| | The use of “epitome” is a sophisticated without being overly complicated |
The phrase “a shadow if its former glory” uses vocabulary successfully to develop the description | ||
| The image of the lively house is contrasted with the word ‘dead’ to add emphasis | |
The focus on time adverbials emphasise the change e.g. “now”, “no longer” and “once” |
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation |
| | The separation of the clauses using a semi-colon in this long sentence is effective as the second phrase directly builds on the first |
Below is an example of a full-mark Level 4 model story:
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Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.
GCSE PE/Games
Health-related Exercise/ Training Programme
Candidate name: Stellson Pedro
Sport/Activity: Football
(Games candidates must do a game activity).
Training method: Circuit Training
Leading a warm up/warm down
Teacher: Ms.Constable Group: 11B
_
For Teacher use only
Training Programme Marks
Planning (Max 20)
Performing (Max 20)
Monitoring (Max 10)
Evaluating (Max 20)
Blank page for your use
Purpose aim of the Programme
Personal fitness profile . 5 marks
Outline how much physical activity you get in a typical week.
I am generally fit to cope with the following demands of everyday life in a week:
Explain how fit you think you are, and if you have any injuries or health problems.
My current level of health: I do not suffer from any persistent illnesses and at the moment I have no injuries that will affect me when doing the circuit training. This means I will be able to get an accurate set of results.
My current level of fitness: I already exercise and have a fairly high level of general fitness. General fitness concerns the day-to-day working of the body. This is sometimes called health related fitness because it helps to keep you healthy. It helps to prevent against accidents, heart disease, stress, muscle injury and other health problems.
State what targets you expect to achieve by the end of the 5 sessions in terms of aspects of fitness/skills you want to improve.
This also shows that I am also specifically fit to cope with the demands of football as I play and train regularly as well. The training will help to develop this further, as it is specific to the sport of football and I will take into account my current fitness after I have done the Multi Stage fitness and know my level - I can then set my starting times for the circuit. I will have a trial session to check that the times will push me and therefore not be too easy. It is also important that they are manageable because I could cause muscle injury if I try to do too much too soon or put myself off and I will not push myself.
Awareness of safety aspects
5 marks
Outline any potential risks with any apparatus/equipment.
Before the session would begin I would need to check the environment that I working in which includes making sure that the floor is in good condition, that all obstacles are out of the way to prevent injuries and damages, to ensure that there isn’t any water spillages, glass on the floor. For example:
Before we would take part we’d check in the session if we are dressed properly and appropriately. This would include things like:
What factors will you need to consider when planning the order/types of exercises?
When planning for circuit training I need to consider the order of exercises.
Each station should focus on a different part of the body which is done to avoid the muscles being over worked. If two or more station works on the same specific mode muscle group then this could cause a serious injury.
Also when I’m planning the circuit I must consider the type of exercise that will be included to ensure that I achieve the fitness goals that I have set myself. For example, when using some weights in a circuit I have to check if the weights are the current weight for me to develop my muscular endurance than my muscular strength.
Explain how and why you will prepare your body for exercise/and help it to recover afterwards.
Before begin, I must warm up properly. Warming up is important because it helps get the body ready for what type of exercise is ahead of you. Warming up also reduces the chance of any Injury while I’m exercising. Types of warms up would be:
After the session I must perform a cool down which helps get rid of lactic acid and helps bring my heart beat to normal. This involves 5 – 10 minutes of not exercising making sure my heart beat steadily decrease back to its normal rate.
Appropriateness of chosen exercises
Explain why you have chosen at least two of the exercises/ activities and how they will help you achieve your targets. 5 marks
Reason for choosing Exercise 1 : Shuttle Runs
Shuttle runs is a type of exercise that I have included in my circuit programme due to the reasons that this particular exercise will help me to develop my cardiovascular endurance as well as my muscular endurance. Shuttle runs is a very good type of exercise for games players as it specific to the nature of the sport.
Shuttles are related to games activity as you need to stop and go continuously in most types of physical activities. For example in football, when you’re a Midfielder you’d have to sprint with the ball, up and down and when you have to be static when receiving a pass from your teammate.
Reason for choosing Exercise 2: Press ups
I included press ups as one of my stations in circuit training due to the reasons that this types of exercise helps develop your upper body strength as performing every day movements e.g. carrying shopping bags. These can be done with ease and therefore reducing the risk of injury.
Press ups are related to my games activity as you need to use upper body strength for most types of physical training. For example, in football when you have the ball and you’re running with the ball and a defender is trying to tackle you from the side using their own body strength, you must use your upper body strength to hold off the defender from tackling you and winning possession of the ball.
