GCSE PE: NEA Guide (9-1)

• GCSE Physical Education (9-1) NEA Guide focuses on non-exam assessment components, internally assessed and externally moderated.
• Students must take Components 04 and 05, coupled with two examined components, to get the OCR GCSE (9-1) in PE.

Content Overview (J587/04 Practical Performances)

• Focus is on assessing core and advanced skills in three activities
  • One from the 'individual' list
  • One from the 'team' list
  • One from either list

Assessment Overview

• Involves a non-exam assessment (NEA)
• Accounts for 30% of the total GCSE (9-1) grade
• Totaling 60 marks
• Consists of three activities, with at least one 'team' and one 'individual' sport from approved lists in competitive situations

J587/05 Analysing and Evaluating Performance

• It's a synoptic component drawing on learned knowledge, understanding, and skills
• It enables students to analyze and evaluate either their own performance or a peer's
• NEA accounts for 10% of the total GCSE (9-1)
• Worth 20 marks
• It consists of a written task produced under controlled conditions

Control Levels

• It sets high, medium, or low control levels for task setting, taking, and marking to ensure reliability, authenticity, and manageable assessments.
• Formal Supervision (High Level of Control): The learner is in direct sight of a supervisor at all times
  • Tightly prescribes resources and interaction
• Informal Supervision (Medium Level of Control): Outlines questions/tasks, and does not tightly prescribe resource use
• Supervises to ensure contribution accuracy and prevent plagiarism providing limited learner guidance
• Limited Supervision (Low Level of Control): Clearly specified requirements, but some work can be done without direct supervision
• It has no direct contribution to assessable outcomes

Practical Performance Restrictions (J587/04)

• Learners must be assessed doing three activities selected from prescribed 'individual', 'team', or 'either' lists
• The approved lists are fixed.
• Learners have to be assessed as the performer
• Learners may not complete the same activity in team and individual forms
• A learner can't be assessed in two forms of dance or Rugby Union/Sevens
• Specification breaches may lead to practical marks being deducted from the overall assessment
• 'Off-site' details (page 89) say every learner needs filming for activities
• If an activity needs filming-e.g swimming-and filming isn't possible, another activity must be chosen

Access Arrangements for Learners with Disabilities

• Ensuring access to Physical Education poses unique challenges
• The document works alongside JCQ regulations on Access Arrangements to provide detailed advice
• Two key principles: the learner's needs and the competence standards of the assessment
• Adjustments aim to enable demonstration of ability without compromising standards, especially practical skills
• Centers need early dialogue with OCR for learners requiring reasonable adjustments

Requesting Activity Adjustments for Learners with Disabilities

• Centres apply to amend assessment criteria for approved activities
• Activity adjustment requests use the OCR Physical Education subject page form
• Requests should amend activity criteria for assessing learners with disabilities in approved sports forms
• Contact PE subject advisors first. Complete the activity adjustment request form and submit before December 1.
• The request form is then emailed to including supporting information, to [email protected] by December 1
• OCR reviews and provides feedback by January 31, Unless notified of delays
• Until March 1, centers can revise criteria based on edits and feedback
• Approval or rejection is confirmed by April 1
• NO late submissions are accepted
• Description of the activity needs to be provided, National Governing Body details and classification rules
• Specific assessment criteria includes skills, evidence, and moderation activities

Non-Approval Reasons

• Incomplete form or one or more of the reasons below
• Proposed adjustment isn't an adaptation of a DfE list activity
• The adjustment doesn't provide enough assessment scope or an adequate competitive structure
• Legal or liability reasons exist - such as an age restriction
• The sport is being adapted to what the candidate can do as opposed to adapting it to what someone with the disability concerned could reasonably do- removes depth.

2a. Generic Guidance for Practical Performances (J587/04)

• Guidance for all activities, adhering to safety legislation from National Governing Bodies
• Learners get necessary knowledge (rules, tactics, safety) with warm-up/cool-down procedures presumed
• Individual skills decide details which will be listed in the skills criteria
• Knowledge gets only assessed through the learner's participation, unless specified skills apply
• The assessment measures the area and quality of skills, decision-making, and the use of attributes in performance
• The range and quality should enable their abilities to have their full ability shown
• Specifics get listed within activity skills criteria
• Demonstrations take place within separated skill performance or if conditioned. With real game applications
• Where off site all activities need to be filmed
• You need 2f and Appendix Be for filing guidance
• Learners show that they can participate safely with ability within the criteria

Assessment of Practical Performances (J587/04)

• Learner assessment happens when doing activities given from criteria, along with details
• They are assessed for the ability of selected appropriate skills consistently, with precision and control skills fluency
• Improvement tasks help the ability to then apply
• Assessment Tasks tasks should allow structured tactical or composite awareness
• Skill conditioning makes abilities to apply regulation
• Enable different between learners
• They require knowledge application as necessary to the rules of code
• logs on game to show frequent levels can support this

Assessment Criteria (J587/04)

• Learners get marked on their overall performance, taking a 'best fit' angle with skill level
• annotate annotation grids and grids with skills

Level Examples:

• Range of skills—all advanced and under isolated all the top of level-five skills
• Quality of core consistently control (very skill)—top and very good
• Level four middle
• Ability allowing, etc. equal of three, and up, or top with four

Assessment of Analysing and Evaluation

• Learners show there by for demonstrating with them this ability, all through the theory
• Through assessment as can lead the right to skills = Must lead improvement identified
  • Assessment completed from the components work is then given the ability to take 2 -= Must be able to make the medium level for you to the total. Time is the time will be take
• You can lead all
• Should no it with, has to have time
• Must not used templates or writing skills
• Have to go through and have all these in consideration with the fitness testing 2-3
• Has to analyze them and provide over views of skill (a 3-4 hour)
• Analyse movement and the continuity in time (a level 1/2 hours)
• Produces in improve and also include things need to have (4 - 5 hours).

Marking Out AEPs

• One page and then the assessment will be a great view on, it too in the AEP it
• Give great of our good level at middle a

The table should include

• Evaluation level to make accuracy of the task
• And you may like where positioned to tell

What Needs Stating For An Overview

• Skills used, and is the code

'Team' Skills Criteria

• Acrobatics gymnastics cannot work with gymnastics
• Association to football or cricket, but not futsal or table tennis
• Badminton has nothing but double play
• Goalball has handball
• Hockey but fill up
• Hurling doesn't get hockey
• Rugby cannot bet tag

Restrictions & Allowances (Page # 20)

• The level of success is measured
• Is the criteria is meant, performing
• Is what their developed
• Are the skills with full situation is
• One, for individual team, you have restrictions and that's it

Sailing Boat Candidates

• All of them
• Must have RYA approved for the certifications
• RSXL or cadet is fine
• Restrictions allow people of all ages as well

What To Use When Restricted At the Team

• Skating, can use rowing, for getting on Table:

AEP (Analysing and Evaluating Performance Task)

• As learners are asked to have this be a key fitness, we have (Section 2
  • (1) Have to include that there is all this in sports.
  • (2) the level for them will be, then for the level
• (3) is is in the world

Additional Information Needed on Movement Analysis

• It must use an accuracy scale, what it was used to make clear what this level was
• We must not and must include a key or
• We show which are from other schools

Key points of the Table

• Wheel chair rugby have you can do wheel backs