Preparing to teach GCSE Physical Education Ross Howitt Summer 2016 Slide 1 Follow us on Twitter @AQACPD.
Structure of the session External assessment Pedagogy How to use the specification Support and resources available (including Scheme of work, additional SAMS, exemplar responses) Coursework requirements and non-exam assessment (NEA) Analysis and evaluation task Further support and resources available Slide 2 Follow us on Twitter @AQACPD.
The new GCSE PE specification Slide 3
GCSE PE specification at a glance Component 1: The human body and movement in physical activity and sport Written Paper Component 2: Socio-cultural influences and well-being in physical activity and sport Written Paper Component 3: Practical performance in physical activity and sport Non-exam assessment 30% 1 hour 15 minutes written paper 78 marks Combination of multiple choice, short answer and extended writing questions Applied anatomy and physiology, movement analysis, physical training and use of data 30% 1 hour 15 minutes written paper 78 marks Combination of multiple choice, short answer and extended writing questions Sports psychology, socio-cultural influences, health, fitness and well-being and use of data 40% 100 marks Internal assessment, external moderation Slide 4
Theoretical content and skills 6 discrete areas across 2 papers: Paper 1 Applied anatomy and physiology Movement analysis Physical training Paper 2 Sports psychology Socio-cultural influences Health, fitness and well-being Use of data across both papers Slide 5
Assessment Objectives Assessment Objectives AO1 Demonstrate knowledge and understanding of factors that underpin performance and involvement in physical activity and sport (25%) AO2 AO3 AO4 Apply knowledge and understanding of factors that underpin performance and involvement in physical activity and sport (20%) Analyse and evaluate factors that underpin performance and involvement in physical activity and sport (15%) Demonstrate and apply relevant skills and techniques in physical activity and sport (30%) Analyse and evaluate performance (10%) Slide 6
Theoretical content and skills 2 Pedagogy: Teach the knowledge Ensure they understand it Apply that knowledge to activities, exercise or scenarios Get students to choose the application Evaluate and or analyse Example: spirometry traces (lung volumes) What are the volumes (TV, IRV, ERV, RV)? Do the students understand what they are and can identify them on a trace? Apply to exercise - how do they change during the onset of exercise, steady state, increasing intensity? Analyse a trace and explain what has happened Slide 7
Using the specification Detail on what depth to teach Detail on terminology to be used Practical examples given when necessary Matching subject specific vocabulary Use of (limited to) when necessary Let s have a look. Remember the specification matches the subject specific vocabulary and also matches the endorsed book (Hodder) Slide 8
GCSE PE: examination questions Slide 9
Question types: short answer Question 1 (paper 1, question 01) Which one of these is an immediate effect of exercise? A Improvement in muscular endurance B Improvement in stamina C Increase in aerobic fitness D Increase in heart rate [1 mark] Question 2 (07.2 paper 2) Describe two examples of gamesmanship in sporting activities of your choice. [2 marks] Slide 10
Question types: longer response Question 1 ( paper 2, question 10.1) A group of five friends have recently calculated their body mass indexes (BMI) and have researched how to follow a balanced diet. Their current BMI scores are shown in Table 1. Table 1 Friend Friend 1 Friend 2 Friend 3 Friend 4 Friend 5 BMI score 38 21 29 31 30 Analyse the information shown in Table 1 and identify which of the friends are classified as obese. Justify your answer. [2 marks] Question 2 (paper 2, question 17.2) Classify the skill of marathon running using each of the following classifications: Slide 11 basic/complex open/closed self-paced/externally-paced gross/fine. Explain your choices. [4 marks]
Exemplar responses Slide 12
Question types: extended response (6 marks) Question 1 (paper 2, question 21) Using your knowledge of agility and reaction time, evaluate the importance of these components of fitness for performers in the 100m sprint. [6 marks] Exemplar student responses to peruse and mark! Slide 13
Question types: extended response Question 2 Aisha is currently studying for her GCSEs. Her school report has been sent home to her parents and highlights that her PE teacher is worried about her lack of interest in taking part in physical activity inside and outside of school. Her parents are also disappointed as they have regularly encouraged her to join a sports club. Identify potential factors that could have caused Aisha s lack of interest in sport, justifying your choices. [9 marks] Exemplar responses to peruse and mark Slide 14
