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Skills that use Purpose

1. Communicating and organising as a coach

   Assessed: In coursework (non-examination assessment, NEA)

   Learners who choose coaching must plan and lead a progressive session, with communication and organisation assessed as part of coaching technique.

   Literacy: Clarity and vocabulary, Purpose, Collaborative talk

   Getting pupils ready

   Year 7

   Pupils in small groups take turns to explain and demonstrate one warm-up stretch clearly to their group.

   Year 8

   Pupils lead a five minute skill drill for four classmates, giving instructions in a clear order and checking everyone has understood.

   Year 9

   Pupils plan and lead a short progressive practice for a younger class, adapting their instructions when players struggle.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1b, 2.1.2, page 19

   “execution of coaching techniques, including communication and organisation.”

   Progression step 3

   • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

   • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

   Progression step 4

   • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

   • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

   Progression step 5

   • I can present ideas and issues to meet the demands of different audiences.

   • I can respond confidently to how listeners react, adapting my language in a wide range of contexts and for different purposes.

2. Analysing and evaluating performance aloud

   Assessed: In the exam and in coursework (NEA)

   Learners must analyse and evaluate their own and others' performance during the activity, considering environmental, personal and situational factors, and know how and why appropriate feedback is given.

   Literacy: Questioning, Clarity and vocabulary, Purpose

   Getting pupils ready

   Year 7

   Pupils watch a partner's chest pass and give one strength and one thing to improve using a sentence starter.

   Year 8

   Pupils give a partner spoken feedback on a gymnastics sequence using knowledge of performance terms such as body tension and timing.

   Year 9

   Pupils give a one minute spoken analysis of their team's performance in a netball or football game, covering weather, space and their own decisions.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.1.5, page 18; Unit 1, Section 1.3.3, page 16

   “Learners should be able to analyse and evaluate”

   Progression step 3

   • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

   • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

   Progression step 4

   • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

   • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

   Progression step 5

   • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

   • I can use a range of discipline-specific and general academic vocabulary in my own communication.

Source: WJEC GCSE Physical Education and Health specification, Version 2, December 2025, teaching from 2026, for award from 2028.