The aim of this week’s blog post is a little different to the normal ones. I have chosen to share with you two AQA GCSE PE resources that we have in development and to seek the feedback from the sector on their concept, structure and design. Please look closely at both resources and add your comments in the blog comments section at the bottom of the page. All feedback is warmly received and all comments will be read and answered. Thank you in advance.
In a rush? Jump to the specific question/section.
➚ Jump to resource 1: Mapping the AEI content for 2022 exams
➚ Jump to resource 2: Supporting students with 9-mark questions
➚ If you wish to leave a comment, scroll to the 'Leave a comment' section at the end of the post.
Resource 1: Mapping AEI content for 2022 exams
I recently supported a parent of a student who experiences dyslexia to map out the highest priority learning in advance of the summer 2022 exams. As you will be aware, this year’s papers feature Advance Exam Information content for AQA GCSE PE. This content will definitely feature on the exams on “higher tariff” questions. For this reason, students, including the student I mentioned above, are unsure about which topics to “overlearn”, learn or avoid.
In order to support this student, I made the resource below. The resource is based on the following assumptions:
In essence, I have RAG (well, dark green, light green, yellow) rated the lessons on the site to encourage students to spend more time on some areas over others. You will notice that the lowest priority lessons (indicated with a yellow circle) are still necessary to learn. I've also made 13 lessons free to access.
The Bones of the Skeleton
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Listed on AEI
Structure of the Skeleton
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Listed on AEI
Functions of the Skeleton
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Not on AEI but heavily questioned
Subscribers
Structure of Joints
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Not on AEI & not heavily questioned
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Types of Freely Movable Joints
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Not on AEI & not heavily questioned
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Joint Movements
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Listed on AEI
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Muscles of the Body
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Listed on AEI
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Antagonistic Pairs
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Listed on AEI
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Types of Contraction
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Listed on AEI
Pathway of Air and Exchange of Gases
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Not on AEI but heavily questioned
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Mechanics of Breathing
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Listed on AEI
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Transportation of O2 and CO2
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Not on AEI & not heavily questioned
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Lung Volumes
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Listed on AEI
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Structure of the Blood Vessels
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Listed on AEI
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Structure of the Heart
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Not on AEI & not heavily questioned
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Cardiac Cycle
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Not on AEI but heavily questioned
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Cardiac Volumes
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Not on AEI & not heavily questioned
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EPOC and Recovery
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Not on AEI & not heavily questioned
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Recovery from Vigorous Exercise
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Not on AEI & not heavily questioned
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Aerobic and Anaerobic Energy
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Listed on AEI
Immediate and Short Term Effects of Exercise
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Not on AEI but heavily questioned
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Long Term Effects of Exercise
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Listed on AEI
Planes and Axes
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Not on AEI but heavily questioned
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Movement Patterns
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Listed on AEI
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Levers
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Not on AEI but heavily questioned
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Health and Fitness
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Not on AEI & not heavily questioned
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Components of Fitness
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Listed on AEI
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VO2max
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Not on AEI & not heavily questioned
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Reasons for and Limitations of Fitness Testing
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Listed on AEI
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Fitness Testing 1
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Not on AEI but heavily questioned
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Fitness Testing 2
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Not on AEI but heavily questioned
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Fitness Testing 3
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Not on AEI but heavily questioned
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Fitness Testing Data
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Not on AEI & not heavily questioned
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Principles of Training
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Not on AEI & not heavily questioned
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Methods of Training 1
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Not on AEI but heavily questioned
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Methods of Training 2
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Not on AEI but heavily questioned
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Training Target Zones and Training Intensity
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Not on AEI & not heavily questioned
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Injury Prevention
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Not on AEI but heavily questioned
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Altitude Training
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Not on AEI but heavily questioned
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Seasonal Training
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Not on AEI but heavily questioned
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Cool Down
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Listed on AEI
Skill and Ability
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Not on AEI & not heavily questioned
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Classification of Skill
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Listed on AEI
Performance and Outcome Goals
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Not on AEI & not heavily questioned
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SMART Targets
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Not on AEI & not heavily questioned
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Basic Information Processing
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Listed on AEI
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Feedback
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Not on AEI & not heavily questioned
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Guidance
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Not on AEI & not heavily questioned
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Arousal
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Not on AEI but heavily questioned
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Controlling Arousal
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Not on AEI but heavily questioned
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Aggression
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Not on AEI & not heavily questioned
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Personality
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Not on AEI but heavily questioned
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Motivation
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Not on AEI but heavily questioned
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Engagement Patterns 1
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Listed on AEI
Engagement Patterns 2
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Listed on AEI
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Commercialisation
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Listed on AEI
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Sponsorship
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Listed on AEI
The Media
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Listed on AEI
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Impact of Technology
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Listed on AEI
Conduct of Performers
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Not on AEI but heavily questioned
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Contract to Compete
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Not on AEI & not heavily questioned
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Anabolic Steroids
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Listed on AEI
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Beta Blockers
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Listed on AEI
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Diuretics
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Listed on AEI
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Blood Doping
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Listed on AEI
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Advantages and Disadvantages of PEDs
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Listed on AEI
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Hooliganism and Spectator Violence
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Listed on AEI
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Preventing Violence
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Listed on AEI
Health and Wellbeing
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Not on AEI but heavily questioned
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Reasons for Participation
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Not on AEI & not heavily questioned
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Sedentary Lifestyles
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Not on AEI but heavily questioned
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Obesity
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Not on AEI but heavily questioned
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Somatotype
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Not on AEI but heavily questioned
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Energy Use
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Not on AEI but heavily questioned
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Reasons for a Balanced Diet
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Not on AEI & not heavily questioned
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Role of Carbs Fat Protein Vitamins and Minerals
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Listed on AEI
Hydration
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Listed on AEI
Subscribers
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Resource 2: Supporting students with 9-mark questions
There is a strong sense in the PE teaching sector that 9-mark questions on AQA GCSE PE 9-1 are poorly answered by students in exams. This plays out when viewing the data below:
Students are failing to hit the majority of marks in 9-mark responses.
My conversations with teachers tend to revolve around the best way to support students in practising the 9-marker and structuring their answer, with a specific concern being the need to provide synoptic links.
With these points in mind, I made the following document. I want you to be aware that this document is relatively untested with students, having been trialled in only five schools thus far. However, it is also reasonable to state that the trialists have been very positive about the overall experience.
I encourage you to download this document and to experiment with it with some year 10 students. You are very welcome to use it with year 11s but I want to stress that this document is in its development phase and is not considered ready for full publication. I also want to remind teachers that year 11 students are just days from their assessments, so be cautious when introducing new concepts to them.
I seek your feedback in order to truly “nail” this structure. Once achieved, this model might be able to be adapted to other courses and other extended writing experiences.
Click the image or here to download a PDF of the template.
We recommend printing single sided or alternatively, two pages per sheet.
You will notice that the planning support document also links to a further document used for developing synoptic links. This document is below:
Click image or here to download a PDF version.
Please add your feedback comments or questions below in the blog comments section. I look forward to reading your views.
Have a lovely day.