PHYSICAL EDUCATION TEACHER CPD AUTUMN 2015 SPRING keynote.org.uk. Opening new doors in teaching and learning

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1 TEACHER CPD PHYSICAL EDUCATION AUTUMN 2015 SPRING 2016 Opening new doors in teaching and learning PHYSICAL EDUCATION keynote.org.uk Physical Education 1

2 ABOUT KEYNOTE EDUCATIONAL LTD At Keynote, our focus is on raising standards of professional development by providing high level, inspirational training. As such, our training programmes are always rooted in relevant current practice. Our aim is to offer vibrant development opportunities that enrich staff and students so they are inspired, challenged and empowered to expand boundaries and take secondary professional development to the highest level of professionalism. We offer: Inspiring and practical training of the highest quality Over 1000 course leaders who are current, leading practitioners of national repute Over 400 national teacher courses and conferences all of which can be customised and delivered in-school Highly regarded national and in-school student conferences with expert examiners EXPANDING YOUR CPD? Our new in-school training will help you add even greater value to your existing CPD programme. With over 1000 expert practitioners, our in-school CPD enhances your staff training opportunities by bringing the experts to you. Choosing from across the strands of the Keynote provision, we will work with you to create vibrant and exclusive training which is flexible and adaptable to your needs. Sessions can be run as full or half days or alternatively as twilights or over several days, giving the advantage of a fluid and flexible training programme, that has an overall impact on achievement and progress. If you would like further information or would like to book an in-school event: VISIT OUR WEBSITE: US AT: ONLINE@KEYNOTE.ORG.UK Opening new doors in teaching and learning CALL US ON: Physical Education

3 PHYSICAL EDUCATION CONTENTS CODE COURSE TITLE PAGE LEADERSHIP 6153 Leading and Managing an outstanding Physical Education Department Middle Leadership Conference: Outstanding Middle Leadership 6 AS/A LEVEL 6316 Adapting your teaching to the new AQA A Level Physical Education specifications Outstanding Outcomes in AQA A Level Physical Education Teaching AQA A Level Physical Education for the first time Adapting your teaching for the new Edexcel AS/A Level Physical Education Specification Successful Outcomes for NQTs and those new to teaching Edexcel A Level Physical Education for the first time Adapting your teaching for the new OCR A Level Physical Education Specification Teaching OCR AS/ A Level Physical Education for the first time OCR AS/A2 coursework: maximising success with the EPIP and the E and A oral presentations Preparing students for assessment in Acquiring Movement Skills on the OCR AS unit G OCR AS/A PE: Preparing for excellent outcomes with the Extended questions new and current specifications Enhancing achievement of lower ability AS/A Physical Education Students and increasing A/A* success with the most able 17 BTEC 6321 Outstanding outcomes in Level 2 BTEC sport courses Teaching BTEC level 3 Sport Courses: enhancing the learning experience 19 GCSE 4031 Enhancing achievement of lower ability AS/A Physical Education Students and increasing A/A* success with the most able Adapting your teaching for the new 2016 Edexcel GCSE Physical Education Specification Success in the theory at Edexcel GCSE PE: preparing for 60% theory in the new specification Raising the bar : achieving 100% A*-C Grades in Edexcel GCSE Physical Education Teaching AQA GCSE Physical Education for the first time Adapting your teaching for the new AQA GCSE Physical Education Specification Adapting your practice for the new 2016 OCR GCSE Physical Education Specification Closing the gap in Physical Education: making outstanding progress in KS3 and 4 27 Physical Education 3

4 Course Leaders and Conference Speakers Carl Atherton is Head of PE at a high performing Sixth Form College of national repute. He has been teaching AS and A Level PE for 23 years and has authored numerous text books and resource materials for A level PE. He is an experienced A Level examiner and Moderator and has been leading CPD for teachers and revision conferences for students for the past 12 years. Danny Bonney is a teacher and Head of Physical Education at a successful Sixth Form College. He has twenty years experience of teaching A Level Physical Education in FE on both the AQA and OCR specifications. He has co-authored a successful text book and worked as a question scrutiniser for a major examination board. As part of his cross college responsibilities, he has been fortunate enough to review teaching and learning across a wide range of departments and has previously worked as an external quality reviewer providing subject specific support for Physical Education. Richard Brown has many years experience of teaching Physical Education at all levels, including A Level; as an examiner for both practical and theory aspects and of running a successful department. His leadership experience is extensive with 17 years at senior level including two Headteacher posts. More recently as Director of Sport, he has line managed both the Physical Education Department and School Sport Partnership at a large, high performing school, the latter being the largest of its type in the country, delivering sporting opportunity to 17,000 students in 9 secondary schools and 85 primaries. Dave Carnell is a reviser for a leading examination board at AS/A2 Physical Education as well as a former senior examiner and practical moderator. He is Head of Physical Education at King Edward VI College, Stourbridge, a grade 1 OfSTED Beacon Status department and has taught A Level Physical Education for 25 years. He is co-author of Heinemann / Pearson publications - AS and A2 Physical Education for OCR with accompanying teachers resource file and AS revision guides. With PEfocus, he has also produced an ever popular AS A&P student / teacher resource. Natalie Hathaway is a highly experienced teacher and Subject Leader of Physical Education. More recently she has worked in a Senior Leadership role taking the strategic lead on Pupil Premium Students. She has achieved excellent results with outstanding Value Added at GCSE and her strategies have greatly enhanced engagement of the more disengaged students. Her assessment and tracking at KS3 has been praised by Ofsted as she has led the department to an effective approach to assessing without levels. Ross Howitt is Principal Moderator and Coursework Advisor for a major exam board. He has managed a strong team of teachers in one of the country s largest and most successful providers of A Level Physical Education and brings a wealth of experience to this course. Ross has a strong reputation for delivering focused and informative INSET courses and is a regular provider of articles and information to a number of educational periodicals. He provides educational consultancy in schools/ colleges around the country. Jack Kliber is an experienced teacher at an Ofsted outstanding inner city academy, the school is placed in the top 1% nationally for value added. He is an experienced visiting moderator and still heavily involved in teaching the course, having recently led two cohorts through the qualification at 100% A*-C, he is predicting the same for this year s cohort. Mark Lampard is curriculum manager/senior sports lecturer at a successful Further Education college managing both sport and public service departments. He has successfully ran and established the sport and exercise programme for 10 years. Previously he has achieved BSc (Hons) in Sports Science and MSc in Sports Biomechanics completed at University of Chichester. Mark has conducted consultancy work in the past with Brighton and Hove Albion FC and is a qualified personal trainer and coach. Selected on an internal teacher talent scheme Mark has worked closely to develop new and aspiring teachers within sport. Mike Murray is an experienced A Level teacher with an extensive background in A Level PE examining. He has been a Principal and Chief Examiner for over 15 years, writing examination papers for several examination boards. He is also the author of a number of A Level textbooks and other resources. He was Head of Department for many years at a large Beacon Sixth Form College before becoming a full time Education Consultant. David Pryce is an experienced examiner and moderator and has delivered a wide range of training at conferences and CPD events. With over twenty years experience of teaching and examining GCE and GCSE PE, he combines a range of teaching and learning strategies with real insight into the key skills needed for examination success. Diane Skelly has a wealth of experience in the delivery of examinations of Physical Education at both GCSE, AS and A Level. She is currently employed in an Ofsted graded Outstanding Physical Education department in a large, mixed secondary school. She has over twenty years experience in all aspects of examining and moderating with one of the major examination boards. She has a very pragmatic and structured approach to the preparation of students for formal examinations for Physical Education and her courses seek to share this approach with delegates. Chris Teanby is an outstanding teacher of Physical Education which has been confirmed by Ofsted in his two most recent Ofsted observations. He is also an outstanding Subject Leader for Physical Education, under his leadership the department has been graded outstanding, has achieved a High School Quality PE award and has been rated as a Gold Standard department by The Youth School Trust. Examination results are consistently high, and improving, with high positive value added both at GCSE and A Level. Sarah van Wely specialises in the socio-cultural aspects of A Level PE. Having taught the course for many years she is a freelance educational consultant writing and delivering teacher workshops and student revision and study days. Her courses are greatly appreciated due to her practical, lively and no-nonsense approach. Sarah is co-author of various student texts, teacher files and revision guides and she writes and markets resources for AS and A2 Physical Education including the very popular Teacher Resource Files and PEpods. She is fully involved in the examination process with one of the leading examination boards. Excellent Practical Guidance given, delivery was engaging and very useful. Going away with lots of food for thought and practical tips to implement. St Marks RC School, June 2015 Very impressed and enjoyed the day throughout informative and has raised awareness of things I was unaware of. Manchester Health Academy, June Physical Education

