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.