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«Version 1 September 2012 Contents 1 Introduction 3 1.1 What Is Controlled Assessment? 3 1.2 What does ‘control’ actually ...»

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Physical Education

GCSE 2012

Physical Education

Guide to Controlled Assessment


Version 1

September 2012



1 Introduction 3

1.1 What Is Controlled Assessment? 3

1.2 What does ‘control’ actually mean? 3

1.3 What is the purpose of this guide? 3 2 Summary of Controlled Assessment unit(s) 4

2.1 Units B452 and B454: Practical Performances and Analysis 1 & 2 4

2.2 Special activity submission 5

2.3 Access arrangements for candidates 7 3 Assessment criteria, Generic guidance and Activity-specific links 8

3.1 General assessment criteria for practical performances, Generic guidance for use with the Activity-specific links and Activity-specific links 8

3.2 Activity-specific links 8

3.3 Generic guidance for use with the Activity-specific links 9

3.4 General assessment criteria for practical performances 10

3.5 Coaching/Leadership assessment criteria 11

3.6 Officiating assessment criteria 13

3.7 Analysis Tasks – General Guidance 15

3.8 Unit B452 – Analysing Lifestyle 18

3.9 Unit B454 – Analysing Performance 21

3.10 Activity-specific links 25 4 Teacher guidance on how to plan Controlled Assessment 159

4.1 Controlled Assessment delivery 159

4.2 Guidance on Controlled Assessment controls 164

4.3 Guidance on ‘task induction’ 166

4.4 Guidance on ‘t

–  –  –

1.1 What Is Controlled Assessment?

High, medium or low control levels are set for each of the Controlled Assessment processes: task setting, task taking and task marking. For each stage, the level of control will ensure reliability and authenticity, and make assessments more manageable for teachers and candidates.

Weighting of Controlled Assessments is defined in the subject criteria and, depending on the subject, will be 25% or 60% of the total assessment.

In response to reforms announced by the Government and in response to Ofqual mandated changes to GCSEs, unitised assessment of this qualification is being replaced by linear assessment.

This means that candidates commencing a two year course from September 2012 will take all of their GCSE units at the end of the course in June 2014.

1.2 What does ‘control’ actually mean?

Within the Glossary of terms for Controlled Assessment regulations, the levels of controls are

defined as follows:

 Formal supervision (High level of control) – the candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed.

 Informal supervision (Medium level of control) – questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to (i) ensuring that the contributions of individual candidates are recorded accurately, and (ii) ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates.

 Limited supervision (Low level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes.

1.3 What is the purpose of this guide?

This Guide provides detailed information for teachers about how to manage Controlled Assessment: some of the information applies to all GCSE subjects and some information provides subject specific guidance. It is important to make the point that this Guide plays a secondary role to the Specification itself. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this teacher support should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

Teaching of this qualification will vary greatly from school to school and from teacher to teacher.

With that in mind, this Guide is offered as guidance but may be subject to modifications by the individual teacher.

–  –  –

2.1 Units B452 and B454: Practical Performances and Analysis 1 & 2 Internal assessment Full course – units B452 and B454 each represent 30% of the total assessment and each have a maximum of 60 marks.

Short course – unit B452 represents 60% of the total assessment and has a maximum of 60 marks.

Candidates are internally assessed through controlled assessment in two practical activities and one analysis task per unit.

Practical performances in B452 and B454 For the Practical Performances – approved activities list see Appendix A.

Candidates can be assessed in the roles of performer and/or coach/leader or official. Candidates are required to demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions in each unit and assessment is carried out by the teacher using generic assessment criteria and activity-specific links to these criteria.

In unit B452 candidates must be assessed in two activities from two different activity profiles.

In unit B454 candidates can be assessed in any two activities but they cannot repeat an activity in the same role that was assessed in unit B452 – ie they cannot be a performer in football in B452 and a performer in football again in B454, but they could be a coach in football in B452 and a performer in football in B454 or vice versa.

Candidates may only choose to be assessed in the role of either coach/leader or official once across both units B452 and B454. Therefore, if a candidate is a coach or official in either unit B452 or B454, they must then be assessed in the other three activities undertaken in those units as a performer.

Candidates who are following these specifications as a full course GCSE cannot use the following

combinations of activities:

Rugby Union and Rugby League Life Saving and Personal Survival Rounders and Softball For example, a candidate cannot enter Rugby League as one of their two activities in unit B452 and then enter Rugby Union as one of their two activities in unit B454.

Any candidate(s) using a combination of activities within or across units B452 and B454 that is in breach of the specification requirements may have part or all of their practical marks discounted from their overall assessment.

–  –  –

In addition to practical performances, in each unit candidates will be assessed in an analysis task.

In unit B452 candidates are required to complete a task Analysing Lifestyle (AL).

In unit B454 candidates are required to complete a task Analysing Performance (AP) in one of the activities permitted on the specification. This does not have to be an activity that the candidate has been assessed in.

2.2 Special activity submission Centres may apply to assess candidates in activities and/or roles which are not on the approved list of activities published in the specifications via a special activity submission.