5 CODE 6153 Leading and Managing an outstanding Physical Education Department This course, designed for existing Heads of PE. The course will cover the vital aspects of inspirational leadership and effective management so vital in creating a team which can truly claim to be Outstanding. Particular attention will be paid to the key characteristics of an Outstanding department in Ofsted terms and the part that is played in that by the leader themselves. A key focus will be the need to develop a shared vision along with the strategies for securing high quality teaching, learning and assessment. Time will also be spent exploring the principles of evaluation, both of leadership and the department itself. By attending this course delegates will be equipped with a clear knowledge and understanding of what constitutes an Outstanding Physical Education department. They will be shown the most reliable methods of evaluating the strengths and weaknesses of the department and will be shown successful, effective strategies for improvements. Tuesday 02 February 2016 S Richard Brown & Chris Teanby Full biographies page 4 The Outstanding Physical Education Department what does it look like? How to effectively self-evaluate What are the staff saying and doing? What are the students saying and doing? What are the parents saying about the department? What is the community view of the PE and school sport provision? What impact is the department having across the whole school? How to carry out effective self-evaluation The Outstanding Leader: key characteristics Leading by example; the importance of the role model The inspirational leader The effective manager Evaluating yourself as a leader Discussion: Coffee break Agreeing the values, creating the vision What are the key values of the department, what do we stand for? What is a departmental vision and why is it important? Who creates it, what is the process? What elements need to be in vision? How do we articulate it to students, parents, the rest of the school and the community? Outstanding Physical Education lessons: embedding outstanding lessons to raise learning achievement and increase the rate of progress What makes a Physical Education lesson Outstanding? How to plan effectively to build on students capabilities and prior knowledge Setting goals that stretch and challenge all groups of students Monitoring the quality of teaching and learning and the department Using data strategically to monitor and track performance Giving effective feedback in a productive manner to both experienced and new staff Reviewing the examination results and other data and identifying strengths and weaknesses in teaching, learning and assessment in your department Monitoring marking and the work in students books Routinely collecting feedback from the learners Encouraging innovation and risk taking Reviewing the department evaluation tool Effective professional development: creating an effective and unified Physical Education team, managing underperformance Improving the performance of underperforming staff: a range of practical strategies to drive forward improvements Using your new Performance Management powers positively to set targets and measure improvements in teaching and learning How to stretch and motivate your team Tackling the diffcult conversations Discussion: afternoon tea Impact of PE around the school Modeling good practice around the school Creating purposeful links with other departments Promoting the department am am pm pm pm pm pm pm pm pm Existing heads of Physical Education, those newly appointed to the role and those who are looking to improve outcomes Be confident to reliably assess the effectiveness of the department Recognise the key characteristics of outstanding leadership Understand the need for shared vision and how to achieve it Know a range of strategies to improve the effectiveness of the Physical Education teaching and learning provision Know how to monitor the quality of teaching and learning in lessons and the effectiveness of each teacher Understand how to create a supportive and unified Physical Education staff team Appreciate how to manage resources cost effectively Physical Education 5

