ABOUT THIS COURSE

This revised and 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
  • Obtain 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
COURSE DATES London | Thursday 02 July 2020
WHO SHOULD ATTEND? 
  • Heads of Department for PE
  • All teachers of A level PE
COURSE CODE 7426
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • 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 – 10.40am
Starting from where the student is

  • 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

10.40 – 11.30am
Strategies that develop lower ability students

  • Scaffolding with application and 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 curse
  • Boosting knowledge and application of challenging topics such as energy systems, angular momentum and information processing

11.30 – 11.50am
Discussion: coffee break


11.50 – 12.30pm
Tackling the extended questions with lower ability students

  • 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

12.30 – 1.30pm
Lunch and informal discussion


1.30 – 2.35pm
Effective and Rapid Feedback for less able students

  • Early intervention techniques to keep the less able on track
  • Using peer assessment activities to empower the learner with the mark scheme
  • Explore interactive website, apps and technology which support the feedback process
  • Best practice for coursework – techniques for improving the written element of the coursework with the less able

2.35 – 2.40pm
Discussion: afternoon tea


2.40 – 3.45pm
Exam techniques strategies for the less able

  • 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

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 the national average. She has taught all aspects of A Level and BTEC and specialises in active teaching and learning approaches and in physiology in which these engaging ideas allow students to grasp difficult concepts. She is fully involved in the examination and moderation process at GCSE, BTEC and A Level with both AQA and Pearson. She is proud of her work within schools nationally to support teachers and students with the demands of the AQA GCSE and A level qualification.

PE