Learning Grids for AQA GCSE PE

A fantastic way to support weaker learners!

Students read their textbooks/notes to complete a grid of questions in exact specification order. Cross-referenced to the major textbooks to ensure structured study.

Exemplar completed grids for easy marking and provide revision notes with full specification coverage!

The organised and active learning method helps students understand the key points and build confidence.

Brilliant for students who learn best by doing. Dramatically improves learning for learners in need of additional support; highly motivating.

Questions cover all assessment objectives – developing students’ ability to demonstrate knowledge, apply understanding and evaluate factors underpinning performance.

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

J Stubbs, Assistant Headteacher & Peer Reviewer
  • Requires minimal teacher planning and input – ideal for cover lessons
  • An easy-to-set, valuable homework option
  • Pinpoint topic strengths and weaknesses for targeted support

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 Hodder, 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