This course will demonstrate how to guide your best students to achieve Grades A & A* OCR A-Level Physical Education examinations.  Led by our highly respected and successful presenter Wes Davis, the course will demonstrate teaching and learning ideas for the three theory papers and the Non Examined Assessment. Using feedback from 2018 & 2019, the first two years of examinations on the new specifications, the course will outline what is expected of high ability students and explore ways to build your teaching practice around this.


  • Focused on identifying the demands of Grades A & A* and providing materials to help teachers prepare students effectively
  • A detailed look at the different demands of questions across the three theory papers
  • Mark schemes & examiners’ reports will be analysed to identify what marks out the top candidates
  • Sample answers at Grades A & A* will be analysed
  • Materials will be provided that will allow teachers to cover the course in innovative and student-friendly ways that push the highest ability students
COURSE DATE London | Friday 26 January 2022

London | Friday 17th June 2022

  • All teachers of OCR A-Level Physical Education
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 – 10.45am – Creating an A/A* Culture

  • Using Alumni to inspire the next generation of high achievers
  • Implementing an A* Teaching and learning methodology
  • Embedding retrieval practice, spaced practice and interleaving to increase the number of students getting A* grades

10:45 – 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
  • Working 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 lessons learnt to improve A-A* attainment

11.15 – 11.30am: Discussion: coffee break

11.30 – 12.15pm: Developing A/A* AO2 application skills

  • What does an A* AO2 response look like in paper 1, paper and paper 3?
  • Teaching and learning strategies to improve AO2 application skills for topic areas
  • Helping learners to interpret the questions and produce concise answers


12.15 – 13.00pm: Developing A/A* AO3 evaluation skills

  • What does evaluation in an A* response look like in paper 1, 2 and 3?
  • Teaching and learning strategies and resources to develop AO3 evaluation as a skill in short and extended answers
  • Comparing evaluation points between topics
  • Active learning strategies to encourage A/A* Evaluation


13.00 – 13.45pm Lunch


13.45 – 14.30 pm: Developing A/A* responses in the EAPI

  • Developing synopticity between theory topics to maximise EAPI theory links
  • Re-thinking assessment to develop the verbal literacy required for A/A* EAPI responses


14.30 – 15.15pm: Exploring and solving the big challenges for A/A* Physical Education students

  • Outlining key myths linked to the synoptic questions
  • Differentiating for A/A* students in a mixed ability class
  • Maintaining motivation and engagement


15.15 – 15.30pm: Plenary discussion and depart