6 CODE 6239 OUTSTANDING MIDDLE LEADERSHIP: Exploring the crucial role of the middle leader in transforming standards and driving continuous improvements This is a must attend event for senior leaders, those responsible for developing middle leadership teams, middle leaders and those aspiring to middle leadership. Keynote s Outstanding Middle Leadership Conference is a unique national conference which will ensure middle leaders know how to address the exciting new challenges and key areas of focus in the changed landscape of middle leadership. The role of the middle leader has reformed and, with increased accountabilities, there is now greater recognition of the importance middle leadership plays in driving standards and transforming outcomes. As such, middle leaders can now clearly see how their leadership directly impacts on student teaching and learning, progress and achievement; there has never been a better time to be a middle leader. This conference is built on the foundation that middle leaders are the most important leadership group in the school, the engine of any school. This is not without its challenges but, most importantly, it is a role which offers great reward, opportunity and the potential to make a difference. Our workshops will provide proven approaches and practical support with which you can develop your capacity, or that of your colleagues, to lead confidently and embrace the more challenging characteristics of leadership. All of our Keynote speakers are distinguished educational practitioners who are passionate about developing middle leaders. Attendance at the workshops will enhance your current knowledge and develop new strategic approaches and ways of working so you can confidently inspire and motivate the members of your team to raise the standards of teaching, learning and achievement. Attendance at this conference will provide you with a chance to review and progress your leadership skills so you are able to continually improve outcomes and drive standards. ADDITIONAL BENEFITS Friday 20 November 2015 Senior leaders responsible for middle leader growth and development Current middle leaders of departments / faculties / curriculum areas New middle leaders Aspiring middle leaders BUZZ SESSIONS Brand new to our conferences, Buzz Sessions are an additional opportunity for you to participate in an informal round the table forum session. Led by expert practitioners, each of the Buzz Sessions focuses on a specific issue of high relevance. Attend inspirational sessions with a wide variety of practitioners, all of who are passionate about championing the raised profile of middle leaders, and be innovated with new ideas and approaches to broaden your career horizons including: What might your school say to Ofsted about its middle leaders? Ensuring high performing, productive department teams Making significant change in your department Choose from a wide variety of sessions all focused on providing you with current, leading and effective strategies to drive performance and raise standards in your department Gain the latest and proven approaches to driving change to sustain significant ongoing improvements in your department WHAT OUR DELEGATES SAID... The conference will have a lasting impact on my practice. I have learned various practical ideas that I can use to bring my department forward. Highbury Fields School, June 2015 Very informative and engaging. Speakers were experts in area of presentations and gave great advice and tips to take back and embed into my practice. Orchards Academy, June 2015 This has been a real worthwhile day. Having relinquished my post as Head of Maths 3 years ago and become a teacher of Maths, I now have a real passion to move back into middle management. The sessions have been a motivator for me. King Edward VII Academy, June Physical Education

7 Welcome & Introduction The new opportunities of Middle Leadership: Taking on the new challenges, excitement and rewards offered by the changed role of middle leadership and how this can broaden your horizons. Louis MM Coiffait Enterprising Leader in Education and former founding CEO of NAHT Edge Dynamic Middle Leadership Teams: Transforming standards and driving improvements with your newly empowered middle leadership team: Heather Aaron Headteacher, Ellesmere Park High School Option 1: Assessing Your Self-Evaluation Procedures: how robust are your measures to monitor and review the effectiveness of your improvement strategies? Mike Wilson Deputy Head, Abingdon Academy and Ofsted Inspector and Alex Green Headteacher, Abingdon Academy Option 2: Inspirational Leadership: Outstanding Departments: Outstanding departments have inspirational people leading them. Proven strategies to take your leadership to the highest level and keep driving up standards. Susan Coles Independent Educational Consultant Option 3: Developing Your Middle leader Team: approaches, systems and strategies to develop a strong middle leadership team able to reach its full potential and have a positive impact on students and their results. Mike Pennington Headteacher, HMI, Bluecoat school (TBC) SESSION am am am am pm pm pm pm 1A Five key strategies to raise attainment in your department A practical session which will provide strategies and techniques you can put in place with staff and students that will help accelerate the progress and raise the grades of the students in your department Chris Byrne Assistant Headteacher, Ormiston Sandwell 1B The Big Picture: Producing Excellence in Teaching, Learning and Achievement Creating robust systems and a process of accountability to monitor and sustain high quality cycle of teaching, learning, progress and achievement across your department Richard Berlie Head of Upper School, Dulwich College (TBC) 1C Making significant change: sustaining ongoing improvements in your department Practical approaches to leading significant department change; ensuring sustained raise in standards, quality and levels of department success Keith Bardsley Assistant Headteacher, Ellesmere Park High School Buzz Session 1 Forum on Reaching Beyond Your Own School to discuss ways of broadening your career horizons as a middle leader Louis MM Coiffait Enterprising Leader in Education and former founding CEO of NAHT Edge Lunch and Informal Discussion pm SESSION pm 2A Tackling underperforming Departments Heather will take delegates through the systems and structures you can put in place to turn around an underperforming department. Understand how to evaluate data and other available information to identify the weaknesses through to putting an action plan into place which will hold staff to account and improve outcomes for learners Heather Aaron Headteacher, Ellesmere Park High School 2B What might your school say to Ofsted about its middle leaders? Are you adequately developing your middle leadership? What does this actually mean for your school and how might you demonstrate this to inspectors? 2C Monitoring and tracking to identify underachievement and put effective interventions into place A practical session which will show you how to best use data to identify individuals and groups of students who are falling behind and what interventions you can put in place that will improve these students outcomes Buzz Session 2 Forum on Purposeful Marking and Feedback with discussion focusing on: Which strategies work? How to get students reflecting properly? How to make sure it s consistent across your department? How to save time Louis MM Coiffait Enterprising Leader in Education and former founding CEO of NAHT Edge Chris Byrne Assistant Headteacher, Ormiston Sandwell Maggie Elliott Keynote Educational Middle Leader Consultant SESSION pm 3A Five Key Strategies: Ensuring High Performing, Productive Department Teams Bringing together the diverse personalities of your department to make it work as a fully functioning, productive and successful team which has impact on the department achievement as a whole 3B Dealing effectively with coasters and blockers This session will explore practical ways you can deal with staff in your department who are resistant or actively blocking you as you try to implement change. Find out how to bring these people on board as you put new policies and systems in place so you have a committed and motivated team who will drive your vision for improvement forwards Emma Lashley Deputy Headteacher, Whalley Range High School 3C Adapting your leadership style to the demands of the situation This session is focused on further developing your personal capacity to lead others through all different types of situations. Identify your natural leadership style then learn how you can adapt this to suit the situation whether it s one-to-one mentoring, department meetings or promoting your department to key stakeholders Mike Wilson Headteacher, Abingdon Academy and Ofsted Inspector Buzz Session 3 Forum to discuss successful strategies of outstanding practice in teaching & learning used to ensure all your department is teaching to the highest standard, with the highest expectations and the highest outcomes Mike Pennington Headteacher, HMI, Bluecoat School (TBC) Keith Bardsley Assistant Headteacher, Ellesmere Park High School Physical Education 7

