working together to unpack qualification reform
TRANSCRIPT
Working together to unpack qualification reform
afPE Conference Tuesday 5th July 2:45 – 4:00pm
Andrew Frapwell
Workshop Aim
• To provide qualification reform updates
– New content and qualification structure
– Decoupling of AS and A-Level
– Information on resits
– Moderation
– Synoptic assessment
– Teaching for Mastery for higher standards
Reform – transformation agenda
• higher standards
• increased progress
• greater inclusive practice
• reduced administrative burden
At a glance • Updated content and assessment requirements from DfE
and Ofqual
• Linear structure
• New 9-1 grading scale
• Tiering in certain subjects, no tiering in PE
• Assessment mainly by exam - 60% exam / 40% non-examined assessment (NEA) for PE
• No change to guided learning hours
• The last assessment for the current GCSEs will be June 2017
• The reformed GCSEs will be reported in the 2018 performance tables
New content and structure
• GCSE – 40% non-exam assessment (NEA) weighting, 60% exam
• GCSE – 3 NEA activities (2 team & 1 individual or 2 individual & 1 team) player/performer – 30%
• 10% analysis and evaluation of a performance to bring about personal improvement in physical activity and sport
• Synoptic (interrelated content)
Reform for AS / A Level PE - 2016
• Assessment will be mainly by exam, with other types of assessment used only where they are needed to test essential skills
• AS and A levels will be assessed at the end of the course. AS assessments will typically take place after 1 year’s study and A levels after 2. The courses will no longer be divided into modules and there will be no exams in January
• AS and A levels will be decoupled – this means that AS results will no longer count towards an A level, in the way they do now
• AS levels can be designed by exam boards to be taught alongside the first year of A levels
• The content for the new A levels has been reviewed and updated. Universities played a greater role in this for the new qualifications than they did previously.
GCSE Aims:
• develop theoretical knowledge and understanding of the factors that underpin physical activity and sport to improve performance
• understand how the physiological and psychological state affects performance
• 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
• 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
AS / A Level Aims • develop theoretical knowledge and understanding of the factors that
underpin physical activity and sport and use this knowledge to improve performance
• understand how physiological and psychological states affect performance
• understand the key socio-cultural factors that influence people’s involvement in physical activity and sport
• understand the role of technology in physical activity and sport
• refine their ability to perform effectively in physical activity and sport 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
• understand the contribution which physical activity makes to health and fitness
• improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.
GCSE Assessment Objectives
GCSE Content
• Applied anatomy and physiology
• Movement analysis
• Physical training
• Use of data
• Sport psychology
• Socio-cultural influences
• Health, fitness and well-being
• Practical performance
AS/A Level
• First assessment AS – 2017, A level - 2018 – applied anatomy and exercise physiology
– biomechanical movement
– skill acquisition
– sport Psychology
– sport and society
– the role of technology in physical activity and sport
– one activity as either a player/participant or coach
– analysis of Performance
GCSE grading from 2017 (Ofqual)
For each exam, the top 20 per cent of
those who get grade 7 or above will get
a grade 9 – the very highest performers.
Resit opportunities
• Maths and English GCSEs – re-sits must be made available in both November 2016 and summer 2017
• Science GCSEs - re-sits must be made available no later than summer 2018
• All other GCSEs - where re-sit opportunities are not required, but may be made available in the year following the last scheduled sitting.
GCSE PE/ A Level PE Grade percentages 2011-2015
Year A*- A
Boys / Girls
A* - C / A*-E
Boys / Girls
Entry
Boys / Girls
2015 16.8 26.1 68.7 72.9 79,788 40,756
2015 10.6 21 96.7 98.4 7,874 4,531
2014 17.1 25.5 68.5 72.1 74,708 38,263
2014 10.7 21 96.9 98.6 8,341 4,419
2013 17.4 26.1 69.9 72.8 68,872 36,023
2013 11.7 22.3 96.9 98.1 9,437 5,004
2012 19 25 70.4 71.8 66,431 35,149
2012 11.2 21.6 96.6 98.1 11,030 5,866
2011 18.1 25.8 70.5 71.9 70,601 37,768
2011 11.7 21.6 96.5 97.8 12,612 6,732
Results by Component
Grades: A*-C
Exam 26%
NEA 60%
Synoptic learning
• Students will be expected to understand the interrelationship between the different areas of study and develop an awareness of the importance they all have collectively on performance.
Rationale for changing activities
• The range and demand of skills and techniques in the activity
• The application of tactics/strategies/composition in the activity
• The ability to develop skills over a significant period of time
• Suitable conditions in which to perform
• The level of performance can be realistically assessed by PE practitioners (teachers/ moderators)
• Disability activities – Specialist activities
– Adaptations and reasonable adjustments to activities
Moderation and standardisation
• Teacher assesses all on-site practical performances
• All off-site activities must be filmed
• Analysis – candidates don’t need to ne supervised all of the time
• One person must manage the internal standardisation
• Awarding Organisations must have moderation policy
Your School
• What does your data over several years reveal ?
• Does it reflect the national picture?
• How can we buck the national trend which affects:
a. Grades related to gender? and;
b. Exam assessment?
Improving Teaching and Learning
1. Long term Planning – key stages 3 & 4
– cross-curricular links
2. Short term Strategies – in Year 10 and 11
Aim = Mastery teaching and Mastery learning.
Teaching and Learning gaps
• Which content do we teach best?
• Which content do pupils achieve best in?
• In which are we least effective?
• Where do pupils make least progress?
