OCR A2 Physical Education ~ General Overview
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Post on 14-Jan-2016
DESCRIPTIONOCR A2 Physical Education ~ General Overview. UNIT = how spec is examined SECTION = teaching content. The exam papers. AS: 2 hours A - 5 B - 5 C -5 D -5 E -10 30 marks total. A2: 2 hrs A - 5 B - 5 C - 5 D -20 stretch & challenge 35 marks total. - PowerPoint PPT Presentation
OCR A2 Physical Education ~ General Overview UNIT = how spec is examinedSECTION = teaching contentUnit G451AS theory3 teaching sectionsUnit G452AS courseworkUnit G453A2 theory3 teaching sectionsUnit G454A2 coursework G4513 questions from 3 sections A&P (30)AMS (30)Socio-cultural Studies (30) 2 hr 60%30% G4522 practical activities from 2 profiles + EPIP40%20% G4533 questions from 2 sections Exercise physiology (35)BiomechanicsSports psychology (35)Historical studiesComparative studies (35)2 hr35% G4541 practical activity+ (synoptic) oral15%The exam papers AS: 2 hours A - 5B - 5C -5 D -5 E -1030 marks total A2: 2 hrsA - 5B - 5C - 5 D -20 stretch & challenge 35 marks totalExam style and structure21/2 hours = 150mins 150 3 = 50mins a section50mins for 35 marks 30? mins approx for part e???TheoreticalAOsAO1Candidates should demonstrate knowledge and understanding of physical activity.AO3Candidates should demonstrate the ability to analyse and evaluate critically physical activity.PracticalAOAO2Candidates should demonstrate the ability to apply skills, knowledge and understanding in physical activity.OCR WeightingsAO weightings of questions at back of SAMS (specimen assessment materials) AS A2 A Level AO1 45% 30% 37.5% AO2(CW) 40% 30% 35% AO3 15% 40% 27.5%Jabberwocky - by Lewis Carroll'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.Level 1 questioningState what the slithy toves were doing in the wabe?Identify one key feature of the borrogroves.Describe the mome raths. To what extent did brillig influence the situation?Explain why the slithy toves probably chose to gyre and gimble.Critically evaluate the strategy of the mome rathsHigher level questioningSo, not just knowing or even knowing and understanding,but also:engagingthinkinganalysingevaluatingdeep processingCommand words e.g...AO1Comment onDescribeGive reasons forOutlineIdentifyExplainAO3ExplainDiscussEvaluateCompare / ContrastJustify AnalyseExamineInterpretTo what extentOCR A2 Comparative Studies ~ Overview of the specification Sarah van WelyComparingCandidates should be able to compare USA and UK Australia and UK with reference to:Cultural contextPE and school sportMass participationSport and the pursuit of excellenceCultural ContextHistorical determinantsGeographical determinantsGovernment policyCommercialisation of sportSocial determinantsValues Cultural Context 1 - historicalUSAUKAustraliaIsolationismImpact of C19th Public SchoolsColonial and convict settlementMarginalisation of UK Sports and promotion of big fourLate C19th notion of amateurism and professionalismUK as motherlandFrontierism Hierarchical class systemSignificance of beating England in sport today as an expression of national pride and progressCultural Context 2 geographical USAUKAustraliaImpact of:- Size, topography, climate, urbanisation, population density and transport on opportunity in PE and sportThe USA and EuropeThe USA and AustraliaApprox. Population/sCultural Context 3 government policyUSAUKAustraliaFederal, State and local government agendas for sportNational and local government agendas for sportFederal and state Government agendas for sportDecentralisation decentralisationPolitical support for sportCultural Context 4 commercialisation of sportUSAUKAustraliaSport, sponsorship and the mediaSport, sponsorship and the mediaSport, sponsorship and the mediaCapitalismCapitalismSport and multi-national companiesSport and multi-national companiesCultural Context 5 social determinantsUSAUKAustraliaDiscrimination and minority groupsDiscrimination and minority groupsAnti-discrimination AboriginalGenderDisabilityOpportunity, provision, esteemOpportunity, provision, esteemOpportunity, provision, esteemStacking and centralityPolitical support for sportAmerican DreamCultural Context 6 values USAUKAustraliaLand of opportunityDemocracyLegacy of Bush culturePluralism & assimilation v social discrimination & stackingTeamworkAustralia as social melting pot CentralityIndividuality Land of the Fair GoHegemony and WASP domination in societyFair playImpact of egalitarianismLombardianism, counter culture and radical ethics linked to PE and SportCompetitiveness Commitment to multi-culturalismParticipationOvercoming discriminationComparingCandidates should be able to evaluate critically the influence of cultural factors on:PE and school sportMass participation (particularly among young people)Sport and