8 CODE 6316 NEW COURSE: Adapting your teaching to the new AQA A Level Physical Education specifications This brand new course will give the latest guidance and ideas to adapt your practice for the new 2016 AQA A Level specification. You will leave with a full understanding of what the new specification will look like, how the content will be assessed and possible ways forward to teach the new content in an interesting and motivational way. This is the must-attend event for all teachers who will be teaching the new AQA specifications either at AS or A level from September You will gain a clear plan of action to implement after the course to ensure you that you are ready to deliver an outstanding course from day 1. VENUES & DATES Thursday 26 November 2015 Manchester Tuesday 02 February 2016 Thursday 03 March 2016 Specific overview of the new AQA P.E. specification What has changed? How to cope with the increased content Where are the main challenges Possible solutions and ways forward: how to design an outstanding course Teaching topics in P.E. paper 1 Unpicking the new content within memory models, Whiting s information processing model, sociology of sport, and technology for analysis of performance Possible approaches to teach the content, where will you need to adapt your current approach? The examination: how will the content be assessed P.E. in context, paper 2 How to teach with the increased depth needed for Injury prevention and rehabilitation and additional psychological theories New biomechanical principles: stability and fluid mechanics Approaches to motivate students with the new and expanded content How will paper 2 content be assessed? How to ensure students can obtain the highest grade possible Coursework - the same but different adapting practice Choosing the right activity Skills and/or performance The coursework requirements at AS and A-level: how this will be assessed Final Top Tips Resourcing the new specification Next steps, what to do now in preparation for teaching in September 2016 Questions, discussion, afternoon tea and depart am am pm pm pm pm pm Mike Murray Full biography page 4 All teachers who will be teaching the new AQA AS and/or A Level specifications from September The course will be ideal for both teachers who have delivered AQA in the past as well as those coming from other specifications Learn how to adapt your teaching for the increased content How to design and deliver an outstanding, motivational and successful course How to make the correct decisions about coursework to maximise success levels for your students Take away a range of possible teaching approaches for the new content Learn how the content will be assessed How to tackle the new compulsory content such as Biomechanics Prepare students for the assessment Electronic resources with this course 8 Physical Education

9 CODE 6317 NEW COURSE: Outstanding outcomes in AQA A Level Physical Education This brand new conference gives AQA AS / A Level teachers the opportunity to select the specific training on the aspects of the course that they teach and look ahead to changes in the new specification. The day is about outstanding outcomes, the very best practice to improve student achievement levels. You will be able to select your route through the optional sessions, either choosing a specific skill base for the majority of the day or selecting sessions from across the skills to suit your development needs. Achieving outstanding outcomes on the new 2016 AQA A Level Specification: rising to the challenges of the new specification Key challenges The new analysis and data interpretation New specification Buzz Session : questions, discussion, best practice sharing forum Optional Strands (with a break at am) STRAND 1- Anatomy, Physiology and psychological aspects STRAND 2 Opportunities for Participation and Contemporary issues STRAND 3- Skill and Psychology am pm Wednesday 09 December 2015 S Ross Howitt, Mike Murray, & Carl Atherton Full biographies page 4 All teachers of AQA A Level Physical Education who want to improve outcomes with their students and move achievement levels to the very highest standards am 1A Musculo-skeletal system and Biomechanical movement Joint actions in the shoulder, hip, knee and ankle. Abduction, adduction, flexion and extension Outstanding teaching approaches pm 1B Historical aspects Pre industrial, post industrial revolution Effect of Transport The British Empire Development of NGB s Achieving outstanding outcomes pm 1C Skill Classification Gross fine, open /closed Discrete/ serial /continuous Self-paced/externally paced High/low. Complex/simple Effect of skill transfer Constructivism- the Vygotsky approach to learning am 2A Equality ATP OBLA Aerobic, anaerobic systems Measurement of energy expenditure, Indirect calorimetry pm 2B Equality Equal opportunities, discrimination, stereotyping and prejudice Barriers to participation Angle teaching for excellent examination outcomes pm 2C Nature v Nurture debate in Personality and Leadership Personality trait, social leaning. Interactionalist approach Factors affecting the choice of leadership style Great Man Theory Social Learning Maximising success with the extended questions: How to tackle the most complex extended answer questions How these extended questions will differ in the new specification New 2016 Specification challenges option session 4A New Biomechanics Outstanding approaches for: Fluid mechanics, Fluid force drag and lift Factors affecting drag Bernoulli principle 4B New Contemporary issues The use of technology Video analysis Testing and recording Game analysis Fitness monitoring Reflections, moving forward and afternoon tea and depart am 3A Injury Prevention and Rehab Types of injury Recovery Sleep and Nutrition Preparing for examination success pm 3B Sociological theory applied to contemporary issues Socialisation Social Process Secure outstanding outcomes in the assessment pm 3C Confidence in sport Bandura Self-efficacy Home field advantage Vealey model of selfconfidence Enable students to reach the highest pm pm pm 4C New Coursework How to tackle the new coursework for outstanding outcomes and Assessment Choice 3.40pm How to achieve outstanding outcomes across the specification Choose to attend sessions on Anatomy, Physiology and psychological aspects; Opportunities for Participation and Contemporary Issues and Skill and Psychology Achieve top level answers in the extended questions for the highest grades Understand the implications of the new specifications to achieve outstanding outcomes Develop key examination technique to improve students grades at A Level Outstanding approaches for the new challenging areas on the new specification Electronic resources with this course Physical Education 9

