Achieving Grades 7-9 in Pearson Edexcel GCSE PE

ABOUT THIS COURSE

This updated and revised course for 2024 will demonstrate how to guide your best students to achieve Grades 7 – 9 in future Pearson GCSE PE examinations. Led by our highly respected presenter, David Pryce, the course will demonstrate teaching and learning ideas for all components which will stretch and challenge able students and develop their higher skills. Using the most recent feedback, the course will explore what is expected of high ability students and outline ways to build your teaching practice around this. Particular emphasis will be on stretching your most able students to produce high quality responses in both written examinations, to maximise their ability to score highly in practical assessment, and to write an analytical and evaluate PEP.

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BENEFITS OF ATTENDING

• Focused on identifying the demands of Grades 7 – 9 to help teachers prepare students effectively
• Gain examples of good practice for writing high quality responses
• Look in detail at the different demands of questions across all papers
• Understand how to translate the grading criteria into top practical marks
• Support students to write high quality PEPs
• Sample answers at Grades 7 – 9 will be discussed

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PROGRAMME

Focus on the demands of the GCSE specification

10.00 – 11.00am

• Examine the assessment demands of all components including the use of assessment objectives as a framework for assessment
• Embed successful teaching and learning strategies to build strong foundations for the GCSE course delivery.
• Explore the Examiner’s Reports from previous exam sessions - what students need to do to ensure that they achieve the highest grades
• Responding effectively to specification changes

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Morning Break and discussions

10.00 – 11.15am

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Grades 7-9: what do they involve?

11.15 – 11.30am

• Key behaviours of Grade 7-9 students: what marks out a top GCSE PE student?
• What the highest achieving students can do
• What does a grade 7-9 student do differently to other students?
• Identifying the potential areas of concern which limit ‘outstanding results’

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Component 1: key challenges for Grades 7 – 9 students

11.30 – 12.15pm

• Preparing your most able students for challenging topics of Paper 1
• Highlighting those areas where marks are often lost, and why.
• Question types and how to hit those extra marks
• Maximising marks on the short answer questions -: how very good students can miss out
• Teaching approaches – using practical sporting examples to support understanding of how Cardio-respiratory/Musculo-skeletal systems work together
• Teaching methods to develop student ability to write strong responses to energy systems and movement analysis questions. Use of examples
• Data questions – practical strategies to support students in answering data questions

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Achieving Top Marks in the Component 1 Extended Answers

12.15 – 12.45pm

• Achieving top marks in the extended answers – what students need to do, and ways to embed this into your teaching of the GCSE.
• Exploring and analysing sample student responses meet grades 7 -9.

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Lunch

12.45 – 1.30pm

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Achieving top results in Component 2

1.30 – 2.30pm

• Component 2 Assessment Objectives clarification
• How scenarios work when teaching health benefits and lifestyle choices
• Questions and question types and supporting your most able students
• Target setting and SMART goals – preparing for differentiated questions
• Mastering practice structures and guidance for higher mark questions
• Analysing Grade 7-9 responses for Component 2 extended questions

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Afternoon break

2.30 – 2.40pm

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The NEA (Components 3 and 4): stretching and challenging able students

2.40 – 3.40pm

• How to achieve the highest grades for NEA practical
• Review examples of NEA at Grades 7 – 9, what top level students achieve
• Characteristics of the most successful candidates in the NEA
• A closer look at coursework, the pitfalls and the best practice examples
• Share and target all aspects of the marking criteria for successful moderation outcomes
• The key role of Initial planning to help students write analytical and evaluative PEPs to reach the highest mark bands
• Making full use of the new PEP guidance materials

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Plenary and Depart

3.45pm

• Final questions and ideas for supporting the most able students in GSCE PE

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