Using GAFE for GCSE PE

This post was written by Simon Bradbury @PeBrado.


Over the past year I have been encouraged by colleagues such as Jon Neale (@JNealeUK) and Adam Llevo (@MrAdamPE) to start using Google Apps for Education (GAFE) within my teaching practice. I can definitely say that it has helped me work more efficiently and in this blog I thought I would share with you some of the ways that I use GAFE within my GCSE PE lessons and with my students.

Google Slides

Google’s version of Powerpoint but the beauty of using GAFE is that you can share and edit documents with colleagues in your school, county, country and worldwide. We have two year 10 GCSE PE classes at my school, I teach one and a less experienced teacher teaches the other. We have the same amount of theory lessons a week so if it is a lesson where I would create a powerpoint I now do this using Google Slides. My theory lesson is taught first and I then share the Google Slide with my colleague who can edit it to her students needs. She can make a copy and edit it also if she wants to spend more time on the lesson. This stops storing large powerpoint documents on the school network or me emailing her a large document every time and blocking up her inbox.


Mind Meister

This is a great add on in Google Docs (Google’s version of Word) that I use with my students for the scenario questions. My year 10’s recently had their mock examination, so prior to the examination I gave them the scenario from a few years ago based on Tyrone. As we discussed the scenario I typed their responses on a bullet point list in a Google Doc. I then highlighted all of their bullet points and Mind Meister then creates this into an eye catching spider diagram, which is great for revision as you can then print off or send to the students to put in their books or folders.


Google Sheets and Autocrat

Google’s version of Excel is great for data and I use the add on Autocrat a lot after my students have completed a progress test. I input the data (mark) into the google sheet for each question for each student. Each mark can be given a colour for example if a student gets 4/4 in a question that would go green but 0/4 that would go red. I then create a Google Doc with << >> so that it can recognise the data from the Google Sheet. It then creates a very visual document for each of my students highlighting which questions they scored well on but more importantly the areas and questions that they did not do so well on. This is great for students in terms of seeing what their areas for improvement are and it is a great document to show to parents at parents evenings. I also use the Autocrat add on to send praise postcards home and inform parents of the winner of the GCSE PE League (see previous blog). The great thing is this can all be done from my phone, which obviously saves time and allows me to do it there and then while fresh in my mind.



Google Drawings

In a previous blog I talked about how I created top trumps cards to assist with the teaching of the components of fitness. I created them using Google Drawings, which allows users to create documents such as flowcharts, organisational charts and mind maps. Again, very simple to use and can be used for a number of different things.


Google Forms

I am using Google Forms more and more in my everyday teaching as they are a great way of collecting data and information. Once the form is set up it then collates all the information for you every time a response is submitted. As we come to the end of the academic year you may want to use a Google Form to get feedback from students on their experience of the course (particularly relevant for year 11). With my year 10 class I will be creating a form asking them what they feel their best 4 sports are. I will then use this data to come up with targets for them e.g. if a student has picked basketball as one of their four sports but has not turned up to basketball club once or plays for a team outside of school my target for them would be to attend basketball club on a regular basis, join the school team or a team outside of school. The data from the Google Form can be collected straight onto Google Sheet without you having to input it.

Orange Slice

Orange Slice is a grading add on within Google Docs that allows both you and the student or their peers to grade their performance. I often use this at the end of a sport and send students the grading criteria for Key Process A and Key Process B in that sport with grades 0-10 and students then give themselves a grade for both Key Process A and Key Process B out of 10 in that sport. I would then give my grades and the student can then see what grade they are at for that sport and what they need to improve on. The student grade is highlighted in one colour and the teacher grade in a different colour so it is easy to see any alarming differences.

I would encourage teachers to have a look at GAFE during the final half term of the academic year as it is great for collaborating with teachers in your department as well as sharing information with students about their progress. Obviously this post is how I use it within my GCSE PE lessons but I use it with all aspects of my teaching from organising athletics squads to getting nominations in for upcoming sports presentation evening. Once you have a play around with GAFE I guarantee you will find yourself working far more efficiently and effectively.

