Title slide OCR GCSE Physical Education Introducing the

Title slide: OCR GCSE Physical Education Introducing the specification, NEA and SAMs Sara Mallett, Subject Specialist, OCR 00 Month 2016

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GCSE/AS/A level Qualification Reform Sara Mallett Subject Specialist, OCR

Why OCR? • Constructed after extensive consultation with teachers and stakeholders. • The specification blends theory with the practical to give learners a well rounded introduction to PE. • The resourcing shows how you can keep a practical focus whilst teaching the required theory. • Included are transferable skills that will aid students in whatever they choose to study post GCSE. • We recognise the need for OCR to help teachers, as such all topic areas will be well resourced to assist you in your teaching of this specification.

OCR Teaching and Learning Resources

OCR’s approach to resources PROGRESSION FOR ALL Enabling teachers to construct a curriculum that supports progression for students of all abilities Providing teaching and learning resources that are tailored to the needs of each subject area Creating teaching and learning resources that are adaptable to the needs of different students QUALITY Capturing the ‘expert voice’ Drawing on research evidence about teaching and learning to support teachers in removing barriers to progression for all students Sign-posting high quality teaching and learning resources from external sources A GROWING BODY OF KNOWLEDGE Developing a partnership with the teaching community Creating teaching and learning resources throughout the lifetime of the specification Supporting creative teaching approaches

Teaching and learning resources COVERAGE OF FULL QUALIFICATION CONTENT COVERAGE OF PARTICULAR TOPICS INDIVIDUAL TEACHING ACTIVITIES TOPIC EXPLORATION PACKS DELIVERY GUIDES LESSON ELEMENTS TRANSITION GUIDES www. ocr. org. uk/reformresources

DELIVERY GUIDES Provide information on the assessed content, the associated conceptual development and contextual approaches to delivery Provide links to a wide range of high quality resources (internal and external) that teachers can select from to deliver each topic

TOPIC EXPLORATION PACKS Provide general teacher guidance about a range of potential approaches for delivering a particular topic Provide a number of creative and engaging lesson activities to support the teaching of a particular topic

TRANSITION GUIDES Identify the levels of demand progression in how a particular topic is covered at different key stages Provide links to a wide range of high quality resources (internal and external) to support deliver at each key stage Provide ‘Checkpoint Tasks’ to assist teachers in identifying students’ ‘readiness for progression’ between the Key Stages

LESSON ELEMENTS Provide all the materials necessary to deliver a creative classroom activity Written by education experts

New resources functionality We are developing exciting new functionality to help teachers access and interact with our resources: Online Specifications Online Delivery Guides Scheme of Work Builder Working towards release April 2016 for Tranche 2 subjects Video at www. ocr. org. uk/reformresources

The Specification

Key features of the specifications • A straightforward structure with clear focussed content. • Support, resources and teacher guidance. • A wide variety of practical activities to choose from in the NEA component. • Learners are introduced to a wide range of topics enabling them to fully experience the subject. • Learners will see ‘where they fit in’ with sport and how to improve their performance • A use of data /quantitative skills element, enabling learners to develop their knowledge and understanding of subject specific skills • A clear basis and a good introduction for those learners who wish to move on from GCSE or AS or GCE Physical Education and take their study to the next level.

Aims and learning outcomes 1: GCSE • GCSE study in physical education should be broad, coherent and practical, encourage leaners to be inspired, motivated and challenged by the subject and enable them to make informed decisions about further learning opportunities and career pathways. • GCSE specifications in physical education will equip leaners with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being.

Aims and learning outcomes 2: GCSE Continued This will require them to: • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance • understand how the physiological and psychological state affects performance in physical activity and sport • perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas • develop their ability to analyse and evaluate to improve performance in physical activity and sport • understand the contribution which physical activity and sport make to health, fitness and well-being • understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

GCSE • Currently – 60% controlled assessment, 40% examined content. • New – 40% Non-exam assessment, 60% examined content. • This change affects all boards.

Structure of the GCSE (page 8 of the summary brochure) Content Overview Applied anatomy and physiology Physical training Socio-cultural influences Sports psychology Health, fitness and wellbeing Practical activity assessment Analysing and evaluating performance (EAP) Assessment Overview Physical factors affecting performance (01) 60 marks 1 hour written paper Socio-cultural issues and sports psychology (02) 60 marks 1 hour written paper Performance in physical education (03)* 80 marks Non-exam assessment 30% of total GCSE 40% of total GCSE

Content of the GCSE • The content of this specification allows for practical examples from physical activities and sports to show theory can be applied and to reinforce understanding. Areas of the specification where this may be included are marked with the following symbol. • This specification contains a use of data element. The use of data analysis skills are spread across the components and topics and opportunities for inclusion are indicated through the use of this symbol:

Component 1: Physical factors affecting performance Applied anatomy and Physiology • Structure and function of the skeletal system • Structure and function of the muscular system • Movement analysis • Cardio and respiratory systems • Effects of exercise on body systems Physical training • Components of fitness • Applying the principles of training • Preventing injury in physical activity and training

Component 2: Sociocultural issues and sports psychology Sociocultural influences • Engagement patterns of different social groups in physical activities and sports • Commercialisation of physical activity and sport • Ethical and sociocultural issues in physical activity and sport Sports psychology Health, fitness and well-being

Component 3: Performance in physical education • Learners are internally assessed through the NEA in three practical activities and one performance analysis task. • Learners can only be assessed in the role of player/performer. • Learners can only be assessed in activities from the approved DFE list.

What are the similarities and differences? Page 7 of the GCSE Summary Brochure.

The Non-Exam Assessment

NEA 1 • • New name for controlled assessment. Limited list of sports. Options? The Task

NEA Marking • The practical marking grids • The Task marking grids

NEA 2 • Filming requirements • The VAF (Visit Arrangement Form) • The day of moderation • Cluster groups

The Sample Assessment Materials

The SAMs 1 • Command words • Question types • Point marking

The SAMs 2 • The mini, mini ‘essay’ • Levels of Response marking

Finding out more after this event Find out more? Ask the subject specialist: • Email: PE@ocr. org. uk • Phone: 01223 553998 • OCR website: http: //www. ocr. org. uk/qualifications/gcsephysical-education-j 587 -from-2016/

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