Command words 1 Paper 1, question 11.2 Outline how two of the features of the shoulder joint aim to prevent injury occurring. [2 marks] Paper 2, question 13.3 Using a sporting activity of your choice, suggest why performers may use beta blockers. [2 marks] Paper 2, question 15.2 Explain how two types of sponsorship may improve an individual s performance. [2 marks] Slide 15
Command words 2 Command word Analyse Apply Calculate Compare Complete Consider Define Describe Discuss Evaluate Explain Identify Illustrate Interpret Justify Outline Suggest State Meaning Separate information into components and identify their characteristics. Put into effect in a recognised way. Work out the value of something. Identify similarities and or differences. Finish a task by adding to given information. Review and respond to given information. Specify meaning. Set out characteristics. Present key points about different ideas or strengths and weaknesses of an idea. Judge from available evidence. Set out purposes or reasons. Name or otherwise characterise. Present clarifying examples. Translate information into recognisable form. Support a case with evidence. Set out main characteristics. Present a possible case/solution. Express clearly and briefly. Slide 16
Non-exam assessment (NEA) Slide 17
Reduced activity list Team activities Individual activities Association Badminton Basketball Amateur Athletics Badminton football boxing Camogie Cricket Dance Canoeing Cycling Dance Gaelic Handball Hockey Diving Golf Gymnastics football Hurling Lacrosse Netball Equestrian Kayaking Rock climbing Rowing Rugby Rugby Union Rowing Sculling Skiing League Squash Table tennis Tennis Snowboarding Squash Swimming Volleyball Table tennis Tennis Trampolining Specialist team activities Specialist individual activities Blind cricket Goal ball Powerchair football Table cricket Wheelchair Wheelchair basketball rugby Boccia Polybat Slide 18
Practical performance in physical activity and sport 40% non-exam assessment 100 marks Internal assessment, external moderation Broken down into two sections: i. performance assessment (practical performance) ii. performance analysis assessment (analysis and evaluation) Slide 19
Performance assessment (practical performance) 30% of overall qualification 75 marks Students assessed in three activities as a player or performer (25 marks per activity) One assessment must be in a team sport or activity, one assessment must be in an individual sport or activity and a third can be from either a team or an individual sport or activity Students can only be assessed in activities listed in the specification For each activity, students will be assessed in: i. skills (10 marks per activity) ii. full context (15 marks per activity) Slide 20
Requirements when setting tasks Any activity that cannot be replicated live at moderation must be filmed. Schools must ensure that there will be no obstacles to the filming of an activity, eg if swimming pool prohibits filming for child protection reasons or if it is impossible to obtain footage of sufficient quality when filming a student climbing a rock face. If an activity cannot be appropriately filmed for any reason, then students cannot use it as part of their assessment and must choose an alternative activity Moderation involves repeated scores Video taken of live moderation Period of time to prepare to follow Slide 21
Requirements when students take tasks Part 1 drills should be progressive enough for students to showcase their level of ability: drills must progress drills must challenge drills must incorporate competition drills cannot be in the full context Part 2 opposition in the full context of an activity should be sufficiently challenging for students to showcase their level of ability: must be the full context the level is appropriate student should be in their best position (where appropriate) students performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation Slide 22
Practical performance exemplars Badminton singles Netball Slide 23
Performance analysis assessment analysis and evaluation 10% of overall qualification 25 marks Students will be assessed on: i. analysis (15 marks per activity) ii. evaluation (10 marks per activity) Students can analyse and evaluate their own performance or the performance of another person Analysis and evaluation can only be carried out on an activity listed in the specification Can be carried out in either written or verbal format if verbal, audio-visual evidence Good to annotate when marking Slide 24