As always I would love to hear how PE teachers are using GAFE as there are so many add ons that you can choose from that are relevant to education.

Teaching Theory Through Practical

I am sure we would all agree that the current specifications for GCSE PE theory are not the most inspiring and I believe this is one of the good things to come out of the new specifications is that the theory content is much more substantial, relevant and interesting. Generally the majority of my GCSE PE students are visual and/or kinesthetic learners therefore standing up in front of the class lecturing them is only going to have a limited impact. At the start of the year I always have a look at the specification and see where I can teach the theory through a practical lesson. I find this can have more impact on the students and in particular help with their recall of certain topics. In this blog I am going to highlight what I might do for certain topics to teach the theory through the practical.
The participant as an individual is not the easiest topic to do this with but certainly the area of risk and challenge can be taught practically. I have had students undertake risk assessments by coming into a facility that I have set up prior to the lesson with deliberate risks set out. I would then get students to take part in an activity that they have not possibly taken part in before and not go through the rules etc so they can identify the dangers as the activity develops.
If you have students undertaking the double award they will need to know first aid and emergency arrangements so this can be done practically where students act as physios and they have to deal with the various types of injuries from an ankle sprain to concussion.
The anaerobic and aerobic system can be taught practically by using the athletics track. Students could take part in various activities such as getting students to conduct 6 x 30 metre sprints for anaerobic, 3 x 300 metre runs for lactic acid system and then a 1500 metre for aerobic system. If you have heart rate monitors available this would be a great opportunity to use them so students can see how hard they are working and this should mirror how they feel in the activity.
The circulatory system can be taught by having students wearing red and blue bibs or using red and blue card. Set the students out with six areas labelled lungs, heart, brain, legs, arms, stomach. Sit two students at each area with four at the heart, two on each side. The rest of the class are given bibs or pieces of card – red on one side, blue on the other, representing oxygen-rich and deoxygenated blood. Send one student off first, circulating the body. Start from one side of the heart, choose a part of the body (e.g. legs) to go to, taking red blood. At the legs area, give to one person at that area, who turns the card over, passes it to the other person, who then returns the deoxygenated blood to the carrier. That person then returns to the other side of the heart where the blood card is passed through the two students and back to the carrier, who is directed to the lungs. At the lungs area, the lung volunteers turn the card over, so it becomes once again oxygen-rich. They then send the carrier back to the heart where the cycle begins again and they are directed to another part of the body. Once the path is clear, gradually add in more carriers until you have the complete blood cycle going round the sportshall. At intervals, ask for students to freeze and question students about what type of blood they are carrying, where it is coming from and where they are going to.
The cardiovascular system can be taught by having the students wearing heart rate monitors and getting students to work in specific training zones. I am lucky to have a spinning room at my school so it is a great facility to do this with as students can see how hard they are working by projecting their heart rate onto the television screen. Students then have a much better understanding of the different training zones. You could also incorporate diet into that lesson by having various food types at the front of the class and if students burn off enough calories during the lesson they are allowed to take a food item equivalent to those calories burnt off. This gives the students a great understanding of how much exercise and the intensity of the exercise required to burn off a chocolate bar or a packet of crisps.
Components of fitness is another topic, which can be taught practically. Get students to conduct the various tests and record their results. This gives them a much better understanding of how to conduct the test and what it actually tests rather than giving a powerpoint. I believe there is still a link on the BBC sport website in which students can enter some of the test results in and it gives students their top five sports based on their test results. I also link this with my top trump cards (see previous posts) to consolidate learning and students understanding of what sports require certain components of fitness.
Principles of training is a further topic, which can be taught practically particularly if you have access to a fitness suite or gym. Students can undertake the different methods of training or they can focus on one method of training and then they have to explain and teach their peers that method of training. Again, this gives the students a better understanding of what sports and performers would use certain types of training.
I am not a huge fan of role play but social factors such as the role and influence of the media and the role and influence of sponsors could be taught this way. Students could act as presenters for Sky Sports News attempting to influence their peers or take on the role of selling Nike footwear to an up and coming performer.
I think it is important to vary your theory teaching content so it does not become the same type of lesson where the students are making notes from the teacher stood at the front of the class as I believe over time those lessons all get merged into one great big lesson where it is harder for the students to recall the information. This is why I try using methods like morphsuits for the skeletal and muscular system, top trumps for components of fitness and practical lessons where possible so ultimately the students have more chance of recalling the information when needed.
As always I would be interested to hear of other PE colleagues that use practical methods to teach certain aspects of theory lessons particularly those that I have not mentioned in this blog.

