and depth of our A Level PE EPIP talks? By Penny Pugh The whole - PowerPoint PPT Presentation

Research Question: How can we improve the quality and depth of our A Level PE EPIP talks? By Penny Pugh

“The whole principle came from the idea that if you broke down everything you could think of what goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together.” (Sir Dave Brailsford) This principle could work with the A Level PE students. This course requires learners to be assessed in three different ways; • Examination of theoretical understanding • Assessment of two sports • Evaluating and Planning for the improvement of performance (EPIP- Talk) The most obvious aspect of the criteria to achieve marginal gains is in the EPIP (Talk). As you will know PE students aren't normally shy in sharing their opinions. This section is worth I0% of their overall AS grade.

The research model for my project Impact measures Support I will be able to required measure the Potential success by using: restrictions Time for the Peer trial moderation for *OCR G452 AS PE Attendance PP (KCI & JC) EPIP mark sheets One session Illness / criteria every two Students to Anxiety ‘buy in & weeks (Oct- *Internal believe’ March Week Group moderation with 2 – Period 3) dynamics JC Exemplar talks Individual *External peer Practical characteristics moderation by KCI performance footage *OCR External Moderator

How the information was gathered and collated to demonstrate effective marginal gains philosophy Stage 3 Stage 2 I). Introduced watching recorded performances & I). Learners research learners began to analyse them using the EPIP project launched, mark sheets (independently recording findings). Stage I learners analysed their 2). Analysing performance and delivering findings individual sports to I) Provide to a peer (peer feedback provided) learners with identify the skills, tactics 3). Peers assessed EPIP talks using mark sheets – and fitness evidence of learners now receiving feedback back on all or components. (key 9) what good looks some of their talks every lesson, grade not provided. like (Exam 2). Research perfect board exemplar) 4). Teacher assessed EPIP (feedback provided) – model for each skill no grade) 2). Learners (magic 8) identified the 5). Replicated assessment model (no notes allowed, 3). Observed footage to structure of the blank sheet). Peer assessed, then Teacher analyse strengths and observed talk assessed by awarding a grade & issuing feedback. weaknesses. Prioritised key 3). Issue AS 6). Mock assessment with PP – Recorded, graded & EPIP mark weaknesses feedback provided. (footage offered to learners) sheet 4). Created 7). Externally peer moderated (Dinner date with progressive practices 4). Issued KCI) individual sports for each skill / tactic 8). Actual EPIP exam – internally moderated (min. 6) performance 9). Moderation process, checked PP & JC accuracy skills / tactics 5). Linking theory to & confirmed sample EPIP grade was accurate. criteria practical performance.

EPIP Talk Results: Names Sports Practice Mock Final Gains Mark EPIP EPIP Grade Band Alex Swimming I0/20 I4/20 I7/20 7 2 (band 3) (band 2) (band I) (D) (A) Sarah Football 9/20 II/20 I4/20 5 I (band 3) (band 2) (band 2 (D) (B) Roni Cricket I2/20 I5/20 I7/20 5 I (band 2) (band 2) (band I) (C) (A) Robyn Football 8/20 II/20 I3/20 5 I (band 3) (band 2) (band 2) (E) (C) Amelia Swimming 6/20 7/20 I0/20 4 0 (band 3) (band 3) (band 3) (U) (D)

What have I learned from this trial? 1. If you break down each aspect of the EPIP you can really achieve the marginal gains in every area, which has a significant impact on the overall grade. 2. If learners can see what outstanding looks like, they have a greater chance of achieving the criteria themselves. A greater appreciation of the necessary skills are formulated. 3. By introducing the EPIP mark scheme at the beginning of the process enables learners the opportunity to model the structure. Therefore, supporting them in accessing higher grades and avoiding omissions. 4. It’s essential to create exam like experiences when conducting practice / mock assessments. This way learners know exactly what to expect. 5. By expecting all students to achieve A’s, many often surprise themselves of what they are capable of. 6. Confirmed my belief that learners really do learn from listening to each other. As long as the appropriate support has been provided by the teacher. 7. We are accurate in our assessment and this has been confirmed by OCR’s external moderator. 8. We have a successful formula that now needs to be built on to secure more A grade EPIP’s over the coming years.

We will build on our findings in the ...... Long term Medium Term Short Term by: • Get learners to build a bank • Actively expect learners to • Continue to allocate one link theoretical knowledge of progressive practices for lesson a fortnight • Continue to provide learners each sport. when analysing practical • Develop research skills to performance. with a clear appreciation of the • Get all students to achieve support learners in skills and knowledge required recognising which websites a mark band one response. for the EPIP, by sharing • Develop female students are credible by issuing resources and materials suggested website lists. confidence when talking in available from OCR. • Work with GCSE PE • Continue to use IL projects to front of male peers / subject colleagues to share effective teachers. support classroom lessons & • Develop close working practice when it comes to encourage research skills. relationships with • Get learners to watch back Analysing Performance units. •Use more ‘live performances’ neighbouring schools to their footage and identify what to re-create external share best practice and they need to refine in moderation day experience. conduct internal preparation for next years moderation. EPIP.