Appropriate application . 5 marks
Explain how your training will progress each time and how you will be working harder.
To make sure I improve my fitness levels, I must use and apply the principles of training to my training programme and to the sessions that I complete.
The principles of training are:
P – progression: starting slowly and gradually increasing the amount that you do - applied to circuit training.
O – Overload: working with enough intensity to improve your performance
R – Reversibility: just as progression leads to improvement, if you stop or decrease the training you go into reverse and lose the effect.
In my training programme I applied the principle of overload, through the theme of intensity. I was increasing the intensity I was working.
This included completing each exercise during the circuit and recording the number of repetitions I completed at the station. Session 1 was used as a baseline session, to find out the number of repetitions I was capable of achieving for each station.
Through applying progression and overload through intensity, I looked at the number of repetitions I achieved from each exercise and then gave myself a target to achieve for the next session. This was applied throughout the whole programme. When I set myself a target I didn’t increase it by a lot I only increased it a bit so I could work in the same amount of time.
Performing (Teacher’s Marks)
Implementation with control consistency ease /5
Completion safely and efficiently / 5
Attitude motivation towards improving / 5
Effectiveness lap appropriateness of warm up & cool down / 5
Maximum 20 marks
Record your results after each exercise. 2 marks
Concluding Statement summary of results 2 marks
My recovery rate got quicker as the sessions progressed, and so therefore my level was increasing as I recovered at a faster rate and exercise had been a higher intensity each time. My heart was beating at the same rate at the end of session was as it was the much more intense exercise after session five. I felt more able to cope with each session and I was able to get my breath back quicker.
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Students are required to analyse performances in one activity from the specification in order to identify and justify suitable strengths and weaknesses in the performances.
With reference to recent competitive performances in the chosen activity, students should identify two strengths.
One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.
One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.
In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in recent, fully competitive performances.
With reference to recent competitive performances in the chosen activity, students should identify two weaknesses.
One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.
One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.
In choosing these weaknesses, students must justify their choices, making reference to how competitive performances have been negatively affected.
Students should be marked on their analysis of performance using the following descriptors.
Level | Mark | Description |
---|---|---|
5 | 13–15 | The student has an excellent knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with the specific movements and terminology used when referring to the activity. The student fully appreciates their own strengths and weaknesses. They are able to provide a clear, detailed and in-depth self-analysis for both strengths and weaknesses. All of the strengths and weaknesses are fully justified with detailed reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness are fully relevant to the activity (and positional role if relevant) and he/she is able to provide strong justification of how they have impacted upon their performances. |
4 | 10–12 | The student has good knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with most, though not all, of the specific movements and terminology used when referring to the activity. The student appreciates their own strengths and weaknesses. They are able to provide detailed in-depth self-analysis for most of their strengths and weaknesses, although some are clearer than others. All of the strengths and weaknesses are justified with reference to appropriate competitive/performance situations. Most are detailed. The student’s chosen fitness strength and weakness are fully relevant to the activity and he/she is able to justify how they have impacted upon their performances. |
3 | 7–9 | The student shows knowledge and appreciation of the demands of their chosen activity but sometimes lacks depth in their explanation. He/she is conversant with many of the specific movements and terminology used when referring to the activity, though terminology is occasionally used imprecisely or unclearly. The student appreciates many of their own strengths and weaknesses. They are able to provide some self-analysis for most of their strengths and weaknesses, although some are considerably clearer than others. Most of the strengths and weaknesses are justified (some fully) with reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness are relevant to the activity and he/she is able to provide some justification of how they have impacted upon their performances, though elements of the justification may not be wholly convincing. |
2 | 4–6 | The student shows some knowledge and appreciation of the demands of their chosen activity but frequently lacks depth in their explanation. He/she is conversant with some of the specific movements and terminology used when referring to the activity, but they often lack precision and clarity and have confused some terms. The student appreciates some of their own strengths and weaknesses. They have provided a self-analysis for most of their strengths and weaknesses, but there are obvious inconsistencies in the clarity of their responses. Only some of the strengths and weaknesses are justified (generally not with detail) with some reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness show some relevance to the activity but he/she isn’t able to provide justification of how they have all impacted upon their performances. |
