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Aiming for A/A* in OCR A-Level PE

Course Code:


This new course will demonstrate how to guide your best students to achieve Grades A & A* in future OCR A-Level PE examinations. The course will explore the characteristics of A/A* students identified in research and why and how we have to challenge our most able A-Level PE students. Focused extensively on evidence-based teaching, learning and assessment practice as well as feedback from the most recent exams, you will leave with a vast range of resources and practical strategies that will enable you to meet the needs of your most able students and ultimately increase A and A* grade attainment. Finally, we will look beyond the course to focus on preparing these students to continue studying PE at university.


  • Increase awareness of what teacher should aim to achieve with the most able PE Students
  • Gain the latest evidence-based practice that challenges A/A* students
  • Develop greater understanding of what examiners are looking for in Grade A/A* responses
  • Take away a range of innovative teaching ideas and electronic resources for your most able students
  • Learn how to develop resilience so that talented PE students achieve their A/A* potential
  • Focused on identifying the demands of Grades A & A* and providing materials to help teachers prepare students effectively
  • A detailed look at the different demands of questions


Challenging our most able students

10.00 – 10.45am
  • Who are our most able students?
  • Why do we have to challenge our most able students?
  • How are A/A* Grades achieved?



10.45 – 11.00am

Focus on assessment demands for A/A* students

11.00 – 12.00pm
  • Examine the assessment demands of all components including the use of assessment objectives as a framework for assessment
  • Consider the most effective models for delivery of the course to ensure effective assessment
  • Feedback and grading analysis from the most recent exam. What is required for A/A*?
  • Analysis of mark schemes – which sections/questions differentiated candidates?
  • Grades A & A*: what are the differences between these?
  • Key attributes of Grade A/A* students in the classroom
  • Avoiding potential hazards: what can cost a top student their A/A* grade?

The key challenges for A/A* students in extended questions

12.00 – 1.00pm
  • Applying synoptic requirements correctly
  • Supporting students to write top band extended answers
  • Applying knowledge to consistently write top band evaluation or analysis



1.00 – 2.00pm

Stretching and Challenging the most able students in short answer questions

2.00 – 3.00pm
  • The shorter questions: what are the potential pitfalls?
  • Moving on from GCSE approaches – encouraging students to become confident with AO3 skills
  • The value of context – achieving depth of AO3 in short answer questions
  • What makes a strong A-Level response? How can we build up to this?
  • Planning with and designing support for students aiming for top grades


Afternoon Break

3.00 – 3.10pm

Tactics for achieving the highest grades in the written coursework

3.00 – 3.45pm
  • Develop an action plan for success for students aiming for top grades in the NEA analysis and evaluation
  • How to achieve depth or breadth of analysis
  • The key pointers to depth of evaluation
  • Examine some high mark pieces of coursework and unpick why





London | Wednesday 13 December 2023

Please select your preferred date

London | Wednesday 13 December 2023

This course, tailored to suit, can be delivered in your school. Discuss this further with our CPD team on 01625 532974 or click below to make an enquiry.


Marcus Sharrad is the Director of Coaching & Mentoring and Head of Exercise & Sport Sciences at Marlborough College, where he has worked since 2015-16, leading the department since 2016-17. During his time as Head of Department Marcus has overseen the redevelopment of the core physical education curriculum, aligning pupil experiences with research-driven functional movement and athletic development principles. In addition, placing a heavy strategic focus on the academic credentials of sport sciences at GCSE and A-Level has seen pupil uptake double, with enhanced grade profiles to match. Marcus is an Institute of Leadership & Management qualified professional coach, which, along with Level 3 Talented Athlete Lifestyle Support (TALS) qualification, sees him work with aspiring and current elite athletes.


  • Heads of PE
  • Teachers of A-Level PE


  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

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