater understanding to sample at
least 2 more games from the two game
categories
End of Form 5
Acquire deeper understanding to play a
minimum of 4 games (3 games from each
game category and at least one game from
another category)
End of Form 4 - 5
In each of the five years, students are required to learn the following tactical concepts
and skills. The level of game complexity, spatial arrangements, rule and equipment
modifications and skill practice will vary throughout the years and within the class to
meet the individual needs of the students. It is not the intention to play the full game but
to demonstrate competence and enjoy playing the modified game.
Invasion Games
Net Games
Badminton
Basketball
Tennis
Football
Handball
Volleyball
Hockey
Netball
Rugby
Ultimate Frisbee
Learners play in situations from 4v2
onwards to reflect playing ability
Learners play in situations from 1v1 (tennis
/ badminton) and from 3v3 (volleyball)
onwards to reflect playing ability
Tactical Concepts
In possession
Mobility
Penetration in attack
Width
Depth / retaining possession
Tactical Concepts
Offense
Movement to and from base
Maintaing a rally
Setting up an attack
Scoring
Opponents in Possession
Engagement / restraint
Depth
Contraction
Expansion
Defense Defending space
Defending against attacks
Skills
Passing
Receiving
Running with ball & dribbling
Marking
Intercepting
Anticipation
Tracking
Challenging
Skills
Service
Strokes (forehand, backhand)
Strokes (offensive, defensive)
Footwork
Volleying
Setting
Receiving
PE Curriculu m: Forms 4 & 5
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Outdoor Adventure
Learning Outcomes
End of Form 4
Deal with novel situations effectively and
organise a range of responses such as
constructing a shelter from different
materials.
Explain how the country and highway-code
contributes to a safer way of trekking to
avoid injuries and respect the road and
countryside.
End of Form 5
Experience a range of activities with a view
to foster a positive attitude towards further
involvement
Stimulate new ideas, provide new
movement experiences and set new
challenges
Forms 4 & 5
 Select an appropriate campsite that is durable
 Be aware of potential such as cliff edges and other environmental threats
 Be aware of the designated boundary in which they are expected to stay.
 Review with participants the emergency signal (whistle or designated call word) to
end an activity and to bring the group together
 Appreciate and respect for the environment
 Be aware of the potential hazards that exist in an outdoor setting, including unstable
footing, steep and slippery trail sections, sharp branches, participants separating
from the group, and fire safety.
 Reorganise goals to meet individual and group set standards such as cycling in a
team over a planned course
 Evaluate and use maps provided to choose the best route in a given situation,
moving from one checkpoint to another following a bearing.
 Construct basic shelters and other constructions such as rafts and testing them in
their appropriate settings organise trekking expeditions and camping activities for
their peers with limited assistance
 Attempt bouldering challenges
 Perform a host of knots to deal with outdoor challenges
PE Curriculu m: Forms 4 & 5
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Swimming
Learning Outcomes
End of Form 4
Swim at least one recognised stroke
between 25-50m pool with correct
technique.
Demonstrate competence in at least one
survival technique.
End of Form 5
Swim at least two recognised strokes
between 25m - 50m with correct technique
Demonstrate competence in at least 2
survival techniques
Strokes
Breaststroke
Backstroke
Frontcrawl
Butterfly
End of Form 4
Display an effective motor skill development in the front crawl, backstroke and
breaststroke techniques for a distance between 20 to 50 metres.
Perform a fully coordinated standing front dive by using a grab or a track start (n/a for
backstroke).
Develop endurance (minimum 90 seconds) in front crawl, backstroke and breaststroke
styles and showing efficient techniques and controlled breathing styles.
Wear a life saving device correctly and swim for a distance of 50m.
End of Form 5
Display an effective motor skill development in the front crawl, backstroke and
breaststroke techniques for a distance not less than 50 metres.
Perform a fully coordinated standing front dives (n/a for backstroke) and tumble turns
when executing strokes.
Displays endurance of not less than 90 seconds in all strokes whilst maintaining efficient
techniques and controlled breathing.
Assume correct position to prevent heat loss whilst wearing a life saving device.
Perform a 5 minute survival swim whilst wearing normal attire.
PE Curriculu m: Forms 4 & 5
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