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

Course Code:


This new course will demonstrate how to guide your best students to achieve Grades A & A* in future OCR A-level Physics examinations. The course will explore the characteristics of A/A* students identified in research and why and how we must challenge our most able Physics 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 Physics at university.


  • Increase awareness of what teacher should aim to achieve with the most able Physicists
  • 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 Physics 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 the Papers

12.00 – 1.00pm
  • Developing a deep understanding of core Physics concepts
  • Supporting students to write top band essays
  • Developing a personalised approach to note taking to support recall
  • Applying Physics concepts to consistently write top band evaluation
  • Activating prior knowledge to improve retention of key topic areas



1.00 – 2.00pm

Stretching and Challenging the most able students

2.00 – 3.00pm
  • Moving on from GCSE approaches – encouraging students to become sensitive readers
  • Using wider reading to prepare for exams
  • What makes a strong A-Level response? How can we build up to this?
  • Working up to full essay questions, and using them to stretch students
  • Planning with and designing support for students aiming for top grades
  • Extra-curricular ideas that help get A and A* grades


Afternoon Break

3.00 – 3.10pm

Tactics for achieving the highest grades

3.10 – 3.40pm
  • Develop an action plan for success for students aiming for top grades
  • The shorter questions: what are the potential pitfalls?
  • Focus on the extended questions and essays: what does a grade A/A* candidate need to do?
  • Varying response practice to stretch the most able
  • Revision ideas to help students produce high grade essays


London | Wednesday 13 March 2024

Please select your preferred date

London | Wednesday 13 March 2024

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.


Alessio Bernardelli has over 18 years of teaching experience and has worked as Head of KS3 Science and Head of Physics. He also worked as Field Development Officer for NGfL Cymru, as Science Subject Lead at TSL Education (TES) and as National Support Programme Partner in Wales with CfBT.Alessio won a number of national and international education awards for the innovative and creative way he integrates emerging technologies in STEM education. One of these awards is the Microsoft Worldwide Innovative Education Forum, 2007. Alessio is an accredited Microsoft Peer Coaching Facilitator, one of few Partners In Learning Top Tiered Teachers worldwide, a TASC Framework Specialist, an Official iMindMap Leader and an Institute of Physics Coach member of their Professional Practice Group. He has recently completed an MSc in Teacher Education at the University of Oxford, he is a Chartered Science Teacher (CSciTeach) and a Chartered Physicist (CPhys), as well as a Senior Facilitator with STEM Learning. Alessio worked as Examiner for a number of years with WJEC and Cambridge International Education. He is also a published author, with his GCSE Physics revision guide for Scholastic and his A-level exam practice book for Hodder Education. Alessio is the founder of CollaboratED and a PGCE Physics Tutor at Cardiff Metropolitan University.


  • Teachers of OCR A-Level Physics
  • Heads of Physics/Science
  • Aspiring Heads of Physics/Science
  • Teachers with responsibility for A-Level Physics


  • 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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