10 CODE 6053 Teaching AQA A Level Physical Education for the first time This course is designed for teachers who are new to teaching AQA A Level PE, or who wish to improve their understanding to enable their students to achieve higher grades. The sessions are designed to improve delegates understanding of the AQA specification and how to ensure that candidates have the best opportunity to maximise their potential grades. Delegates will receive new teaching approaches as well as key guidance in how to develop exceptional examination and coursework techniques to maximise success in the assessment. Wednesday 07 October 2015 Mike Murray AS Physical Education - PHED1: how to prepare students for best examination achievement Understanding the content - requirements of the exam Practical teaching ideas to stimulate your students How to angle your teaching to ensure that students reach their utmost potential in examination questions Stretch and challenge: how to deliver Question 7 successfully to prepare students for examination success AS Physical Education - PHED2: doing what s best for your students Different ways of delivering the coursework What works in other centres and could work for you A2 Physical Education - PHED3: how to maximise student success Ideas on how to structure and deliver this unit The examination requirements - extended and optional questions Getting to grips with the demands for the toughest extended questions: preparing a model A* response Discussion: afternoon tea A2 Physical Education - PHED4: what to do and what not to do Increasing understanding of the unit to raise student achievement How to get students to produce exemplary written coursework Potential changes for the new (2016) specification WHAT OUR DELEGATES SAID... Brilliant level of detail and information. All questions answered. I now feel armed with the knowledge required. Ipswich High School, June am am pm pm pm pm pm Full biography page 4 Teachers who are taking (or due to take) candidates through the AQA AS and A Level PE course Fully understand the complexities of the AQA AS/A2 P.E. specification Examine how to maximise success in the coursework units in their centre Develop your teaching in specific topic areas to raise standards Receive a selection of resources and materials to improve teaching and student understanding Lots of ideas to stimulate classroom delivery Examples of Schemes of Work and extended questions at AS and A2: how to prepare students to get the most possible marks Electronic resources with this course 10 Physical Education

11 CODE 6318 NEW COURSE: Adapting your teaching for the new Edexcel AS/A Level Physical Education Specification This intensively focused course is designed for all teachers of AS/A Level PE who are looking to adapt their teaching to the new Edexcel A Level Physical Education specification in 2016, whilst maintaining or improving attainment levels and results. This includes Heads of Department, experienced teachers and NQTs. The course, led by an experienced and highly successful teacher and examiner, who has been involved with the development of materials for this specification, will focus specifically on: Understanding the focus of each Unit in the new specification The impact of the move to a linear A level: what is the difference between the new AS and the A Level? Strategies for success when teaching the new Edexcel PE specification Creating a cohesive course pathways in the new Edexcel specification VENUES & DATES Wednesday 02 December 2015 Friday 10 June 2016 David Pryce Full biography page 4 Overview of the new Edexcel Specification 2016 Exploring the new unit structure The benefits and challenges of the new specification, as well as similarities and differences to the old specification, and how this will affect your teaching Strategies to plan and implement a successful and cohesive course structure Routes into Units 1 and 2 AS/Year 1 delivery strategies Practical classroom strategies to deliver an outstanding AS/Year 1 course Example teaching ideas, resources and approaches Ideas to manage the transition from GCSE How to teach the tougher topics Success in Unit 2: Non Examined Assessment (NEA) Understanding changes to the Assessment Framework and getting to grips with the new grading and results Supporting student attainment in the AoP and PDP Maximising the links between Units 1 and 2 Achieving high grades in the new A Level Adapting your teaching to the new specification 2016 Tackling the new topics Exploring the writing skills necessary for success in the two examinations Mapping these skills onto those taught in the old specification Identify where the top marks are scored Discussion: afternoon tea Strategies for success In this session you will: Develop strategies to aid students in writing high-achieving extended answers Identify the key areas for synoptic understanding to achieve high grades Identify useful materials to both support your less able and stretch your most able students Learn some outstanding and differentiated classroom activities to use with the new specification am am pm pm pm pm pm pm All teachers of Physical Education who will be teaching the new 2016 Edexcel A Level Specification Develop a greater understanding of what examiners are looking for in students answers in the new Edexcel specification Enhance your knowledge of the units within the new Edexcel specification and the skills their students need to develop within those units Take a closer look at the Assessment Objectives and how these have changed Increase your understanding of the changes in the specification and the move from modular to linear A Level Develop your ability to design a cohesive course within the new specification Learn how to help students to achieve their potential at A Level PE with Edexcel Electronic resources with this course Physical Education 11

12 CODE 4026 Successful Outcomes for NQTs and those new to teaching Edexcel A Level Physical Education for the first time This course has been designed for newly qualified teachers or those who are teaching Edexcel Physical Education at A Level for the first time. You will be taken through everything you need to know for successful outcomes with your students including planning your schemes of work to matching the assessment objectives and course requirements, tracking and interventions to ensure your students make progress, and creative ways to interpret the specification and ensure your students remain engaged and motivated. The course assumes little knowledge from delegates and will offer practical and readily applicable guidance and strategies for use straight away. Knowing your starting point Ensuring a successful transition from GCSE/KS4 Applying sports science to sport Making AS and A Level co-teachable Examining the topics of Theory Components 1 and 2 Developing student study and writing skills Accessing the top marks am Friday 09 October 2015 David Pryce Full biography page 4 PE teachers in their NQT year or those teaching Edexcel A Level for the first time PE teachers in their first few years of teaching A Level PE Getting to know the new 2016 Specification Understanding the specification to structure a coherent and engaging course Ideas to ensure outstanding delivery from day 1 Matching key skills to successful outcomes at A Level Engaging students minds Meeting the assessment objectives Making progress towards full A Level success Moving on to the Year 2 theory components Monitoring student progress through tracking and interventions Exemplar lessons, ideas, activities and resources to use with your students Successful responses to the extended questions Practical marking, feedback and reflection strategies with student examples Discover exam techniques that work Discussion: afternoon tea Unit 2: achieving high marks in the Practical Component Understanding the Non Examined Assessment (NEA) Supporting practical performance Planning for high quality PEPs and PDPs Using the practical component to personalise the theory Preparing for moderation Reflecting on learning and teaching Reviewing your teaching and the students learning along the way Where to find additional support to ensure your professional development continues Action planning time to reflect on the day, a chance to ask questions and draw up a plan of action to use immediately am pm pm pm pm pm pm A full understanding of the teacher and student demands of the Edexcel A Level PE course Receive guidance on how to structure the course and plan schemes of work Gain confidence in assessing, tracking and intervening for good and outstanding progress Take away practical ideas and resources to use immediately Developing quality student responses in exams Electronic resources with this course WHAT OUR DELEGATES SAID... Absolutely brilliant! Learnt lots of strategies and ideas for delivery. Thank you! Stanley Park High School, June Physical Education