Top Trumps, Morph Suits, Plickers and more – making GCSE PE theory fun

This post was written by Simon Bradbury @PeBrado.

I am sure you have all heard of the saying ‘death by powerpoint’ and I am equally sure that you have all attended courses, seminars, conferences, staff training etc. that is just the presenter reading off of a powerpoint. This is not a blog to say you should not use powerpoint or keynote or any other presentation software within our lessons but I believe there are numerous other ways in which we can engage students. I use powerpoint’s in nearly all of my GCSE PE theory lessons but not always as the main/sole content of the lesson. I will always try and look at a topic and see if I can incorporate different ideas and methods to teach it to the students. Below are a few that have worked well for me but also that the students have really enjoyed and learnt from.

Top Trumps (Components of Fitness)

I was born in the 80’s and always remember playing top trumps when I was younger. Recently I created some up to date top trump cards for my students to play each other in lessons. I created the top trumps based on the components of fitness so I had the picture of the athlete on the card along with components of fitness underneath with a ranking 1-10, 1 being the lowest and 10 being the highest. Students absolutely loved playing against their partner but it also gave them an understanding of what athletes required the different components of fitness or which were more important to that athlete. It also gave the students an appreciation of what is required for certain sports e.g. my students did not understand why strength was so important in gymnastics. I tried to use as many different sports as possible as there is nearly always a question on components of fitness in the summer exam in terms of what component of fitness is most required for a certain sport for example. You can access the top trumps by clicking on this link.

Morph Suits (Skeletal and Muscular system)

Morph suits are great for lessons on the body in particular muscles and bones. You can pick up morph suits relatively cheaply on Amazon and Ebay and they are great for developing students understanding of muscles and bones, but also the movement that is allowed at each joint/muscle. I either get in the morph suits myself or I get students to put them on and then discuss the theory content using the morph suits to identify where on the body certain bones and muscles are. Students can come out and label the morph suits as the lesson progresses with the relevant bone or muscle. If you have students in the morph suits they can take over the teaching towards the end of the lesson by playing games like name that bone so the student wearing the morph suit will point to a bone and the class have to write down the answers on whiteboards. This is great for visual learners.

Plickers (Multiple Choice Questions)

Plickers is an app that will help both you as the teacher with your marking but also the student by giving instant feedback. I use Plickers a lot for starters and plenaries and it is great for developing students practice and understanding of multiple choice questions. Plickers is an app that you download onto a device (iPhone, iPad etc.) and it’s great because it only requires one device E.g. the teacher’s device. I print off the Plickers cards from the website and get students to stick them at the back of their exercise book at the start of the year. Each Plickers card is unique so you need to allocate each student with a card and keep a record of it, which again you can do on the website. You add the multiple choice questions and answers to the website and then just choose which ones you want your students to answer. Here is a link to the AQA multiple choice questions from the last 5 years.


You read out the question and they then hold up their card with their answer at the top of the card (either A, B, C or D). Once students have got their answer up you just scan with the device and it picks up the students answers. The great part of this is that it marks it for you, which allows you to see which students answered correctly and incorrectly. Those results can be shown on the whiteboard through the website but I prefer to speak to those students within the lesson rather than make an example of them. A new feature of Plickers is that it now collates students responses so over time you can see where students went wrong.

