ABOUT THIS COURSE
This intensive new course is designed for all teachers of A level PE, regardless of examination board. Together we will investigate the skills that high ability students need to attain high grades and learn new practical strategies to challenge and extend talented sports science students. 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 sports science students for university.
BENEFITS OF ATTENDING
- Increase awareness of what teachers should aim to achieve with the most able Sport Scientists
- Develop greater understanding of what examiners are looking for in Grade A/A* responses and take away a range of innovative ideas and resources to help students reach these levels
- Give students the key AO2 skills and exam techniques to apply their knowledge to novel situation questions and the AO3 evaluation element of essays
- Gain tools for engaging high ability students with the exam criteria to understand what is needed in A* answers, and for embedding high level thinking throughout the A-level course
- Learn how to cultivate a growth mind set and develop resilience so that high ability and talented psychology students achieve their A/A* potential
|COURSE DATE||London Thursday 21 March 2019|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 - 10.30am: Going beyond target grades; what does research evidence tell us?
- What do ‘gifted’, ‘talented’ and ‘able’ mean?
- Why do we have to challenge our most able students?
- How should we be challenging them? Methods to maintain thinking and progress at the highest levels
10.30 - 11.15am: How are A/A* grades achieved?
- Feedback: looking back at the summer exams. What went well? What did examiners look for at the top levels?
- Missing out on the A/A* grades: common mistakes and key issues
- Work through A/A* responses and those that are not A/A*: candidate style answers and commentaries, with a focus on developing high quality responses
- Curriculum and teaching and learning adaptations in response to the exam feedback: improving A-A* attainment within your cohort
11.15 - 11.30am: Discussion: coffee break
11.30 - 12.15pm: Evidence-based practice; developing A/A* AO2 application skills
- What does an A* AO2 response look like?
- Strategies to improve AO2 application skills for topic areas and designing research questions
- Developing synopticity to support students in linking knowledge from across the PE specification and produce excellent responses
- Helping learners to interpret the questions and produce concise answers
- Planning the extended answer question
12.15 - 1.15pm: Lunch and informal discussion
1.15 - 2.00pm: Evidence-based practice; developing A/A* AO3 evaluation and analysis skills
- What does evaluation in a top level essay look like?
- Strategies and resources to develop AO3 evaluation as a skill and to ensure students get the high grades
- Evaluating theories Vs approaches Vs studies Vs treatments: the key links and differences
- Making the most of the extended answer question
2.00 - 3.00pm: Exploring and solving the challenges for A/A*PE students
- Differentiating for A/A* students in a mixed ability PE class
- Sustaining engagement over two years both within and outside the classroom
- Balancing exam technique and specification requirements whilst fostering passion for PE
- Building resilience and a growth mind set in order to support the transition from GCSE to A Level and prepare for Higher Education
3.00 - 3.30pm: Sustaining learning
- Reflecting on learning
- Action planning to apply evidence-based practice in own setting
3.30 - 3.45pm: Evidence-based practice; developing A/A* AO2 application skills
Tim has taught academic PE for over 20 years and is head of department at a school in Hampshire. He is currently working for a major exam board as principal examiner, senior team leader and subject specialist. He was previously involved in the production of materials and question setting in the legacy specification. Tim brings a wealth of knowledge and experience to this course and has a strong reputation for delivering innovative and informative INSET courses. He provides educational consultancy in schools/ colleges around the country.