A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | A-Level/ PE | Countdown to Success | |||||||||||||||||||||||||
2 | ||||||||||||||||||||||||||
3 | Paper | 24/02/2022 | Days to Go | Weeks to Go | ||||||||||||||||||||||
4 | Awarding Body | OCR | Paper 1 | 26/05/2022 | 91 | 13 | ||||||||||||||||||||
5 | Specification | https://www.ocr.org.uk/qualifications/as-and-a-level/physical-education-h155-h555-from-2016/ | Paper 2 | 10/06/2022 | 106 | 15 | ||||||||||||||||||||
6 | Advanced Information | https://www.ocr.org.uk/qualifications/as-and-a-level/physical-education-h155-h555-from-2016/changes-for-2022/ | Paper 3 | 21/06/2022 | 117 | 17 | ||||||||||||||||||||
7 | ||||||||||||||||||||||||||
8 | Week | Lesson Focus | Revision Focus & Resources | |||||||||||||||||||||||
9 | Term 04 | 1 | 21/02/2022 | 1 | Revisit practice interview | Preparation for EAPI Interview on 10/11 March | ||||||||||||||||||||
10 | 2 | Social Cultural links | ||||||||||||||||||||||||
11 | 3 | Physiology links | ||||||||||||||||||||||||
12 | 4 | Full practice | ||||||||||||||||||||||||
13 | 5 | Psychological links | ||||||||||||||||||||||||
14 | 2 | 28/02/2022 | 1 | Development of interview independent targets | Preparation for EAPI Interview on 10/11 March | |||||||||||||||||||||
15 | 2 | Development of interview independent targets | ||||||||||||||||||||||||
16 | 3 | Development of interview independent targets | ||||||||||||||||||||||||
17 | 4 | Development of interview independent targets | ||||||||||||||||||||||||
18 | 5 | Development of interview independent targets | ||||||||||||||||||||||||
19 | 3 | 07/03/2022 | 1 | Development of interview independent targets | Preparation for EAPI Interview on 10/11 March | |||||||||||||||||||||
20 | 2 | Development of interview independent targets | ||||||||||||||||||||||||
21 | 3 | Development of interview independent targets | ||||||||||||||||||||||||
22 | 4 | Development of interview independent targets | ||||||||||||||||||||||||
23 | 5 | Development of interview independent targets | ||||||||||||||||||||||||
24 | 4 | 14/03/2022 | 1 | Students will be looking at how social and cultural factors shaped the characteristics of, and participation in, sports and pastimes in pre-industrial Britain | Movement Analysis Theories of learning and guidance | |||||||||||||||||||||
25 | 2 | Movement analysis | ||||||||||||||||||||||||
26 | 3 | Students will develop their knowledge and understanding of linear motion by being able to define linear motion and be able to apply it as well as being able to calculate quantities of linear motion | ||||||||||||||||||||||||
27 | 4 | Movement analysis | ||||||||||||||||||||||||
28 | 5 | Theories of Learning | ||||||||||||||||||||||||
29 | 5 | 21/03/2022 | 1 | Students will be looking at how social and cultural factors shaped the characteristics of, and participation in, sport in post 1850 industrial Britain | Cardiovascular system Feedback and memory | |||||||||||||||||||||
30 | 2 | Cardiovascular system | ||||||||||||||||||||||||
31 | 3 | Students will develop knowledge of angular motion and know about the creation of angular motion through the application of an eccentric force about one (or more) of the three axes of rotation | ||||||||||||||||||||||||
32 | 4 | Cardiovascular system | ||||||||||||||||||||||||
33 | 5 | Feedback and memory | ||||||||||||||||||||||||
34 | 6 | 28/03/2022 | 1 | Public Schools | Energy Systems and Effects of Altitude Individual differences personality, motivation and arousal | |||||||||||||||||||||
35 | 2 | Energy systems | ||||||||||||||||||||||||
36 | 3 | Understand factors that impact the magnitude of air resistance (on land) or drag (in water) | ||||||||||||||||||||||||
37 | 4 | Energy systems and effects of altitude | ||||||||||||||||||||||||
38 | 5 | Individual differences | ||||||||||||||||||||||||
39 | 04/04/2022 | |||||||||||||||||||||||||
40 | 11/04/2022 | |||||||||||||||||||||||||
41 | Term 05 | 1 | 18/04/2022 | 1 | Students will be looking at how social factors shaped the characteristics of, and participation in, sport in 20th century Britain | Diet and Ergogenic aids | ||||||||||||||||||||
42 | 2 | Diet and ergogenic aids | ||||||||||||||||||||||||
43 | 3 | |||||||||||||||||||||||||
44 | 4 | Diet and ergogenic aids | ||||||||||||||||||||||||
45 | 5 | Learning Theories | ||||||||||||||||||||||||
46 | 2 | 25/04/2022 | 1 | Students will be looking at how contemporary factors are shaping the characteristics of, and participation in, sport in the 21st century: | Preperation and training methods | |||||||||||||||||||||
47 | 2 | Preparation and Training methods | ||||||||||||||||||||||||
48 | 3 | Understand the relationship between moment of inertia and angular velocity | ||||||||||||||||||||||||
49 | 4 | Preparation and Trainnig methods | ||||||||||||||||||||||||
50 | 5 | Feedback and Memory | ||||||||||||||||||||||||
51 | 3 | 02/05/2022 | 1 | Students will develop thier understand the nature of global sporting events and how they reflect and are impacted upon by social issues. | Injury | |||||||||||||||||||||
52 | 2 | Injury | ||||||||||||||||||||||||
53 | 3 | Practice how to interpret graphs of angular velocity, moment of inertia and angular momentum | ||||||||||||||||||||||||
54 | 4 | Injury | ||||||||||||||||||||||||
55 | 5 | Motivation and arousal | ||||||||||||||||||||||||
56 | 4 | 09/05/20222 | 1 | To be confirmed based on previous learning | Extended questions focus | |||||||||||||||||||||
57 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
58 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
59 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
60 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
61 | 5 | 16/05/2022 | 1 | To be confirmed based on previous learning | Physiology and Biomechancis Focus | |||||||||||||||||||||
62 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
63 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
64 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
65 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
66 | 6 | 23/05/2022 | 1 | To be confirmed based on previous learning | Psychology Focus | |||||||||||||||||||||
67 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
68 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
69 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
70 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
71 | 30/05/2022 | |||||||||||||||||||||||||
72 | Term 06 | 1 | 06/06/2022 | 1 | To be confirmed based on previous learning | Psychology Focus | ||||||||||||||||||||
73 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
74 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
75 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
76 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
77 | 2 | 13/06/2022 | 1 | To be confirmed based on previous learning | Social Cultural Focus | |||||||||||||||||||||
78 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
79 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
80 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
81 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
82 | 3 | 20/06/2022 | 1 | To be confirmed based on previous learning | Social Cutural Focus | |||||||||||||||||||||
83 | 2 | To be confirmed based on previous learning | ||||||||||||||||||||||||
84 | 3 | To be confirmed based on previous learning | ||||||||||||||||||||||||
85 | 4 | To be confirmed based on previous learning | ||||||||||||||||||||||||
86 | 5 | To be confirmed based on previous learning | ||||||||||||||||||||||||
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