Mission Impossible (theme tune)

I use the Mission Impossible theme tune in my lessons for starters when I want students to complete an activity in a certain time. The theme tune is approximately 3 minutes 30 seconds long and I like students to try and complete the starter within that time before the theme tune finishes. I recently used this for a diet starter where students had to find the envelope, which was stuck underneath their desk or chair and then with their partner they then had to match the 7 nutrients with the relevant descriptions and the examples of food. Students really enjoy this as it gets them working with their partner, it shows me whether they have understood the content from the previous lesson and it gets them working under a little bit of pressure particularly when they know that the theme tune is coming to an end. Again, this works really well for starters and plenaries but particularly starters as it gets students engaged in the lesson straight away.

Sky Sports News (Media in Sport)

When teaching aspects like the role of the media and the influence of the media I get students to try and recreate the Sky Sports News desk. With their partner students have to influence their peers on a sporting aspect. Students love acting as presenters particularly as a number of my GCSE PE students are also doing Drama and it gives a great insight into the influence that the media can have on them and the general public.

These are just a few ideas/methods that I use to engage my students within theory lessons. Remember that next time you are writing or updating that powerpoint think about whether you can come at a topic from another angle so that students find it engaging and fun. As always I would love to hear other PE teachers methods of teaching certain topics of the GCSE PE theory content.

GCSE PE League – how it has been received?

This guest post was written by Simon Bradbury @PeBrado.

I have previously written a guest post on my GCSE PE league that I have introduced to my Year 10 mixed sex class. In this blog I will be explaining how it works and more importantly how it has been received by the students.

I came up with the idea after I saw my class list in July I realised that out of the two classes that we have studying GCSE PE mine was the one with the more challenging students. In particular there was a group of 4 boys (my class has 19 boys and just 4 girls) who although not badly behaved were generally late to lessons and did not work well when put together as a group.

I felt that the key areas to making an exemplary GCSE PE student were in the following areas:

Extra Curricular

I decided that for every lesson I would give them points based on those 6 areas where applicable. This is what I decided on in terms of the points:

Behaviour – issued every lesson – as expected (2 points), warnings given (1 point) and unacceptable (0 points)

Punctuality – issued every lesson – on time (2 points) and late (0 points)

Kit – issued every practical lesson – full correct kit (2 points), incorrect/incomplete kit (1 point) and no kit (0 points)

Homework – issued every time homework is set – on time and complete (2 points), on time but incomplete (1 point), late but complete (1 point), late and incomplete (0 points) and no homework (0 points)

Progress – issued after every progress test or completed sport – above target (2 points), on target (1 point) and below target (0 points)

Extra curricular – issued at the end of each week – 3+ clubs (3 points), 2 clubs attended (2 points), 1 club attended (1 point) and no clubs attended (0 points).

I created a display in the corner of my classroom, which had students pictures from SIMS, a leaderboard and the poster below, which I created using ComicLife.



How it has been received by the students?

The students have really embraced the GCSE PE league and as you might expect they have become extremely competitive even to the point where if students turn up late or do not have their correct kit their peers make sure I know about it and that points are not given. I also had one student who was in the lead and knew that it was close at the top of the table. He missed my lesson on a Thursday morning due to him being ill but then turned up for football practice after school on the same day. I asked him why he was at practice if he was ill and he said that he was annoyed that he had to miss the lesson in the morning because his parents had kept him off as he had lost points. As he began to feel better in the afternoon he knew he could get a point for attending football practice as an extracurricular club and got his dad to drop him in. This was enough to keep him at the top of the league. It has also made students realise they have to behave around the school and in other lessons. One of my boys missed out on coming top because he spent a day in the school’s internal exclusion room for a fight therefore missing my practical lesson, which cost him 6 points. Students attendance to lessons has generally been good as they know that if they miss my lesson they miss out on points. Homework being submitted has definitely been improved and with the help of the @mypeexam platform, it is easier to track homework and particularly when students are completing it.

