ABOUT THIS COURSE

This stimulating and innovative course will focus on reinvigorating teaching and learning approaches in A level PE. With the move to linear A levels, the ability to transfer information from the working memory to the long term memory has never been more important.

The excellent course will focus on:

  • Underpinning unique memory strategies ( based on latest cutting edge research) designed to combat notoriously challenging areas within A level PE
  • Exploring Ideas to promote intent, implementation and impact in alignment with the new EIF, with a specific focus on curriculum sequencing that maximises retrieval, interleaving and synoptic links.

Delegates will actively simulate a student flipped learning experience as well as being introduced to numerous active collaborative learning strategies which will energise and engage learners. This course absolutely guarantees creative, take away strategies to enhance teaching and learning in A level PE.

BENEFITS OF ATTENDING

  • Use key findings from the most recent exam to address areas of weakness
  • Understand and apply the science of the brain to unique memory strategies
  • Explore practical classroom activities to bring theory lessons to life
  • Gain an understanding of an alternative curriculum design to maximise interleaving – a key focus in the new OFSTED framework
  • Experience a flipped learning approach and have permanent access to biomechanics podcasts to use for your own teaching
  • Take away numerous collaborative learning strategies to ensure optimised deliberate practice
  • Develop proven revision strategies based around cognitive psychology research
COURSE DATE Online | Thursday 25 January 2021
Online | Monday 22 March 2021
Online | Monday 14 June 2021
WHO SHOULD ATTEND? 
  • Heads of Department for PE
  • Teachers of A level PE
  • PGCE PE Mentors
  • Heads of Teaching and Learning
COURSE CODE 7789
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

 

START 1.30PM

Understanding and applying  unique memory strategies for a Linear memory

  • Memory, practice and myelin – the foundation of high achievement
  • look into the science underpinning deliberate practice revision techniques such as dual coding and interleaving

Using key findings from the most recent  exam series to address student weaknesses

  • Reacting to the key findings from the 2018/2019 exam series and applying effective strategies to overcome national areas of weakness
  • Separating common content and skills mistakes
  • Applying simple but highly effective exam technique strategies to ensure high performance

BREAK

Teaching Physiology: Moving From a Content and Coverage Approach to  Curriculum/Revision Sequencing Approach

  • Demonstrating the key principles underpinning the new OFSTED framework – intent, implementation and impact
  • How to move from a content and coverage approach to the Physiology content to designing curriculum/revision plan that maxims  interleaving and synoptic links
  • Anaerobic physiology – using movement analysis and muscle fibres as threshold concepts to weave a thread through anaerobic energy systems, strength training, adaptations and ergogenic aids
  • Aerobic physiology – using muscle fibres as a threshold concept to weave a thread through the aerobic energy system, aerobic training, adaptations and ergogenic aids

Physiological Factors – Imaginative and refreshed strategies to make content memorable and engaging

  • Innovative memory strategies to create a meaningful narrative between content qualifiers and outstanding responses for challenging areas such as learning theories, practice types, and transfer of skills
  • Memory platforms – lesson starters that maximise retrieval, interleaving and synoptic links with a focus on the psychological factors 10 mark synoptic question
  • Lesson based practical ideas for teaching attribution theory and social facilitation

BREAK

Biomechanics:  ‘Flipping’ outstanding biomechanics lessons

  • Discussion on the benefits of a flipped learning methodology for academic PE
  • Actively simulate a student flipped learning experience within biomechanics to feel first-hand the power of accessing lesson material before it has started
  • Using the Cornell method for interrogating screencast notes
  • Maximising deliberate practice and higher order thinking time in lessons

Collaborative learning strategies to maximise deliberate practice and active engagement   

  • Starting lessons with a bang – ensuring active engagement from the moment students enter the classroom
  • Actively experience six collaborative learning strategies based around biomechanics to apply them to all areas of the specification
  • Opportunities for higher order thinking skills
  • Applying knowledge to additional examples that are not covered in the textbooks

FINISH 5PM

Wes Davis

Wes has been teaching and achieving consistently outstanding outcomes in A level PE for 13 years. Such has been the success of these outcomes, he was nominated and shortlisted for the Times Educational Supplement (TES) UK Teacher of the Year award 2017/2018. He is currently Head of Sport and a teaching and learning coordinator at Worcester Sixth Form College where A level PE was graded as an ALPS 2 in 2018/19.  He delivers CPD and revision sessions in his own college, local authority and at institutions around the country.  He is an enthusiastic presenter who places a big emphasis on memory strategies and active learning.  He is currently also working as an examiner for a major awarding body.