ABOUT THIS COURSE
This interactive and innovative course will focus on creating new techniques and adapting traditional methods to energise a lesson and give students memorable ways to learn many of the more challenging areas of the anatomical and physiological aspects of the component 1 paper. The techniques are designed to be transferable across other areas of the specification and can be adapted to AQA and Edexel specifications.
The techniques used are designed to allow all types of learners specific access to the material as visual, audio and kinaesthetic methods are used and explored to help each type of student understand and retrieve the material with ease.
Attention will be given to the successful structure of a lesson to introduce new concepts and definitions, activities to embed them and finally a variety of ways to get the pupils to use the new material effectively. This is based on ‘pour in – distil – decant’ analogy.
BENEFITS OF ATTENDING
- Review lessons learned from past exam sessions from an examiner’s point of view
- Explore practical classroom activities to bring theory lessons to life and deal with the most problematic section of the specification
- Give students the key AO2 skills and exam techniques to apply their knowledge to the 4 most challenging command word questions and the AO3 evaluation element of essays
- Tools for engaging high ability students with the exam criteria to understand what is needed in A* answers, and for embedding high level thinking throughout the A-level course
- Develop proven revision strategies within your lesson and setting independent learning tasks
|COURSE DATE||Online | Monday 25 January 2021|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10:30am: What have we learned from recent exam sessions in this specification?
- Examiners’ expectations from the assessment objectives AO1, AO2 and AO3
- Examples of poor practice from the 4 most challenging types of question
- What separates the Level 4 extended answer from the rest
10:30 – 11:15am: Exemplar Material analysis and reflection
- Consider candidates answers for challenging questions and simple ways to improve them
- An opportunity to mark exemplar 20 mark questions from the last two exam sessions
11:15 – 11:30: Break
11:30 – 1:00pm: Great ideas for delivering tricky topics
- Methods of manipulating the classroom environment to engage kinaesthetic and visual learners
- Practical techniques to develop deepest understanding
- The benefits of differentiated learning using card sorts
- Anatomy and Energy system role plays in the classroom and sports hall environment
1.00 – 2.00pm: Lunch
2:00 – 2:45pm Differentiating in the classroom and developing high level thinking
- Strategies and resources to develop AO3 evaluation as a skill and to ensure students get the high grades
- Reciprocal learning to extend the high level candidates and develop weaker pupils
2:45 – 3:00pm: afternoon break
3:00-3:45pm: Maximising Revision
- Proven techniques to prepare the revision process
- Enabling constant revision and reflection
- Techniques to maximise effectiveness of the actual revision process
- Avoiding common pitfalls in revision
3.45 / 4.00pm: Plenary and Depart
Tim Richardson is an experienced examiner and has been teaching a level PE for over 20 years. He is a subject specialist delivering CPD for the exam board and has previously been involved in setting questions for the previous specification.