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Key Stage 4

There are two key parts to the Physical Education Programme offered to students in Years 10 and 11.

  1. All students will participate in two hours of compulsory 'core' PE per week. (click here for an explanation of the student grades in Core PE)
  2. All students will have the choice in the option process to study PE and Sport in either GCSE
    Physical Education or BTEC level 2 – First Award in Sport

    This will be taught and examined through a mixture of theoretical and practical elements.

Each student will participate in ‘core’ PE each week for two hours, as part of the statutory KS4 curriculum requirement. The Year 10/11 lessons will involve using the key skills, processes and concepts learned in Key Stage 3 in a number of different activities, some of which will be recreational and some of which will be competitive, through participating in tournaments. In addition to performing students will also get the opportunity to take part in a number of different roles in sport through officiating, leading and organising the tournaments.

Students begin to use their understanding of physical competence, high-quality performance and balanced, healthy lifestyles to select the roles and activities they wish to get involved in. They pursue these regularly both in and out of school and participate in local and national sport, dance and healthy physical activity programs.  Students are also offered a gym induction in Year 10 which then allows them to use the school's fitness suite free of charge after school hours.

Students will tackle complex and demanding physical activities. They will get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.

Students will be taught to:

  • use and develop a variety of tactics and strategies to overcome opponents in team and individual games (badminton, basketball, cricket, football, netball, rounders, rugby, tennis and table tennis)
  • develop their technique and improve their performance in other competitive sports such as athletics and trampoline.
  • take part in team and individual activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group
  • evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best
  • continue to take part regularly in competitive sports and activities outside school through community links or sports clubs

The emphasis in KS4 at Hampton College is that between teachers and students an informed choice will be made about the activity areas that they will follow. Throughout the key stage the concept of ‘Sports Education’ will form the basis for many lessons, with all students getting the opportunity to perform in competitive situations and take on different roles in sport and exercise that interest them. At regular intervals all students will take part in Inter-house competition to develop team work and allow all students to perform in a competitive environment.

The concept of sports education is developed throughout KS4 at the teacher discretion – this gives opportunities for students to perform as part of a team and take on different roles within that team, such as captain, coach, official, recorder, scorer, manager and statistician. In this type of lesson there is an increased emphasis on decision making, problem solving and collective ownership.

At the end of KS3 all students are given the opportunity to choose to study one of two examination courses in Physical Education. The courses offered include:

  • A) GCSE Physical Education (AQA)
  • B) The Level 2 BTEC First Award in Sport

Both of these courses offer students more opportunities to study the theoretical aspects of Sports and PE and also show performance, officiating and coaching skills at a higher level.

This course is a popular course at Hampton College with numbers consistent at around 20 students opting for the course between 2013 and 2016. The first cohort of students to study the course completed the examination in May 2009 with 68% achieving A*-C and the latest cohort to achieve 90% A*-C in 2016.

Students opting to study GCSE Physical Education will have three theory lessons and two practical lessons per fortnight in Year 10 and 11. In addition to the structured teaching time all candidates will be expected to develop their performance, officiating and coaching skills in out of school hours and community clubs.

The following learning outcomes have been laid out by AQA in the new specification which is due to be launched in September 2016.

Learning outcomes

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.

AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.

AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.

AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport.  Analyse and evaluate performance.

The course will be structured so that at the end of the two years students will sit, two theory exam papers (60% of total grade) and be assessed in three different sporting areas (performance or coaching), worth 40% of the total mark.

The exam papers would include:

Paper 1: ‘The human body and movement in physical activity and sport’ (30%)

Paper 2: ‘Psychology, socio-cultural influences and well-being in physical activity and sport’ (30%)

The theoretical aspects of the course would be taught in a classroom through a number of differentiated tasks, with regular assessment and home learning being set to assess progress and develop understanding of the topics.

The practical programme would remain flexible depending on the cohort being taught and the sporting focus would be down to the teacher in charge of the group. Assessment would take place for a number of different individual and team activities in performance and / or coaching with three best areas of activity selected for final assessment and moderation.

Students who chose to study the GCSE course would be expected to participate in at least one sport from the prescribed list outside of school and would be encouraged to provide video evidence as a working log of attainment and progress that could be used as an ‘external assessment’.

All practical assessment would undergo rigorous internal moderation followed by an external moderation day, led by an AQA examiner.

An overview of the Practical Assessment can be seen below. For more details google AQA GCSE physical education 2016 specification.

  • All students will be assessed in 3 different physical activities
  • All students will be assessed in; one team sport, one individual sport, and a further sport from either category (team or individual)
  • For each sport students will be scored out of a maximum of 25 marks. 

PART 1: the first part of assessment focuses on the student’s ability to demonstrate skill through drills in isolated progressive practices (10 marks)

PART 2: the second part of assessment focuses on the student’s ability to perform skill in a full context situation i.e. a game, match or performance (15 marks)

  • In one sport, students complete an analysis and evaluation of performance task.  In this sport students will be awarded a maximum of 25 additional marks. 
  • In total students will receive a mark out of 100 for their practical performance, including their analysis task
Team Sports Individual Sports
Football Athletics
Badminton Boxing
Basketball Badminton
Camogie Canoeing/Kayaking (Slalom)
Cricket Canoeing/Kayaking (Sprint)
Dance Cycling
Gaelic Football Dance
Handball Golf
Hockey Platform Diving
Hurling Artistic Gymnastics
Lacrosse Equestrian
Netball Rock Climbing
Rowing Sculling
Rugby League Skiing
Rugby Union Snowboarding
Squash Squash
Table Tennis Swimming
Tennis Table Tennis
Volleyball Tennis

NB: Students cannot do two variations of the same sport, for example a single tennis performer cannot also be assessed in doubles tennis as a team sport

What is a BTEC?

