This new course supports teachers in producing teaching strategies and approaches for maximising the results for students of high ability. By looking at the 2018 Examiner’s Report and exploring successful and innovative teaching techniques, delegates will develop confidence in their ability to support high ability learners and boost the grades of students on the 6-7 borderline and those looking to achieve the very highest grades of 8 and 9 in OCR GCSE PE.


  • Take away tried and tested resources to apply in the sports hall or classroom that encourage high level thinking, writing and performing skills
  • Gain insight into what OCR examiners are looking for at the highest grades
  • Develop confidence in using the assessment objectives and mark schemes to provide feedback and increase progress for students aiming to achieve Grades 7 to 9
  • Find out how to support students in balancing practical ability with written skills and thus encourage excellent final results
COURSE DATE London Monday 17 June 2019
  • All teachers of OCR GCSE 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 - 11.00am The Demands of the OCR Specification

  • Feedback: the 2018 Examiner’s Report and what it means for students aiming for Grades 7 to 9
  • Ensuring your course structure encourages progress for higher ability learners
  • Creating consistency: How to provide feedback that supports and demonstrates progress in both practical AND written tasks with high attaining students
  • Interventions: identifying and rectifying underachievement at the top end

11.00 - 11.15am Discussion: coffee break


11.15 - 12.15pm Getting the best results in Component 1: The Written Paper, Section B

  • What Grades 7-9 look like in Section B and what examiners are looking for
  • Teaching the content to support insightful, appropriate and justified suggestions
  • Applying research and embedding social, cultural and historical context for maximum achievement
  • Fulfilling the demands of each question: developing answers for the longer questions to achieve maximum marks

12.15 – 1.00pm Teaching Component 1: The Written Paper for Grades 7-9 students

  • Analysing a top band answer: applying the mark scheme with confidence and using it with your students
  • Teaching extended written skills to improve structure, clarity and use of technical terms
  • Maintaining progress in written work throughout the course for maximum confidence and achievement
  • Strategies to cope with the longer answer questions
  • Timing: how to ensure high ability students perform well on exams

1.00 – 2.00pm: Lunch and informal discussion


2.00 – 2.45pm Component 2: Completing the NEA to the highest levels

  • New approaches for providing appropriate stimuli to support high achieving students
  • Ways in to written work: how to ensure that knowledge and evaluative skills are applied clearly and appropriately
  • Maximising marks in the AEP – making every word count
  • Core and Advanced skills: Ensure they are assessed
  • Best practice in presenting evidence / practical footage for the moderator
  • Preparation for moderation day
  • The ‘mock’ moderation

2.45 – 3.30pm Component 3: Strategies to engage and stretch high ability learners

  • Applying feedback from visiting examiners: choosing appropriate texts and extracts for your higher ability candidate
  • Classroom strategies for reciprocal learning
  • Using technology to support your delivery
  • Specific strategies for excellence in each component
  • Monitoring progress and promoting independence

3.30 – 3.45pm Final questions and depart

Tim Richardson

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.

View all courses led by Tim Richardson >