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 course will include this key challenge, while also – in line with the new Ofsted framework – explore ideas to promote intent, implementation and impact with a specific focus on curriculum sequencing that maximises retrieval, interleaving and synoptic links.

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 2019 exam series to address national 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 DATES London | Wednesday 5 February 2020
London | Friday 26 June 2020
WHO SHOULD ATTEND? 
  • Heads of Department for PE
  • Teachers of A level PE
  • PGCE PE Mentors
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
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

10.00 – 10.25am
Memory, practice and myelin – The foundation of high achievement

  • A look into the science underpinning deliberate practice revision techniques such as dual coding and interleaving

10.25 – 10.40am
Using key findings from the 2018 and 2019 exam series

  • 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

10.40 – 11.20am
Revision sequencing ideas

  • Demonstrating the key principles underpinning the new OFSTED framework – intent, implementation and impact
  • Moving from a content and coverage approach to the physiology content to designing a curriculum/revision plan that maximises interleaving and synoptic links
  • Anaerobic physiology – using movement analysis and muscle fibres as threshold concepts
  • Aerobic physiology – using muscle fibres as a threshold concept
  • Using memory hooking as a strategy to transfer adaptations to aerobic training to the long term memory

11.20 – 11.35am
Discussion: coffee break


11.30– 12.30pm
Psychological 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
  • Classroom based practical ideas for teaching attribution theory and social facilitation

12.30 – 1.15pm
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

1.15– 2.15pm
Lunch and informal discussion


2.15 – 3.45pm
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

Wes Davies

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.

PE