Where an activity is approved by OCR this will be for the academic year of submission only and for the centre who submitted only. OCR reserves the right to make any approved criteria available to other centres upon request.

When to make a special activity submission

Centres should make a special activity submission (using the form provided), when:

 they wish to assess candidates as a performer, coach/leader and/or official in activities not listed in the specification (this includes established disabled activities, such as Boccia). For each role a separate form must be completed;

 they wish to assess candidates in the role of official in an activity listed in the specification, but for which the role of official is not available in the specifications;

 they wish to assess candidates in an activity not listed in the specification, but for which they have previously been granted special activity permission for by OCR (this must be done every year the centre wish to assess the activity in);

 please note that as time goes on, it may be that criteria has already been approved for the activity which you wish to offer. It is therefore advisable to contact OCR in the first instance to check this before beginning to produce criteria of your own.

How to make a special activity submission

Centres must complete (in full) the Special activity submission form. Centres must submit the completed form to the GCSE Physical Education Qualification Manager at OCR by no later than October 15 of the academic year in which the activity will be assessed. Submissions have to meet a number of requirements in order to be approved. Using the form will assist centres in ensuring that they address all requirements of the procedure, and should be used when formulating the assessment criteria for the activity the centre wish to assess.

Where more than one centre has applied in the same year for the same activity, OCR will select the most suitable criteria produced (or an amalgamation of) and this criteria will be issued to all centres wishing to assess candidates in that activity in that year.

–  –  –

1) Centres review the Special activity submissions guidance above, Generic guidance for use with the Activity-specific links (section 3.2) and the General assessment criteria for practical performance (section 3.3). Centres establish which Activity Profile the proposed activity relates to

2) Centres the review the activity-specific links for activities in that profile

3) Centres complete the Special activity submission form (Appendix B) using 1 and 2 above and their knowledge of the proposed activity. Centres may wish to seek advice from external parties (coach, leader, trainer, centre or instructor) and external sources (National Governing Bodies)

4) Once completed, centres should email the form, including any supporting information, to OCR by no later than October 15 of the academic year in which the activity will be assessed*

5) OCR will review and provide feedback to the centre by no later than November 15 (unless the centre is notified of any delay in processing submissions in advance)

6) Where necessary, and permitted by OCR, centres will have until December 15 to revise their criteria in line with feedback from OCR and re-submit the amended criteria. This will be the final submission allowed. Centres will be advised as to whether criteria has been approved or declined no later than January 15.

* Late submissions will not be accepted. Completed forms should be emailed to OCRs Customer Contact Centre marked for the attention of the GCSE Physical Education Qualifications Manager.


The following information must be provided by any submission if it is to be approved:

 Role being assessed;

 Description of the activity;

 National Governing Body details, where applicable;

 OCR activity profile that the proposal relates to;

 Specific assessment criteria for the activity:

- Skills

- Knowledge

- Assessment criteria

- Assessment conditions

- Filmed/other evidence

- Safety considerations

- Moderation activities  Details of how the assessment of the activity will be standardised at the centre;

 Details of the conditioned competitive situations in which the activity will be assessed;

 Evidence of compliance with BAALPE/AfPE’s Safety Recommendations;

6 Guide to Controlled Assessment in GCSE Physical Education (Linear 2012)Non-approval

If a submission is refused, it will be based upon either non-fulfilment of one of the pre-requisites

above, or possibly because of one of the following reasons (this list is not exhaustive):

 The activity proposed does not offer the depth, breadth and/or complexity of skills, techniques or tactical/strategic/compositional elements to make it comparable to the other activities on the specification.

 The activity proposed does not require a physically active enough role to be viewed as in keeping with the subject criteria and aims.

 The activity proposed does not offer a competitive structure or scenario in which assessment can take place.

 The activity proposed does not have a physiological basis for training and improving.

 The activity proposed requires motorised equipment, such as Karting or Moto-cross.

 There is a legal or liability reason why the activity proposed should not be permitted, such as an age restriction that prohibits a GCSE candidate from participating.

2.3 Access arrangements for candidates Ensuring access to Physical Education for disabled candidates can pose a particular challenge for centres. This document aims to work alongside JCQ regulations on Access Arrangements to provide greater detail and advice in this area.

Two guiding principles underpin any consideration of what reasonable adjustments or access arrangements OCR can agree to; one is the needs of the candidate and the other is the competence standards being assessed by the qualification.

Reasonable adjustments aim to create a level playing field in which disabled candidates are able to demonstrate their ability; any arrangements put in place must not compromise the competence standards; more specifically in the area of Physical Education all candidates must be able to demonstrate practical skills.

Centres wishing to enter a disabled candidate who will require reasonable adjustments for Physical Education must instigate a dialogue with OCR before the start or at an early stage in the course.

There are two options available:

1. Submitting for a special activity eg the centre could produce criteria for swimming which is relevant to the candidates’ particular needs and disability category within the activity whilst demonstrating comparability with the existing swimming criteria. Alternatively criteria may be submitted for an established disability sport such as Boccia. Centres should refer to section

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