13 CODE 6319 NEW COURSE: Adapting your teaching for the new OCR A Level Physical Education Specification This brand new course focuses on the new specification, for teaching from September It will give guidance and ideas to adapt your management and teaching, updating current good practice and adapting to the new requirements. You will leave with: an understanding of the new specification structure and content the new assessment procedures. The impact of the move to a linear A Level what is the difference between the old AS A2 and the new AS- GCE? ideas on course management within your centre some interesting and motivational teaching ideas for the new content a clear plan of action to implement after the course to ensure you that you are ready to deliver an outstanding course from day one. Overview of the new OCR Physical Education specification - theory What has changed? What stays the same? Links with the subject criteria The key benefits and challenges Coping with and enjoying the changes and challenges How will the new specification affect our teaching and our students learning? Designing and managing an outstanding and enjoyable course workshop groups Teaching the new Coursework / practical elements What has changed? What stays the same? Moderation and assessment Possible approaches to reach outstanding results Strategies for staffing and managing the coursework in your centre constraints of numbers and timetabling The theory areas assessment and resources Specimen assessment materials Types and styles of questions Working towards the examination Preparing students for the new assessment demands Resources for the new specification The Sport Science Components at AS and GCE Challenges and possible solutions time tabling, staffing and fitting it all in! Looking forward to biomechanics Teaching the new areas content and ideas Acquiring Movement Skills and Sports Psychology content and structure Sport and Society what s left at AS and GCE? Questions, discussion, afternoon tea Teaching the new Sport and Society component content and ideas Looking forward to the new bits Next steps preparing for September 2016 with confidence am am pm pm pm pm pm VENUES & DATES Friday 04 December 2015 Manchester Friday 15 January 2016 S Sarah van Wely & Dave Carnell Full biographies page 4 All teachers who will be teaching the new OCR AS and/or A Level specifications from September The course will be ideal for both teachers who have delivered OCR in the past as well as those moving from other exam boards Develop a greater understanding of what examiners are looking for in students answers in the new OCR specification Learn how to adapt your teaching for the new content Take a closer look at the Assessment Objectives and where these have changed Develop your ability to design a cohesive course within the new specification Learn how the content will be assessed Teaching approaches for the new content Feel confident with the new compulsory biomechanics element at AS and GCE Learn how to help students achieve their potential at A Level PE with OCR Physical Education 13

14 CODE 3341 Teaching OCR AS/ A Level Physical Education for the first time This course will provide all you need to start the OCR AS Physical Education course whether you are an NQT or an experienced teacher taking up A Level or moving to the OCR board. The main focus of the course will be on the current specification (AS teaching from September 2015 A2 teaching from September 2016) though reference will be made to the new specification (for teaching from September 2016). Whatever your background and experience, it will give you knowledge, confidence, advice on structuring and resourcing the course and real ideas for use in your classroom. The day will be fast paced and action packed, informal, enjoyable and stimulating! Friday 13 November 2015 S Sarah van Wely & Dave Carnell Getting going all you need for a successful and enjoyable start An overview of the course and course organisation current specification Schemes of work (for all theory aspects of the course) current specification Suggestions for resources and lesson planning Keeping the exam in mind exam and marking technique Making the coursework manageable Performing; coaching/leading; officiating assessment guidelines current specification Requirements making the coursework manageable in your centre The oral response AS and A2 Ideas that will directly benefit you and your students raising attainment! Fitting the course to the strengths and constraints of your centre Reference to the new specification similarities and differences Keeping the theory examination in mind How to approach both AS and A2 assessment with confidence Marking and assessment strategies: supporting students to access the higher level grades Extended (10 and 20-mark) answers ideas for development The scientific area: A&P (AS) and Exercise Physiology (A2) active learning Ideas for stimulating, student-centred learning Making complicated concepts easy Preparing students for examinations sample questions techniques and strategies for success Acquiring and performing movement skills (AS) some lesson bites and reference to balanced, active and healthy lifestyles How will things change in the new specification The Socio-cultural area Exploring the specification content: Socio-cultural (compulsory at AS) and a choice of historical and/or comparative (at A2) Developing the necessary skills and giving examples Getting students involved in their learning making theory practical Preparing students for examinations sample questions techniques and strategies for success Mapping skills over to the new specification Discussion, afternoon tea and depart WHAT OUR DELEGATES SAID am am pm pm pm pm pm 3.40pm Full biographies page 4 This course is designed for all teachers who have not yet taken candidates through the OCR AS/A Physical Education specification Consider a variety of options for planning and managing the course in your centre Receive exemplar schemes of work and resources current specification Experience a variety of active teaching ideas for the scientific and socio-cultural areas Learn how to approach coursework practically, including the EPIP and E and A Learn how best to support students with coursework current specification Develop knowledge of assessing and marking students work: focus on success with the 10 and 20 mark questions How to map the skills to the new specification in 2016 making a seamless transition Electronic resources with this course Awesome. I am much clearer on the overall view and layout of the course as someone just starting out teaching it. Great resources! Nottingham Sedgehill School, June Physical Education

15 CODE 4029 OCR AS/A2 coursework: maximising success with the EPIP and the E and A oral presentations Focus: This course is designed to give teachers full support to maximise success with the EPIP and E and A oral presentations. There will be a wealth of video evidence to highlight good practice. Teachers will leave fully confident in their ability to complete and submit outstanding assessments which show their students at their very best. You will learn how to record and support good performance and prepare students well for their assessments am 3.40pm Overview, principles and aims of the assessments Raising achievement in the practical EPIP assessment Raising achievement in the E and A oral presentations Practical tips: preparing students for outstanding assessment Mapping practical skills over to the new 2016 specification Understand the requirements of both the EPIP and E and A oral presentations Engage with a full range of filmed student assessments Learn how to move students to level 1 responses Use the marking criteria to assess a full range of work Understand how to ensure accuracy and best practice in submitting assessments How to adapt practice for the new specification Friday 20 November 2015 Diane Skelly Full bio page 4 All teachers of OCR AS/A Level Physical Education CODE 6155 Preparing students for assessment in Acquiring Movement Skills on the OCR AS unit G451 Focus: This course is designed to give AS teachers comprehensive guidance to improve student outcomes in the Acquiring Movement Skills section of unit G451 and look ahead to the movement skills elements of the new 2016 specification. The course will tackle the most complex areas where many students struggle to perform at the top level. In each session you will receive a range of practical strategies and ideas for delivery to engage your students am 3.40pm Information processing and memory Open and closed loop motor control Schema theory: excellent lessons Theories of Learning (operant conditioning, cognitive theory, social / observational learning) How Movement skills fit into the new 2016 specification Transfer of Learning Take away practical approaches for excellent teaching of the more complex areas Learn how to improve student outcomes in the more complex examination questions How best to monitor and assess students across the range of topics Understand the demands of the 12 mark questions- how to enable your students to gain more marks Work with exemplar, high level student exam question responses for both structured and extended questions Learn how to map Movement Skills onto the new 2016 specification Friday 06 November 2015 Diane Skelly Full bio page 4 All teachers of AS / A Level OCR Physical Education For full programmes visit our website to run in your school. Call To find out more please or book call online Maggie at in CPD Programming on Physical Education 15