What it tells me about my students?

I use iDoceo to keep a tally of all the students points and I will be using that to show to parents at the upcoming parents evening. Running this league allows me to see why students are at the top of the league and more importantly why are they at the bottom of the league. Is it to do with attendance? If a student is not in on a Thursday for any reason they miss out on obtaining 12 points as students have two practical lessons with me on that day. Is it to do with not completing homework? Generally I will set homework most weeks but if students are only completing 50% of it then over the course of a half term that is 6 or 8 points they are missing. Is it because they do not show enough commitment to extracurricular clubs? A student that attends on average 3 clubs a week compared to a student that attends on average 1 club a week will over the course of a 7 week half term score 14 points more. These are all conversations you can have with parents and students and with the extracurricular figures I have actually used these to write letters home to parents who I believe have not attended enough clubs after school. I am teaching the old specification so practical performance is vital being worth 60% of the overall mark.

It is also good to see if students performances have improved as the year has gone on and iDoceo can work this out for you as you can see from the image below.


Now, I was alarmed when I saw the number of red arrows pointing down meaning students had actually dropped from Autumn Term 1 (I reset the scores to 0 at the end of each half term to sustain motivation). However, I set more homework in Autumn Term 1 then in Autumn Term 2 and students also had 2 more lessons in Autumn Term 1 then Autumn Term 2. Therefore if you can I would suggest working out how many points per lesson are students averaging as throughout the year the number of weeks in a half term vary considerably. I am pleased to say that the top 3 from Autumn Term 2 were completely different students from the top 3 in Autumn Term 1 and probably more importantly so were the bottom 3 students. Students that have been successful and have won the half termly competitions over the course of the academic year will receive a gift voucher. Students are very engaged in this competition and as I update the leaderboard weekly they are able to track their progress every theory lesson as it is always on display.

Where next?

Since creating this GCSE PE league I have seen similar initiatives and one I particularly liked was putting the students into teams of 3 and all their points are collated. You can then have things like top 4 are in the Champions League and bottom 3 are in the relegation zone. This may mean that students are even more likely to want to gain points as it is not just for themselves but for their two other teammates. Students could encourage each other to attend clubs and complete homework together. I think this would work well if you had a number of classes taking GCSE PE and a large cohort.

As always I would be interested to hear if any teachers have tried something similar or variations on this model.

GCSE PE League Table – What do you do?

The following three blog posts give insight into the GCSE PE League Table approaches of both @PeBrado and @MrBlythePE. It would be excellent if you could share your experience/ideas of this approach on this Google Document. The purpose of the document is to share good practice and ideas and to hopefully review approaches in time.

GCSE PE Key Areas League Table

GCSE PE League Table – Half Term Review

GCSE PE League Table

Screen Shot 2015-11-11 at 20.06.51

GCSE PE League Table

This guest post was written by @MrBlythePE.

Having read Simon’s (@PeBrado) brilliant post on his GCSE PE league table, I mentioned to him that I had done something similar to this which had demonstrated significant progress within my all boy GCSE PE class.

Having discussed with the Head of Department various strategies of increasing motivation and engagement of the boys within theory lessons, we came up with a GCSE PE league table.

I created a Premier League style table which placed the boys into small, mixed ability groups. In order for the scoring system to be a success the boys had to gain a score of 9-1 points (A*-G) based on the grades they achieved in both theory tests and for their practical activities. For example an A*= 9 points and a C grade would be worth 6 points. The points accumulated by each student after each class test or practical unit would be added together with the other members of their team. Students would be deducted 2 points if they didn’t complete homework, forgot their kit, workbook or pen. In addition, each team was able to see how many points they dropped over a season.


A season would run the course of a term with the winning group being given a prize for being placed in first position. Furthermore to ensure the boys remained interested and engaged their groups would be changed every term (still remaining mixed ability) keeping that positive attitude.

