PE, Dance, Food: Curriculum

1. Skill development / showcase skills
   
2. Life long participation
   
3. Develop student’s character
   
4. Understand the importance of a healthy, activity lifestyle
   
5. Developing theoretical knowledge, that underpins practical performance

A ‘game-changing’ student in PE is an individual who is passionate about engaging in a wide range of sports. They are eager to enhance their performance from technical, tactical, and physical fitness standpoints. Game Changers in PE are also enthusiastic about understanding the theoretical aspects of sport and performance. They are eager to expand their knowledge of the physiological, psychological, and socio-cultural components of Physical Education.

P.E. Learning Journey

A ‘game changing student’ in Food is a student who is passionate about all aspects of food. They enjoy the creativity of playing around with flavours and presentation to give a WOW factor to a dish. They are someone that enjoys to cook in their own time, and contribute to the creative world by getting enthused by documentaries and cooking programs about food, reading books, trialling and adapting recipes for improvement. A ‘game changing’ food student will want to be involved in any food experiences; including learning from visiting chiefs and taking part in competitions both in and out of a school setting.

A ‘game-changing’ student in Dance is:

A student who fully engages in the world of dance, watching and learning from professionals in all genres. Someone who appreciates dance as an art form and not just entertainment. Game changer dance students can apply corrections quickly, absorb movement and direction and have the ability to think ahead as they dance. They are supportive and encouraging of their class mates and show up rather than show off. Game changer dance students also have a profound sense of musicality and rhythm with a love of interpreting music. Choreographically, game changers are creative and use artistry and self expression to engage with an audience and generate an emotive response.

“I don’t want people who want to dance, I want people who have to dance”  George Balanchine

KS3 and 4 Dance Learning Journey