1 | 1–3 | The student shows only a limited knowledge and appreciation of the demands of their chosen activity and lacks depth in their explanation. He/she is conversant with a few of the specific movements and terminology used when referring to the activity, but confuses many of the terms and lacks precision and clarity. The student appreciates very few of their own strengths and weaknesses. They have provided a self-analysis for some of their strengths and weaknesses, but few of their responses provide any depth or clarity. The strengths and weaknesses are generally not justified (little detail is provided) with only partial reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness may be relevant to the activity but he/she is not able to provide any valid justification as to how they have impacted upon their performances. |
0 | 0 | Nothing worthy of credit. |
Subject: Design, engineering and technology
Age range: 14-16
Resource type: Unit of work
Last updated
5 December 2022
UPDATE: April 2021 additional pages added to support the use of the Braille Box to teach about branding, IP, patents, crowdfunding, ecological footprint and more. Specification updated to match the new theory presentations that will soon be available. This is my own take on what I believe a level 9 folder could look like for the new AQA GCSE in Design and Technology and was produced when no examplar material was avalable from examination boards. It is appropriate for the ‘children’s learning and play’ sample context and covers exploring a context, iterative design, prototyping and client led brief along with investigations, analysis and evaluations. Supplied as both self-running Powerpoint Show and printable PDF file, there are 40 slides in the folder as per the AQA suggested limit, each with a commentary and a summary at the end of each A0 as well as extra slides at the end to support the process. In total there are now 68 slides here but the extra slides are for the benefit of the teacher, or to explain and justify the marks awarded.**
There is evidence in the folder of SketchUp, Solidworks, Photoshop and the use of CNC equipment and 3D printing. It is not endorsed by any examination board but can inspire you in your approach to teaching the new NEA in your school to a very high standard.
I worked as an examiner and moderator for the AQA for 20 years with 27 years D&T teaching and leadership experience where many students achieved 100% for their coursework. This is based on that experience and a culmination of assessing thousands of folders coupled with industry design experience. Additionally, I have consulted for DATA, TES, V&A, Routledge, PGOnline, Doddle and the BBC.
Recent additions (July 2018) include 16 extra slides to show a summary of modelling, drawing, CAD etc. and further development of the product beyond the GCSE prototype into AS/A Level territory with the outcome being a completely 3D printed prototype. August 2018 update simply adds some extra info.
Tes paid licence How can I reuse this?
A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.
This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on textiles, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.
This is a collection of all current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content with compulsory units 3.1 and 3.3 and the 3.2 specialist materials covering timbers and woods, paper and boards, metals and alloys, polymers and textiles. There is also extensive support for the NEA through an exemplar folder (and 3D printing files), students guides and much more. The full set of of digital/printable workbooks have recently been added to the bundle at no extra cost. It represents a saving of almost 40% if buying all the resources separately.
This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on metals and alloys, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.
This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on paper and boards, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resource separately.
This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on polymers, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.
This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on timber and wood, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.
Updated (November 2020): A 105 slide presentation has been added to the bundle. This Powerpoint Show presentation is self running but can be edited in Powerpoint. It provides support and visual feedback on the various stages of the NEA and will be a valuable classroom resource. This bundle includes all you need to inspire students and to help them aspire to achieving the highest possible marks in the D&T GCSE NEA. Also suitable for AS and A Level. It has tracking, checklists, student guides, an exemplar folder and even a 3D printable outcome to support it.
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Excellent starting point for the NEA with clear clarifications for assessment and clearly shows the differences between old and new spec -with thanks
Thank you, I have taught and moderated the old spec for 25 years and I am excited about the new GCSE and hope this will help others start their NEA and aim for a high level outcome. The 3D files should be available in the next week.
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An excellent resource, but I ended up buying both this and the bundle by mistake!
Thanks, please also check you have the latest version uploaded this week
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EXAMPLE COURESWORK - NEW AQA GCSE Example of 25/25 Analysis 15 marks Level 5 (13-15): The student has an excellent knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with the specific movements and terminology used when referring to the activity. The student fully appreciates their own strengths and ...
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docx, 522.75 KB. This doccument can be given to your students to help them achieve better grades on their AQA GCSE PE written coursework. Every mark is vital, this will help them access the higher marks. Their are sentence starters for their fitness strength and weakness, skill strength and weakness, fitness evaluation and also skill evaluation.
Aqa Gcse Pe Coursework Examples - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Scribd is the world's largest social reading and publishing site.
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Year 10/11 GCSE coursework pack Key tips Use the VLE. Exemplar folders and other useful resources are being put on there all the time (including this pack). It is under Design Technology - DT GCSE - Year 10 Resistant Materials - Enrolment key: material Email me your coursework pages or questions for advice on improving it or
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This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on textiles, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately. £175.00.
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