16 CODE 6390 NEW COURSE: OCR AS/A PE: Preparing for excellent outcomes with the Extended questions new and current specifications The extended questions at OCR AS and A Level Physical Education are where students need to be successful if they are to access the higher grades. This course will focus on supporting students to demonstrate the key skills needed to be successful in papers G451 and G453 and access the highest grades, including A*. There will also be a specific focus on the new specification to highlight where things will change.delegates will be taken through the whole process: engaging with the assessment criteria; marking exemplar student responses; preparing your own extended questions and preparing students to fully develop their answers in order to obtain the highest marks. Effective teaching strategies will be offered: how to challenge and stretch all abilities of students to answer even the toughest of extended questions with confidence. Overview, principles and practicalities Key examination feedback from summer 2015 the extended questions Why are students falling to gain top level marks? Overview of G451 and G453 What skills do the examiners look for in candidate responses in order to award the higher level grades? How to prepare students for examination success G451: preparing students for success Preparing students for extended questions on Anatomy and Physiology; Acquiring Movement Skills and Socio-Cultural Studies Suggested teaching strategies, programmes of study, timings and exemplar responses Stretching and challenging students to reach the highest grades Examples of extended questions: matching answers to the levels response marking criteria: highlighting key skills Preparing your own extended questions which correlate to the marking criteria Analysis of changes on the new specification Examination workshop: Extended Questions in Paper G451 Marking activities using a levels mark scheme: engaging with the grading criteria using exemplar responses Preparing your own model responses to the toughest questions Getting under the skin of successful extended question responses Changes to assessment on the new specification G453: preparing students for success Preparing students for the G453 options Suggested teaching strategies, timings and exemplar responses Full bank of extended questions: preparing students for the top grades Key skills necessary to reach A* Analysis of changes on the new specification Examination workshop: engaging with the extended questions for paper G453 Marking activities using levels response mark scheme: full range of student responses: progressing to A* Getting to grips with the demands: preparing a model A* response to the toughest extended questions Delegates to work within their own area of expertise for this workshop Bespoke, tailored guidance How to adapt practice for the new specification am am am pm pm pm pm Tuesday 10 November 2015 Diane Skelly Full biography page 4 All teachers of AS/A level Physical Education following the OCR specification Learn how to best prepare students for the extended questions in papers G451 and G453 and the new specification Receive key insight from a principal examiner: translating the marking criteria into highly successful teaching Understand what students need to demonstrate to reach the highest grades Deepen your understanding of how to mark an extended question Learn how to prepare your own extended questions to prepare students for examinations Engage with progressive student lessons from introduction to timed responses Electronic resources with this course Extended Questions and the new AS/ A Level specification The implications of changes to extended questions on the new specification Adapting your teaching for changes to assessment Understanding where things have stayed the same pm 16 Physical Education

17 CODE 5866 Enhancing achievement of lower ability AS/A Physical Education Students and increasing A/A* success with the most able This course will address how to stretch gifted A Level PE students towards A* whilst at the same time supporting the less able students to make better than expected progress The strategies outlined will be illustrated with ready to use examples for the classroom Alternative strategies to cater for gifted A Level students and lower ability students Throughout the day reference will be made to the areas of A Level PE that candidates find most challenging Insight will be given from an examiner s perspective as to how students can fulfill their potential in the examinations Monday 07 December 2015 S Sarah van Wely & Danny Bonney Full biographies page 4 Boosting initial subject knowledge and understanding Setting the scene and stimulating the full ability range from day 1 Ensuring a smooth transition from GCSE to AS PE Activities for the first few weeks: significant support for the less able students and challenging the most able Strategies for helping students to deal with the depth of knowledge Outstanding differentiation in practice Differentiation what does it mean to you (and you, and you)? Using Mastery and Developmental Tasks to maximise learning for all Exemplar lesson activities which go way beyond differentiation by outcome simple ideas which really work to engage and fully challenge all abilities Highly effective questioning techniques Questioning to build knowledge, develop understanding, stimulate thought, promote confidence Volunteer vs nominee Assertive questioning Pairs checking Other strategies Preparing students for examination success Seeing the assessment demands through the eyes of a lower and higher ability student Where are A*s missed, where are C grades missed? How to plug the gaps and give students the skills they need to handle these challenges Examples of good candidate practice (from the full ability range) will be highlighted, direct reference will be given to the tough areas and opportunities will be available for discussion and questions Tracking progress and intervening to improve results Setting and tracking meaningful targets Visible learning and impact on your students Efficient assessment and feedback to maximise student output Final top tips, afternoon tea and depart am am pm pm pm pm pm 3.40pm All teachers of A Level Physical Education, any specification, who teach the full ability range of students Be able to use outstanding differentiation to keep all students engaged and achieve well Learn how to best prepare the most able for A* success and the less able for the highest possible grade exceeding target grades Learn how to boost initial subject knowledge, for both groups of students, for an outstanding start to the course Take away new ideas to track progress and intervene to improve results Electronic resources with this course WHAT OUR DELEGATES SAID... Experienced and quality delivery. Variety of best practice and lots of information provided. Ilford County High School, June 2015 Physical Education 17

