Description

ABOUT THIS COURSE

This new, intensive course will provide ideas and solutions for strengthening the performance of lower grade AQA A Level PE student in classroom, NEA (Non-Examined Assessment) and in their final exams.

Focus will start from where the lower ability student is at the start of the course coming in from GCSE, where and how they struggle, with particular emphasis on strategies, approaches and techniques which are effective in developing the knowledge, application and performance of students.

The course includes specific session on examination preparation, tackling the extended questions, effective feedback with clear solutions offered to overcome problem areas for lower ability students.

Examples are taken from the AQA examination, but the course will be of benefit to all teachers of A Level PE.

BENEFITS OF ATTENDING

• Review exam feedback to reveal the challenges for the lower ability student
• Gain new strategies to boost subject knowledge and understanding
• Develop support techniques to enhance performance in the practical assessment
• Obtain approaches on how to be successful with the written coursework
• Increased students’ ability to track their progress and how to intervene successfully
• Explore agencies for intervention

PROGRAMME

Starting where the student is

10.00 – 10.40am

• What can you learn from students’ GCSE marks?
• Identifying and addressing misconceptions with Assessment Objectives
• Significant support activities for lower ability students: where and why do they struggle with A Level PE
• Beginning the practical assessment process
• Strategies for helping students to deal with and retain theoretical PE knowledge: socio-cultural knowledge
• Active ideas for Physiological A Level topics

Exam Strategies for the less able

10.40 – 11.30am

• Review example answers on the smaller mark questions
• Securing marks on data and graphs questions
• Ensure less able students secure the AO1 and AO2 marks, using exemplar responses
• Preparing students to succeed on the ‘discuss’ questions
• A less able ‘tool kit’ to access questions focussing on AO3
• Explore models to embed exam technique into lessons

Morning Break

11.30 – 11.50am

Tackling the extended questions with low ability students

11.50 – 12.45pm

• Tackling the 8 and 15 markers and getting to grips with why students underperform
• Games and activities to promote effective revision and exam preparation
• Analysing exam feedback to improve opportunities for the less able

Lunch

12.45 – 1.45pm

Success in the NEA written coursework

1.45 – 2.30pm

• Best practice for coursework – techniques for improving the written element of the coursework with the less able
• Understanding the importance of breadth and depth
• Sharing structure and top tips to support the less able students
• How to maximise engagement in this written task
• Practice effective feedback to keep students focussed

Afternoon Break (15 minutes – this is optional and can be taken at any time in the afternoon or at the end of the afternoon)

2.30 – 2.45pm

Strategies that develop lower ability students

2.45 – 3.45pm

• Scaffolding with AO2 application and AO3 evaluation rather than just learning facts and knowledge
• Exemplar lesson strategies for the less able student – addressing how to apply and evaluate
• Developing performance in practical activities with the less able
• Supporting students in a synoptic approach to learning: picking up key marks throughout the course
• Boosting knowledge and application of challenging topics such as energy systems, angular momentum and information processing