This intensive new course is designed for all teachers of AQA A level Physical Education (PE). Together we will investigate the skills that high ability students need to demonstrate to attain high grades and learn how to correctly evidence their practical talent. We will also analyse the summer exam feedback and student responses so that delegates leave with a range of effective teaching techniques to increase A*/A attainment. Finally, we will look beyond the course to focus on preparing talented PE students for university.


  • Focus on what teachers should aim to achieve with the most able PE students
  • Develop greater understanding of what examiners are looking for in Grade A/A* responses
  • Take away a range of innovative ideas and resources to help students reach these levels
  • Obtain tools for engaging high ability students with the exam criteria to understand what is needed in A* answers
COURSE DATES London Wednesday 3 July 2019
London Friday 29 November 2019
  • Heads of Department
  • All teachers of AQA A-level PE
  • Teachers wishing to switch to AQA PE
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


10.00 – 11.15am
Key lesson for A and A* students from the first AQA A level results

  • Feedback: looking back at the summer exams. What went well? What did examiners look for at the top levels?
  • Key differences between A and A* performance on Papers 1 and 2
  • Missing out on the A/A* grades: common mistakes and key issues
  • How can they build on from success in GCSE
  • Work through A/A* responses and those that are not A/A*: candidate style answers and commentaries
  • Curriculum and teaching and learning adaptations in response to the exam feedback, to improve A-A* attainment within your cohort
  • What does an evaluative short answer response look like – how can it be completed well with a concise approach?
  • Understanding the key socio-cultural factors that influence people’s involvement in physical activity and sport

11.15 – 11.30am
Discussion: coffee break

11.30 – 12.30pm
The relevance and importance of AO2. Is it specific enough?

  • Exam paper analysis on what an excellent analytical answer looks like
  • What does this show us? The benefits of synoptic teaching and its crucial impact on exam performance
  • Using peer assessment activities to empower the learner with a mark scheme when focusing on AO2
  • Stretching the top students to differentiate yet merge analysis and evaluation
  • Access an array of Assessment for Learning (AFL) techniques to promote independent learning and extend A/A* students
  • Accessing the top level of the best fit marking grid in the written NEA

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.35pm
Exam strategies to maximise marks

  • Analysing high level answers on the smaller mark questions. Examine potential pitfalls which catch A* students out
  • Increasing confidence with the assessment objectives in your teaching and using these to inform planning for the more able.
  • Tweaking current teaching strategies to mould to the expectations of the extended questions
  • Effective assimilation of topics in order to achieve the highest levels – what students need to do and why this is crucial for Paper 2
  • Teaching Bernoulli’s principle and Vealey’s model of self-confidence to enable top marks
  • What excellent 8 and 15 mark answers look like and how to replicate this under exam conditions
  • Turning lower level answers into model answers

2.35 – 2.45pm
Discussion: afternoon tea

2.45 – 3.45pm
Developing A/A* skills in the written NEA

  • What does excellent evaluation in an Analysis and Evaluation look like?
  • Written/verbal analysis of performance: what do the very best to and how to make your students stand out
  • Strategies and resources to develop breadth of analysis and depth in evaluation as skills to ensure students attain the highest grades

3.45 – 4.00pm: Plenary and Depart

Jackie Brookes

Jackie is an experienced teacher of 16 years, with 5 years working as an AST and as a lead practitioner focussing on whole school teaching and learning. Her results at all levels are consistently above National average. She specialises in active teaching and learning approaches. Jackie has taught all aspects of A Level and BTEC and specialises in physiology whereby these engaging ideas allow students to grasp difficult concepts. She is fully involved in the examination process at GCSE, BTEC and A Level with both AQA and Pearson and has been an integral part of virtual resource building for the developing PE resource mypeexam.org

View all courses led by Jackie Brookes >