Description

ABOUT THIS COURSE

This new course will demonstrate how to guide your best students to achieve Grades A & A* in future AQA A-level PE examinations. The course will explore the characteristics of A/A* students identified in research and why and how we have to challenge our most able A-Level PE students.

Focused extensively on evidence-based teaching, learning and assessment practice as well as feedback from the most recent exams, you will leave with a vast range of resources and practical strategies that will enable you to meet the needs of your most able students and ultimately increase A and A* grade attainment.

Finally, we will look beyond the course to focus on preparing these students to continue studying PE at university.

BENEFITS OF ATTENDING

• Increase awareness of what teacher should aim to achieve with the most able PE Students
• Gain the latest evidence-based practice that challenges A/A* students
• Develop greater understanding of what examiners are looking for in Grade A/A* responses
• Take away a range of innovative teaching ideas and electronic resources for your most able students
• Learn how to develop resilience so that talented PE students achieve their A/A* potential
• 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

PROGRAMME

Challenging our most able students

10.00 – 10.45am

• Who are our most able students?
• Why do we have to challenge our most able students?
• How are A/A* Grades achieved?

Break

10.45 – 11.00am

Focus on assessment demands for A/A* students

11.00 – 12.00pm

• Examine the assessment demands of all components including the use of assessment objectives as a framework for assessment
• Consider the most effective models for delivery of the course to ensure effective assessment
• Feedback and grading analysis from the most recent exam. What is required for A/A*?
• Analysis of mark schemes – which sections/questions differentiated candidates?
• Grades A & A*: what are the differences between these?
• Key attributes of Grade A/A* students in the classroom
• Avoiding potential hazards: what can cost a top student their A/A* grade?

The key challenges for A/A* students in extended questions

12.00 – 1.00pm

• Applying synoptic requirements correctly
• Supporting students to write top band extended answers
• Applying knowledge to consistently write top band evaluation or analysis

Lunch

1.00 – 2.00pm

Stretching and Challenging the most able students in short answer questions

2.00 – 3.00pm

• The shorter questions: what are the potential pitfalls?
• Moving on from GCSE approaches – encouraging students to become confident with AO3 skills
• The value of context – achieving depth of AO3 in short answer questions
• What makes a strong A-Level response? How can we build up to this?
• Planning with and designing support for students aiming for top grades

Afternoon Break

3.00 – 3.10pm

Tactics for achieving the highest grades in the written coursework

3.00 – 3.45pm

• Develop an action plan for success for students aiming for top grades in the NEA analysis and evaluation
• How to achieve depth or breadth of analysis
• The key pointers to depth of evaluation
• Examine some high mark pieces of coursework and unpick why

Depart

3.40pm