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background.

What is the structure of a BTEC?

A BTEC is made up of units. Students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied. The number of units is dependent on the level and size of BTEC being studied. In order to complete each unit, students must achieve against a set of outcomes/criteria that are addressed in an assignment brief. The assignment briefs provide a platform of a project which allow specific criteria to be covered. The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.

Accreditation Offered:

  • Edexcel BTEC Level 2 – First Award in Sport (Equivalent of 1 GCSE)

The Structure of the Level 2 BTEC Certificate in Sport

The BTEC Level 2 First Award in Sport is a 120 guided learning hour qualification.   The certificate consists of:

  • Two ‘core’ units (30GLH each) plus
  • Two optional Specialist units (30GLH)

    Total 120 GLH

Year 10 Outline

In Year 10, students will study:

  • Core Unit 1: Fitness and Sport for exercise (Externally Assessed through an online screen test)
  • Core Unit 2: Practical Sports performance (Internally Assessed)

Year 11 Outline

In Year 11, students study:

  • Unit 5: Training for Personal Fitness (30 GLH)
  • Unit 6: Leading Sports Activities.

Learner Induction and Teaching

It is crucial that all students are familiarised with how BTEC delivery and assessment work. In the induction lesson students should be provided with an understanding of the following:

  • The specification (structure, content, grading grids, level of programme equivalency).
  • The purpose of assignment briefs.
  • The relationship between the tasks given in an assignment and the grading criteria.
  • The way that the BTEC grading grid works i.e in order to attain a pass all pass criteria must be met etc.
  • Internal assessment procedures and centre policy’s regarding appeals and malpractice.
  • The concept of deadlines/ hand-in dates.
  • The concept of vocational work-related learning.
  • Learner responsibility

As part of their induction students should also receive a lesson about how to reference in order to reduce the risk of plagiarism within their assignments.

Theory lessons are taught through a wide variety of teaching and learning strategies; power-points, students worksheets, discussion and research activities, books, internet, media-suite opportunities to use a variety of IT software, practical examples where possible.

BTEC encourages learning by doing, drawing on materials gained from the working environment or industry wherever possible. It is also recommended that a range of delivery methods are used. These could include:

  • Project work carried out as an individual or as part of a group
  • Work- based learning
  • Lectures and seminars
  • Facilitated activities
  • Visits to companies, with a facilitator to structure the visit
  • Visiting speakers from the vocational sector

Practical lessons may include planning and delivering coaching sessions, officiating and refereeing opportunities or practical performance situations. Students will be given specific log books to record and evaluate any practical activity undertaken during the course.

Assessment and Grading

All BTEC programmes are made up of units. Each unit is made up of assignments outlined in assignment briefs which allow specific criteria to be met which are then assessed and count towards an overall unit mark which in turn contributes to the overall qualification.

All BTEC programmes are assessed by reference to the assessment and grading criteria published in the programme specification.

How are the assignments structured?

  • Learners study real-life, work-based case studies and complete projects/ assignments that contribute to the achievement of each unit.

How are the assignments assessed?

Assessors appraise the learners’ work to ascertain which of the assessment criteria for the unit have been achieved and student work should be suitably annotated.

Feedback may be given to learners at different points during their classwork either verbally or written but no formative feedback should be provided for work that is being assessed. When marking the work the assessor should only indicate on the summative feedback sheet the criteria that is being awarded with comments about the quality of the work produced with respect to the relevant criteria.

When assessing assignments the following should be completed:

  • Assessor’s annotate written work
  • Observation Records (if required)
  • Witness Statement
  • Final Summative feedback form completed

What about Grading

Learners will achieve a number of points dependent on the grading criteria being met. This is explained in detail in unit specification.

Unclassified Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction
0 2 4 6 8

Calculation of Qualification Grade:

U 0
L1 24
L2 Pass 48
L2 Merit 66
L2 Distinction 84
L2 Distinction * 90

Note: Learners who complete the unit but who do not meet all the criteria are graded “unclassified”.


Internal verification is a quality assurance system used to monitor assessment practice and decisions. It is there to ensure that:

  • Assessment and grading is consistent across the programme.
  • Assignments are fit for purpose.
  • Assessment decisions accurately match learner work (evidence) to the unit criteria.
  • Standardisation is a feature of the centre assessment practice.

BTEC Standards Verification

In February to March of each academic year Edexcel select a sample of accredited Lead Internal Verifiers to be included in Standards Verification for confirmation sampling. They will inform both Quality Nominees and the Lead Internal Verifiers.

What is included in the sample?

The assessor will provide the standards verifier with the assessment plan for all groups being assessed for all units and a list of names, target or estimated grades and the grading criteria already awarded.

The SV will ask to see the assignment briefs for the units being sampled and the IV documentation before requesting the sample of work to be verified.

If the sample is deemed successful then the centre is able to complete the final paperwork for certification.


Edexcel will automatically calculate the qualification grade for learners when the learner unit grades are submitted by a centre. All unit marks are submitted to the exam officer who enters these via edexcel online. Students would then be informed of their overall grade and certification would be awarded on the College results day in August of the academic year.

In Year 10 and 11 Core Physical Education lessons students will be assessed over the duration of the two years by using the PE ‘learning journey’. This is based on a number of different aspects of school sport, including performance, participation, attitude to learning and contribution to PE and school sport, through performance, coaching, leading and officiating.

Click here for information on the Learning Journey

What is a Crawler

What is a Walker

What is a Jogger

What is a Runner

What is a Sprinter