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.


  • 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
  • Heads of Department for PE
  • Teachers of A level PE
  • PGCE PE Mentors
  • NQTs
  • While aimed at the OCR syllabus the theories and concepts discussed are also in AQA and Edexel and BTEC sport specifications
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder 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 – 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

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.