I identified that the engagement of certain individuals in the class had increased significantly as the members of particular groups supported and helped their teammates with revision tasks and challenging questions. Students now rarely forget kit or equipment in the fear of ‘letting the team down’.
Overall I’m pleased with the development and direct impact of this activity and hope to share this idea throughout all departments.

GCSE PE League Table – Half Term Review

This guest post was written by Simon Bradbury @PeBrado.

So as mentioned in a previous post, this year I set out to devise a GCSE PE League Table based on the following areas:

Attendance to extra-curricular

This has proved a very motivational tool for the students, but also allows me to see why students were at the bottom of the table and to put in some intervention.

Needless to say the student that finished at the top of the table (by 3 points) had 100% attendance to lessons, represented the school in netball and football as well as attending gymnastics club, completed all homework on time, was always in the correct kit and showed exemplary behaviour. There were many more students like this who perhaps did not attend as many extra-curricular clubs as the student that finished top. Praise postcards have been sent home to all students who have achieved over 130 points (the winning student had 150).

However, it is at the other end of the table that I am more interested in as it identifies why the student is at the bottom. The student at the bottom of the table displayed excellent behaviour, handed their homework in on time and was always in kit. However, this student has yet to attend a single after school club and has missed 6 lessons so far in the first 8 weeks of term. In fact 8 out of the bottom 9 students have yet to attend a single extra curricular club and have all missed at least one lesson. These students will get letters sent home to parents stating that they must attend at least one club this half term due to the importance of the practical (60%) to the course. I will also be discussing with these students the reasons why they have not yet attended an extra-curricular club.

I used iDoceo to collate all the information and then print the student photos from SIMS to create a league table in my classroom. At the start of each theory lesson I will show the students who was top and how many points they were all on.

I am going to continue running the points system and will keep an overall running total however I will start a new league for this half term. I would be interested to hear if any other PE teachers have used this is something similar with their students and what the response has been.

Using Plickers in GCSE PE lessons

This guest post was written by Simon Bradbury @PeBrado.

I currently teach AQA GCSE PE and over the last 5 years or so the theory question paper always starts with 10 multiple choice questions. Now, to me this is 10 easy marks as the answer is there in front of you.

One of the key issues that all teachers seem to be talking about is managing time and not having enough time to do things. With the help of apps like Plickers the app will do the marking for you.

Essentially what Plickers is, is a simple tool for teachers to gather formative assessment without the need of any student devices. How it works is there are Plickers cards, which can be assigned to students. Therefore in my GCSE PE class I have 20 students and each one of them has their own Plickers card in the back of their exercise book. You will need to allocate cards to students (see below) on the Plickers website (



The image above is what a Plickers card looks like, so this would be given to the first student on my register, as it is number 1. You will see that each side has a letter on it. You input the multiple question that you want to ask prior to the lesson on the Plickers website and then ask the students. They then turn their Plickers card to the letter they think the answer corresponds to. Therefore taking the image above this would indicate the student thinks the answer is B.

Now this is the clever part, using the Plickers app on your phone/tablet you can then scan all the students Plickers cards as they hold up their answer. You don’t even need to press a button you just scan. It will then bring up the students answers on your phone as you scan and you can have a live feed on the website so the students can see if they are getting it right or not as this can be projected (see image below).


It does not have to be multiple choice, you can have true or false questions. You can now also add images too to the question.

This is great app for starters and plenaries but particularly for GCSE PE theory lessons as it relates to the layout of the start of their exam paper. I have recently inputted the last 4 years worth of multiple choice questions from the exam papers. Even better it saves the teacher time by marking the answers. I believe it can be used across a number of different departments for example times table in maths and spelling tests in English.

One touch, One bounce and Buzzers

This post was written by Martyn Beaumont @cantersno15.

