ABOUT THIS COURSE

Irrespective of how well staff prepare students for the three OCR written papers in A Level Physical Education, each year many marks are lost because of poor exam technique or quite simply students not knowing exactly what a question is asking for.

This course will look at the different types of questions featured across the Physiological Factors, Psychological Factors and Socio-cultural Issues exam papers and how the initial reading and dissecting of a question is key to actually answering the question in the way that the question setter intended it to be answered.

There will be examples of answers from across all three theoretical units to illustrate the differences between high scoring answers and mediocre answers, which, when grade boundaries are very ‘tight’, could mean the loss of one or more grade.

Other common exam technique errors will also be addressed and strategies introduced to help students monitor improvement in their exam technique.

A methodology for marking, grading and evaluating student work will be introduced.

BENEFITS OF ATTENDING

  • Identify the main areas where students lose marks when answering exam questions
  • Identify the range of question types across all three theoretical units
  • Focus on how to extract information from a question to allow access to all the marks available
  • Analysing how; a lack of examples, repetition of information, failure to focus on key terms, insufficient points and vague comments can impact the final outcome
  • Develop strategies for student self-monitoring and evaluation of their exam technique
  • Develop an understanding of accurate staff and peer marking
COURSE DATE Online| Friday 13 November 2020

Online| Friday 15 January 2021
WHO SHOULD ATTEND? 
  • Heads of PE Departments
  • Teachers who deliver any of the three theoretical units for OCR A level Physical Education
COURSE CODE  7807
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

 

10.00 – 11.00am: Using examiner’s reports and identifying key areas for improvement

  • Extracting the key areas for improvement identified in the H555/01, 02, 03 Principal Examiner Reports
  • Using historical centre based information on OCR’s Active Results to address issues with the current cohort
  • Do your students actually know where and how they lose marks?

11.00 – 11.15am: Break

11.15 – 12.30am:Exploring the different type of questions across the three exam papers

  • Identifying the range of question types; multiple choice, short structured, longer structured, data response and extended synoptic questions
  • Developing an understanding of command words and the impact on an answer and subsequent marks gained when the command word in a question is not accurately addressed

12.30 – 1.30pm: Lunch  

1.30 – 2.30pm: Extracting the correct information from the question

  • A question is more than just a test of subject knowledge – how to ensure that students dissect a question correctly
  • Strategies to standardise the dissection of a question across all three theoretical units, irrespective of the member of staff delivering the area of the specification
  • Strategies for selecting appropriate content and utilising effective presentation for both structured and extended synoptic questions
  • How students can monitor their own exam technique in homework and assessment tasks

2.30 – 2.45pm: Afternoon break

2.45 – 3.45pm: Accurate staff and peer marking

  • How exam questions are marked by external examiners
  • The use of appropriate and meaningful annotation to give students the greatest amount of accurate information to help them improve their answers
  • Examples of how effective marking can improve student responses
  • A marking exercise

3.45: Depart

Diane Skelly

Diane has a wealth of experience in the delivery of examinations of Physical Education at both GCSE, AS and A Level. She is currently employed in an Ofsted graded Outstanding Physical Education department in a large, mixed secondary school. She has over twenty years’ experience in all aspects of examining and moderating with one of the major examination boards. She has a very pragmatic and structured approach to the preparation of students for formal examinations for Physical Education and her courses seek to share this approach with delegates.