the pursuit of excellencePhysical Education &School SportOrganisation, status and ethos of inter- and intra-school sportHealth fitness and obesity levels among young peopleContemporary initiatives to promote PE and school sportPhysical Education &School SportHealth, fitness and obesity levels among young people, status of and attitudes towards PE in schools, testing/measuring, curriculum crisis, strategies to promote PEEquality: Title IX, young disabled people and adapted PE programmesOutdoor Education: summer camps for young peopleHigh School sport organisation, status and ethos, incentives for young people and coachesIntra-mural sport promotion of participationContemporary initiatives to promote PE and school sportPhysical Education &School SportFitness, skill and participation levels among young peopleRole of SEPEP & PASE in increasing participationExemplary schools, fundamental skills and sports leader programmes programmes, state award schemes, school club links, sports linkage, sports person in schools, sports search, teacher gamesOutdoor Education impact of environment & its status in schoolsContemporary initiatives to promote PE and school sportMass participationParticipation ratesNational fitness levelsStrategies to promote participation and ensure lifelong involvement and healthy lifestylesMass participationParticipation ratesNational fitness levelsAmateur sports clubs (lack of tradition)Community participation - midnight leagues and other contemporary initiativesStrategies to promote participation and ensure lifelong involvement and healthy lifestylesMass participationParticipation ratesNational fitness levelsPromotion by the government of regular participation in physical activity; role of Australian Sports CommissionMore Active Australia and club participationAdapted games for young peopleStrategies to promote participation and ensure lifelong involvement and healthy lifestylesSport and ExcellenceOpportunity, provision and esteem with reference to: UK Sport National institutes Increasing commercialisation of sportCase Studies:CricketRugby LeagueRugby UnionAssociation FootballSport and ExcellenceCase Studies (more detail):Cricket tradition, ashes mythology, growth of commercialism, development of gameRugby League high level competitions, history of professionalism, north/south divideRugby Union as middle-class game, professionalism and commercialism, influence of Rugby World CupAssociation Football history as a working class game, amateurism and professionalism, contemporary popularity spectator and media interestSport and ExcellenceLittle Leagues competitive sport for young peoplePathways to professional sport college system, scholarships, special admit programmes, Pro-Draft)Equality and discrimination WASP domination, African Americans discrimination and contemporary success, tokenism, stacking and centrality, glass ceilingCase study of big four sports ref origins, nature of game, impact of universities, golden triangleSport and ExcellenceThe AISAlternative pathway to pro. Sport e.g. the draft in Australian Rule Football & Rugby LeagueCase Studies:CricketRugby LeagueRugby UnionAssociation FootballAustralian Rules FootballEquality and discriminationSport and ExcellenceCase Studies (more detail):Cricket tradition, ashes mythology, growth of commercialism, development of gameRugby League inclusive game, inter-state competitions, class appeal, professionalism, tri-nations competition, geographical focus/locationRugby Union colonial, middle-class game, professionalism and commercialism, influence of Rugby World CupAssociation Football history as a marginalised game, contemporary popularityAustralian Rules Football - cultural and ethnic diversity, appeal for both players and spectatorsSpecimen Assessment Materials (SAMS)a) Outline two initiatives in the UK and two initiatives in Australia which aim to promote Physical Education and school sport b) Compare the popularity of association football in Australia and in the UK.Specimen Assessment Materials (SAMS)c) Give reasons for the low rate of participation in physical activity in the USA. How does this compare with participation rates in the UK?Specimen Assessment Materials (SAMS)d) International sporting success is pursued by many countries. Discuss the extent to which cultural factors influence the promotion and achievement of sporting excellence in both the UK and the USA. Specimen Assessment Materials (SAMS)The FOUR levelsLevel 4:- detailed / excellentLevel 3:- goodLevel 2:- basicLevel 1:- limitedLevel 418 - 20 Level 313 - 17 Level 2 8 - 12 Level 1 0 - 7 The five criteriaKnowledge & understanding Critical evaluation Independent opinion and judgementTechnical/specialist vocabulary Written communication
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