Year 11 are now in to the home straight of GCSE PE and the relentless drive to cram in as much revision as possible has been in full swing for a good 10 weeks or so now. Being Head of KS4 as well as a PE teacher, it was becoming quite clear to me that pupils were starting to get to a point where revision was getting too much. I could see them walk into my lesson to complete some of the activities I had planned out for them and before we even started it was dead in the water. They are stressed, they are tired and they are getting close to burn out.

Sometimes as a teacher you have to take a step back and realise that may be just maybe there is another way to attack these boys that does not involve to much effort on their part (or yours), where they can have a fair bit of fun and continue to learn, revise and reinforce the subjects needed. I am a big supporter of the fact that just because pupils aren’t writing a lot, doing an all singing all dancing revision sessions does not mean they aren’t learning anything. If they can articulate what they want to say either in a relaxed manner or more importantly under pressure then this is at times more important than writing it.

Revision techniques such as board rush, table drawing, speed dating, blockbuster, million pound drop and the weakest link are all favourites of mine and are a regular part of my revision programme (not my original idea I would like to add). But lately I have been trying to find another way to get the pupils going when they clearly are starting to lack a little motivation or just had enough of revision. My school is an all-boys grammar school and I have noticed over the years that for some reason the break and lunchtime routines mainly consist of penalty shootouts and one touch, one bounce (being a rugby specialist this annoys me little!!). This was where I came up with my first revision idea:

Football Revision

I based this over the course of one week, which consisted of 3 lessons. Basically it was one big competition of exam question quizzes that cover all major topics in the syllabus but pupils never touch a pen or paper for the entire week (unless they wanted to add to their notes for particular topics).

The first competition was a very simple but very effective penalty shootout accumulator question challenge.

• Pupils were split in to 4 teams of 5. Each team member answers a series of questions on a variety of topics. Each question they get correct converts into a penalty.

• Once all rounds are complete a penalty shootout occurs with all team members taking it in turns to take the number of penalties accumulated from the quiz. Most penalties scored overall wins.

• At the insistence of the pupils we also added bonus balls and questions that were worth double points or took points/penalties away from particular teams.

• If a team missed a penalty or it was saved the goal keeper at the time (a member of a different team on rotation) was asked a bonus question to steal the points

Lots of fun and pupils really got into both parts of the challenge. Lots of revision was going ahead during and between rounds as pupils were swatting up on topics that had not been picked yet.

Dribbling challenge

• Again 4 teams of 5

• Quite simply a series of cones were laid out in a zig-zag formation.

• Pupils had to dribble a football around them to various buckets full of questions (laminated). 5 buckets in total with varying question difficulty.

• Time limit was 5 minutes

• Once teams had collected as many questions as they could within the time limit they were then asked them in a quick fire quiz format. Most correct answers wins.

One Touch, One Bounce

This is an age old game that seems to be a playground favourite amongst our year 11 pupils. To incorporate it into a revision game was a little difficult, but we managed to incorporate none the less.

• Groups of 5 in a circle with one ball (groups were differentiated and so were the questions).

• One person in the group made question master (this rotated every 5 minutes). They were given a pack of questions and marks schemes to asked and check answer.

• Pupils play one touch one bounce trying to get pupils to mess up

• When this happened pupils had to answer a question. If they got it wrong they accumulated a letter. This is normally accompanied by the word ARSE and a game of it, but as it was a lesson I changed it to SCHOOL. If they got it right they did not get the letter and the game carried on.

• Interestingly some of the group changed the game (after asking) to a very similar version but had to hit the ball against a target on the wall. If they missed, the same sequence of events occurred.

We ended up with about 6 rounds in the lesson, but it was not without faults. The top end of the group games seem to go on for a very long time, but that meant more revision. Those that were not quite as good at football answered a lot of questions. This was counteracted by be randomly asking questions as times to make sure everyone got a decent amount of questions. Again good fun and the majority got really involved. Was it perfect, no, did it work, I think so.

Three lessons with lots of topics covered in a very informal but fun fashion. Pupils were revising without really realising and we had a lot of fun while doing it.


