Improving Outcomes for Lower Ability Students in OCR GCSE PE

Course Code: T0016 £249.00

ABOUT THIS COURSE

This course will provide ideas and solutions for strengthening the performance of lower grade OCR GCSE PE student in the classroom, NEA (Non-Examined Assessment) and in their final exams. Focus will start from where the lower ability student is at the start of the course coming in from KS3, where and how they struggle, with particular emphasis on strategies, approaches and techniques which are effective in developing the knowledge, application and performance of students. The course includes specific session on examination preparation, tackling the extended questions, effective feedback with clear solutions offered to overcome problem areas for lower ability students.

BENEFITS OF ATTENDING

  • Review exam feedback to reveal the challenges for the lower ability student
  • Gain new strategies to boost subject knowledge and understanding
  • Develop support techniques to enhance performance in the practical assessment
  • Obtain approaches on how to be successful with the written coursework
  • Increased students’ ability to track their progress and how to intervene successfully

PROGRAMME

Starting where the student is

10.00 – 10.40am
  • What can you learn from students’ performance in KS3?
  • Identifying and addressing misconceptions with Assessment Objectives
  • Significant support activities for lower ability students: where and why do they struggle with GCSE PE
  • Beginning the practical assessment process
  • Strategies for helping students to deal with and retain theoretical PE knowledge
  • Active ideas for to maximise engagement

Exam Strategies for the less able

10.40 – 11.30am
  • Review example answers on the smaller mark questions
  • Securing marks on data and graphs questions
  • Ensure less able students secure the AO1 and AO2 marks, using exemplar responses
  • Preparing students to succeed on the ‘discuss’ questions
  • A less able ‘tool kit’ to access questions focussing on AO3
  • Explore models to embed exam technique into lessons
 

Morning Break

11.30 – 11.50am

Tackling the extended questions with low ability students

11.50 – 12.45pm
  • Tackling the 6 markers and getting to grips with why students underperform
  • Games and activities to promote effective revision and exam preparation
  • Analysing exam feedback to improve opportunities for the less able

Success in the NEA written coursework

1.45 – 2.30pm
  • Best practice for coursework – techniques for improving the written element of the coursework with the less able
  • Understanding the importance of personalisation
  • Sharing structure and top tips to support the less able students
  • How to maximise engagement in this written task
  • Practice effective feedback to keep students focussed

Afternoon Break

2.30 – 2.45pm

Strategies that develop lower ability students

2.45 – 3.45pm
  • Scaffolding with AO2 application and AO3 evaluation rather than just learning facts and knowledge
  • Exemplar lesson strategies for the less able student – addressing how to apply and evaluate
  • Developing performance in practical activities with the less able
  • Boosting knowledge and application of challenging topics such as levers, planes and axes and movement analysis
GCSE - Code: T0016

Improving Outcomes for Lower Ability Students in OCR GCSE PE

COURSE LEADER

Marcus Sharrad is the Director of Coaching & Mentoring and Head of Exercise & Sport Sciences at Marlborough College, where he has worked since 2015-16, leading the department since 2016-17. Marcus is an Institute of Leadership & Management qualified professional coach and mentor, and Level 3 Talented Athlete Lifestyle Support (TALS) qualified. Through his business, The Crafted Concept, Marcus is a leading voice in the world of learning environments and learning design, educational psychology, the key principles of effective instruction, leadership and team building. The Crafted Concept publishes a weekly newsletter and Podcast, partnered with Keynote Educational. As Director of Coaching & Mentoring, Marcus has pioneered approaches to colleague induction and performance in their roles, and designed an instructional-focused pupil academic intervention initiative. During his time as a Head of Department Marcus has placed a heavy strategic focus on the academic credentials of sport sciences at GCSE and A-Level has seen pupil uptake double, with enhanced grade profiles to match.

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