Learning Grids for AQA GCSE PE

Help your ‘practical minded’ students understand the theory!

A brilliant idea designed to support differentiation. Students work through the question grids to review each specification point. Working alone or in pairs, with or without their books, every student can engage with this resource.

Pack includes question-only grids and answer versions for easy marking.
Requires minimal preparation and interaction from the teacher

Progressive structure helps students grasp the basics before tackling applied questions.

A godsend for weaker students who find it difficult to absorb information in class. Particularly supports ‘hands-on’ learners who need to write information down to absorb it.

Questions provide sufficient stretch and challenge for all students, regardless of the level they are working at

J Stubbs, Assistant Headteacher & Peer Reviewer
  • Leads to active learning, scaffolding of understanding and student confidence
  • An easy-to-set, yet valuable homework or cover lesson
  • Students work individually, you can focus where the help is needed
End result: revision notes – with full spec coverage!

A very valuable resource to any PE department...

...Could easily be left as cover work, set for homework or used as part of a summative or formative assessment

L McCarthy-Wicks, HoD & Peer Reviewer
Cross-referenced against:
  • AQA GCSE (9-1) PE, by Ross Howitt and Mike Murray (Hodder Education; UK ed. 2016, ISBN 1471859525)
  • AQA GCSE Physical Education: Student Book, by Kirk Bizley (OUP; 3rd Edition, ISBN 0198370253)
ZigZag Education is not affiliated with OUP or AQA.

What do teachers say about this resource? (8287)

I like the resource, I feel it could be used as a revision tool at the end of a course, or more regularly to summarise topics as you go through the syllabus to check for understanding and highlight areas of relative weakness. I like the textbook references. It allows students to apply their knowledge of different topics on a regular basis. I believe the questions provide sufficient stretch and challenge for all students, regardless of the level they are working at. In my opinion it is broken down well to allow focus on specific aspects, rather than saying I don't get 'The Heart', it allows students and staff to narrow this down to 'I don't understand the role of blood vessels' and therefore interventions and support can be more targeted. Simple, effective.

J Stubbs, Assistant Headteacher & Peer Reviewer