The last (and not linked to the football challenges) was my most surprising and easy revision game. Our school has terrible facilities, including technology in every way shape or form but I found a little gem hidden away amongst all of our staging and microphone equipment. A set of 10 working quiz buzzers and quiz station.

This was set up easily within a lesson with a buzzer on a table per pair.

Put simply I arranged the simplest of quizzes where I was the question master.

Pupils had to buzz in if they knew the correct answer, buzzers lit up and blocked other pupils from taking part.

There was a massive sense of urgency in all that we did and pupils were really concentrating on the questions and the answers. If answers were incorrect then the buzzers were reset and all started again to steal the question

To make it fairer and ensure everyone was taking part pupils were arranged into differentiated pairs.

One member of the pair was asked to revise a topic (which was going to be the next set of questions) while the other took part in the buzzer round.

We swapped over a number of times and also chucked in a couple of music rounds, guess who and famous quotes to keep it interesting.

I would highly recommend getting a set of buzzers (if possible) or working out a way of creating buzzers to add to the atmosphere of a normal quiz. Pupils seemed a lot more engaged, concentrated more and we were really trying hard to answer the questions. It was a massive surprise to me that it worked so well, with one of the more ‘difficult’ pupils even calling it ‘sick’. Another very simple but effective twist on a strategy, with lots of revision going on, even if they did not realise it.

If you have any questions regarding the above, then please feel free to contact me on @canterno15 or @pembeaumont

GCSE PE Edexcel Exam analysis using ResultsPlus

This guest post was written by Dave Woodward @dwoodward11.

Since the introduction of the GCSE PE (2009) specification, I have been intrigued to see the changes and developments that have taken place within the exam paper.


The most notable, being the removal of bullet points/ prompt on the 6 mark questions and also, the increased frequency of 3 and 4 mark questions (Extended questions). I am also extremely interested about getting the little things right (Marginal Gains)

I have been doing a lot of work with my students on the 6 mark questions and highlighting areas of specific weakness. I wanted to see if I could dig a little deeper though, and by further analysis, try to identify any ‘marginal gains’ that would better prepare my students for the exam in May 2015.


I have been using ResultsPlus from Edexcel over the past few years, as it is a huge database of information for results analysis about cohorts and even specific students. For those who are unsure what ResultsPlus is, this is what Edexcel say:

“ResultsPlus is a free online results analysis tool for teachers that gives you a detailed breakdown of your students’ performance in Edexcel exams. Widely used by teachers across the country, ResultsPlus provides the most detailed analysis available of your students’ performance and helps you to identify topics and skills where your students could benefit from further learning, helping them gain a deeper understanding of their subject”

The specific area I looked at for this research was the skills mapping of each theory paper from June 2011 until June 2014.


I downloaded the skills map reports from Edexcel then cross referenced them with each year and the range and content of questions that have appeared. That left me with this spreadsheet.

I have found that the following areas have never appeared:

Screen Shot 2015-03-09 at 07.06.01

The following have appeared every year:

Screen Shot 2015-03-09 at 07.06.23

So what does this show me?

I can see that the impact of rest on the Cardiovascular and muscular system hasn’t been tested for 4 years. I can also see that Describing, explaining and applying the principles of SMART targets has appeared each year.

But what impact will it have?

It is a tough one to measure, the true test will be on the afternoon of Friday 15th May 2015. One thing is certain however; I won’t change the way I will do my revision but when going through the topics that haven’t been tested I may spend a little longer than I have previously on them. I may set extended questions based upon topics that haven’t been tested. I think you can play a dangerous game second guessing the exam boards on trying to look for patterns, I will just use this information along with the existing information about how my students have done in mock papers, extended questions and homework over the last 2 years to plan a balanced revision package for them. Ultimately for my students’ to feel in the best possible mental shape ready for the exam paper, anything I can do to help is time well spent.

“It’s the little details that are vital. Little things make big things happen.” John Wooden

Thanks for reading and I hope it helps you and your students. If you have any questions or want more information please get in touch.