18 CODE 6321 NEW COURSE: Outstanding outcomes in Level 2 BTEC sport courses This course is designed to enhance the learning experience of those aspiring to achieve a level 2 vocational Sport Course. Its focus is primarily on outstanding approaches, to enhance student outcomes and engagement, therefore helping to enthuse a passion and drive within learners. We will investigate important standards and how we can generate a creative curriculum. We will explore outstanding teaching with opportunities for embedding key components within the curriculum, therefore enhancing the learner journey. Finally we will look at opportunities to support and challenge learners, and provide effective feedback during teaching, and on completion of assessment. Friday 04 December 2015 Mark Lampard Full biography page 4 Outstanding over time What do Ofsted consider to be the difference between good and outstanding? How to get outstanding progress over time Reflection of own practice and understanding of how to get there Creative and engaging courses BTEC updates Writing an innovative and creative curriculum for your students planning, teaching and lesson activities for engagement, motivation and progress. Assessment planning and common errors Assessing progress for learning Practical examples of how to make assessment rigorous, accurate and assess learning Engaging learners in their personal learning journey How can learners facilitate their own progress? Outstanding level 2 BTEC teaching Theoretical and practical examples of outstanding teaching for BTEC level 2 Sport Courses Understanding of effective embedding of Maths, English and Equality and Diversity Cross curriculum learning to enhance wider knowledge and key skills Discussion: afternoon tea Supporting and challenging learners Effective feedback within teaching and after assessment to enhance learner achievement Importance of formative and summative feedback Development of opportunities to develop Questions/feedback and Personal action planning Discussion and depart am am am pm pm pm pm pm 3.45pm Level 2 teachers in Sport, Heads of PE/Sport, Quality Nominees and Internal Verifiers Develop your knowledge of the BTEC level 2 Sports vocational courses Increase your understanding of assessment for learning for the BTEC course A selection of new, practical examples and resources for outstanding BTEC, level 2 teaching Opportunities for embedding key skills The effectiveness of formative and summative in supporting learners Create opportunities for enhanced learning Opportunity to network and share ideas Electronic resources with this course 18 Physical Education

19 CODE 6322 NEW COURSE: Teaching BTEC level 3 Sport Courses: enhancing the learning experience This course is designed to enhance the learning experience of those aspiring to achieve a level 3 vocational Sport Course. Its focus is primarily on outstanding fitness testing and psychology units to promote student outcomes and engagement therefore helping to enthuse a passion and drive within learners. We will investigate important standards and how we can generate a creative curriculum. We will explore outstanding teaching with opportunities for embedding important, key components within the curriculum therefore enhancing the learner journey. Finally we will look at opportunities to support and challenge learners, and provide effective feedback during teaching and on completion of assessment. Outstanding over time What do Ofsted consider to be the difference between good and outstanding? Applying this to level 3 BTEC Sport courses Reflection of own practice and understanding of how to get there Creative and engaging Level 3 course Potential changes for the future updates on how we will need to adapt practice as the Specification develops How to structure an outstanding course Writing an innovative and creative curriculum for your students Assessment planning and common errors Assessment design Practical examples of how to make assessment rigorous, accurate and assess learning Exploration of fitness testing and psychological examples Use of questioning and links to achievement Strategies to ensure accurate assessment which drives progress am am am pm pm Friday 15 January 2016 Mark Lampard Full biography page 4 Level 3 teachers in Sport, Heads of PE/Sport, Quality Nominees and Internal Verifiers Develop your knowledge of the BTEC level 3 Sports vocational courses How to create and deliver an outstanding level 3 course Increase understanding of effective assessment and feedback for progress at BTEC level 3 A selection of new, practical examples and resources for outstanding BTEC, level 3 teaching Updates on imminent specification changess Outstanding level 3 BTEC teaching in fitness testing and psychology units Theoretical and practical examples of outstanding teaching for BTEC level 3 Sport courses Understanding of effective embedding of Maths, English and Equality and Diversity Cross curriculum learning to enhance wider knowledge and key skills Discussion: afternoon tea Supporting and challenging learners Effective feedback within teaching and after assessment to enhance learner achievement Importance of formative and summative feedback How can learners facilitate their own progress? Discussion and depart pm pm pm 3.45pm The effectiveness of formative and summative assessment in supporting learners Opportunity to network and share ideas Electronic resources with this course Physical Education 19

20 CODE 4031 Teaching Edexcel GCSE Physical Education for the first time in Teaching GCSE PE for the first time is both challenging and exciting. This course is designed to help those new to teaching and more experienced teachers (new to Edexcel) to deliver successfully all elements of the popular Edexcel GCSE Physical Education specification. Delegates will gain an understanding of all examination requirements, including controlled assessment, and will learn how best to equip students for success in both the theory and practical components. Wednesday 18 November 2015 David Pryce Full biography page 4 Getting started Introduction to Edexcel GCSE PE specification Key challenges and opportunities Mapping out and structuring the course to engage all students Knowing your starting points Outstanding differentiation in practice Understanding the roles of performer, leader and official Using exemplar materials to interpret the assessment criteria Effective teaching of analysis of performance The Personal Exercise Programme (PEP) Understanding controlled assessment: how to support students in accessing the highest grades Ensuring a successful Moderation day your role on the day Unit 1 the theory paper Understanding the key challenges and aims of the unit Building effective examination techniques to improve performance Using exemplar materials to boost student attainment Differentiation: how to achieve the top grades Tackling the higher mark questions Making effective links between theory and practical Discussion: afternoon tea Meeting the challenge of the new 2016 specification Unit 1 Focus on new theory topics Unit 2 Non Examined Assessment (NEA) the practical components Key tips Begin the action plan to map your practice over to the new specification am am pm pm pm pm pm All teachers who are new to teaching (or are considering teaching, or returning to teaching) Edexcel GCSE Physical Education Gain a clear understanding of how to structure and deliver an effective GCSE course Learn how to support students through the controlled assessments Engage with the demands of theory paper Understand how to maximise student performance Learn about the new 2016 GCSE specification Electronic resources with this course WHAT OUR DELEGATES SAID... Excellent. Aimed and delivered at exactly the correct level. Received excellent advice and guidance on the delivery of the GCSE. Fabulous delivery by David. Surbiton High School, June Physical Education