Performance analysis assessment marking criteria Analysis strengths and weaknesses (15 marks) Analyse a performance in one activity from the specification in order to identify and justify two strengths and two weaknesses One strength and one weakness should be a fitness component One strength and one weakness should be a specific skill/technique or tactic/strategy/aspect of choreography (as appropriate) Evaluation the use of theoretical principles to cause improvement (10 marks) Produce an overall action plan that suggests ways to improve upon the identified weaknesses Use appropriate theoretical content in action plan Students will not be assessed on whether improvement actually occurs Slide 25
Content vs process Can be done at any point during GCSE Use of pro-formas when doing A&E? Amount of guidance for students? Specific feedback on the analysis and evaluation task cannot be given to students so that they can improve their work Slide 26
Analysis and evaluation - 1 Analyse yourself or another (15 marks) 1. Fitness strength (fully justified with reference to recent performances) 2. Fitness weakness (fully justified with reference to recent performances) 3. Skill/ tactical strength (fully justified with reference to recent performances) 4. Skill/ tactic weakness (fully justified with reference to recent performances) Evaluation (10 marks) 1. Choose a suitable training type (justified) 2. Write up a session of that training type in detail (how will it help?) 3. Choose another area of the theoretical course 4. Justify how knowledge of this area could improve performance 5. Demonstrate how it could be used in the future Slide 27
Performance analysis exemplar Example of the analysis and evaluation task (written) This should not be replicated/ copied This cannot be displayed or shown to students Slide 28
Moderation Visiting moderation for performance assessment Moderation by post for performance analysis assessment Expect performances to be repeatable, ie expect performances at moderation to justify marks awarded Audio-visual evidence has to be made for any assessment/activity that cannot be replicated at live moderation Schools/colleges have to make audio-visual recording of the performances seen at the moderation visit This is so that schools or colleges can challenge the outcome of moderation Will not know the outcome of moderation until results day Slide 29
Moderation timeline January to February Moderator contacts school to arrange date of visit for practical March to May School sends marks to moderator no later than two weeks before visit Moderator selects sample of assessments and inform school of students and activities no earlier than one week before the visit Moderation visit occurs it is responsibility of school to ensure that sample students are available, activities set up, there are sufficient students to make up numbers and performances at moderation are filmed School submit marks for all assessments, including performance analysis task, to AQA and moderator Moderator selects sample of performance analysis task same students as selected for practical performance School sends sample of work to moderator in the post August Results issued school don t find out outcome of moderation until results day EaR period opens September EaR period closed Slide 30
Support and resources for GCSE PE Slide 31
AQA support and resourcing AQA tools to help you: AQA website e-aqa ERA (Enhanced Results Analysis) Secure Key Materials Teacher online standardisation (TOLS) Training courses Exampro Slide 32
Let s look at the website! Plan, Teach and Assess Slide 34
Schemes of work (SOW) Slide 34
Teaching resources Slide 35
Summary of teaching resources Exemplar responses to exam questions, with accompanying commentaries Second set of specimen question papers and mark schemes Practical exemplar clips, with accompanying commentaries Analysis and evaluation exemplars, with accompanying commentaries Hodder Education textbook (Howitt and Murray) Slide 36
Summary of key learning points Use the specification, scheme of work and subject specific vocabulary together Check your pedagogy: knowledge, apply, vary the application, analyse and/ or evaluate Follow moderation procedures and submit marks to the moderator at least two weeks in advance Mark analysis and evaluation in house Fulfil moderation procedures Slide 37
Contact points for more information and guidance PE subject team T: 01483 477822 E: pe@aqa.org.uk Teacher support manager Eilish Gorse CPD manager Ros Nixon View more courses and events on: aqa.org.uk/cpd T: 0203 671 8014 E: teachercpd@aqa.org.uk Use the link to register your commitment to teach to get the latest information: contact.aqa.org.uk/cn/acja4/ctt_pe Slide 38
Thank you We are an independent education charity and the largest provider of academic qualifications for all abilities taught in schools and colleges. Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning. aqa.org.uk/ Slide 39 Follow us on Twitter @AQACPD.