barnegat bay yacht brokerage

Brian Fisher

Brian Fisher Yacht Broker

Cell: 401.855.0721 Office: 508.994.4444 Email: [email protected]

Cape Yachts Bowen’s Wharf, Newport, RI 02840

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Brian grew up sailing on the brackish waters of Barnegat Bay, NJ. Having started sailing at the age of 7, he raced Lasers and E-Scows before moving on to larger boats. After graduating from the Chapman School of Seamanship, he attained his USCG 100T Captain’s license. For the next many years, he captained smaller yachts on Lake Michigan, South Florida, New England, and the Caribbean. The highlight of those cruising years was a Pacific crossing from Tahiti to New Zealand onboard a 72’ ketch. Shortly thereafter, Brian worked for Offshore Sailing School, teaching bareboat cruising classes in the BVI and Windward Islands. In the spring, he would head the racing program out of Captiva Island followed by a summer of cruising classes based out of Newport, RI.

Soon the racing bug came back and Brian started a 10-year career of professional sailboat racing onboard Maxi yachts, Swan 45s, Farr 40s, and many other racing yachts. Brian competed in 4 Newport-Bermuda races including a first to finish, as well as 4 other World Championship regattas. Brian also returned to his roots and raced the Laser competitively, including a 7 th place at the Master’s Worlds Championship regatta on San Francisco Bay.

Alongside the racing schedule, Brian managed the rigging operations of Rig Pro/Southern Spars in Portsmouth, RI. This would turn into a 24-year career which included a lot of splicing, but mostly working with customers on the best rigging solutions for their racing and cruising yachts.

Brian has also sailed much of New England with his wife and two children on their J-42, as well as bareboat charters in the Bahamas and Caribbean. Given his diverse experience in yachting, there is nothing Brian enjoys more than discussing sailing plans with friends. The choice of boat, cruising grounds, and preparations are all topics not to be rushed.

BRIAN FISHER'S LISTINGS

2022 Beneteau Oceanis 40.1

2018 MJM 43z

2009 Hunt Yachts Harrier 29

Featured Listings

Connect with Brian to learn about available inventory and to start your yacht search journey.

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Yachts For Sale In Point Pleasant

Point Pleasant Beach is a prime Vacation Destination located on Jersey Shore’s Barnegat Peninsula at the Manasquan Inlet to the Atlantic Ocean. Point Pleasant is bounded by the Manasquan River to the north with the towns of Brielle and Manasquan just across the Route 35 bridge. The town of Brick surrounds Point Pleasant Beach and Borough to west and south, along with the northern point of the Barnegat Bay; the Atlantic Ocean is east. The Point Pleasant Canal that opened in 1925, cuts through the Borough to connect North Barnegat Bay at Bay Head Harbor with the Manasquan River and Inlet to the north. Point Pleasant is also the northern terminus of the Atlantic Intercoastal Waterway (AICW).

United Yacht Sales can help you find the perfect yacht for sale in New Jersey . Give us a call today at 1-772-463-3131 about purchasing a new boat or listing your current yacht on the brokerage market.

YACHTS LOCATED NEAR Point Pleasant New Jersey

101' Breaux Brothers Custom 2001

Belmar, New Jersey, United States

72' Azimut 72 FLY 2023

Brick Township, New Jersey, United States

70' Hatteras GT 70 2024

Cape May, New Jersey, United States

60' Ocean 60 Super Sport 1999

Atlantic Highlands, New Jersey, United States

58' Viking 58 Convertible 2000

Harvey Cedars, New Jersey, United States

Warden Pass

57' Viking 57 Convertible 2010

56' Ocean Yachts Super Sport 2001

Waretown, New Jersey, United States

54' Hatteras GT 54 2024

54' Custom Carolina Lewis Brothers 54 Flybridge S/F 1995

52' Custom Carolina Ricky Gillikin/East Bay Boat Works 2005

52' Hatteras 1982

Jersey City, New Jersey, United States

51' Azimut 51 ATLANTIS 2019

50' Viking 50 Convertible 2009

Sea Bright, New Jersey, United States

Serenity Now

50' Prestige 500 Fly 2012

Long Branch, New Jersey, United States

50' Custom Carolina 50' Ricky Gillikin 1999

Avalon, New Jersey, United States

Page 1 of 10

This coastal, residential borough in Ocean County is considered one of the best places to live in New Jersey and is a prime summer vacation destination especially for Point Pleasant Beach’s mile-long Jenkinson’s Boardwalk and wide sandy beach on the ocean. The family-friendly Boardwalk features carnival type rides, games, arcades, mini-golf, food, gift shops, sweet shops, and other amusements. It is very lively with visitors on weekends during the summer months, and on weekdays once schools let out in mid-June. Jenkinson’s Aquarium is located on the north end of the Boardwalk where it ends at the Manasquan Inlet, one of the safest inlets in the area and a prime fishing spot at Loughran Point Park.

Point Pleasant Beach offers the typical clubs, pubs, and bars nightlife of Jersey Shore coastal vacation spots, such as Broadway Bar & Grill, Frankie’s Bar & Grill, The Ark Pub & Eatery, Jenkinson’s Pavilion Bar & Restaurant (featuring DJ and live music, indoor and outdoor), JP Bailey’s Cafe, Martell’s Sea Breeze Clam Bar, and Wharfside Restaurant. The downtown area of Point Pleasant Beach (Arnold Ave, Bay Ave, Rt 35) features over 100 shops (specialty stores, coffee shops and more), 15 antique galleries (antique emporium) and 15 fine dining restaurants as an alternative to Boardwalk fare.

Point Pleasant offers diverse underwater experiences for the scuba diver; novices can dive “The Railroad Bridge” area of Gull Island Park that is commonly used by local dive shops for training. High tide is best; visibility ranges from under 1-ft to 8-ft. The Manasquan Inlet offers a challenging shore diving experience and is best for competent, experienced shore divers only. Entry points are restricted and then at slack high tide because of strong currents and rocks. The rock crevices are home to sea life year-round and great to explore. Due to Point Pleasant’s proximity to New York Harbor, the Jersey Shore is renowned for its wreck diving. About 100 yards from the beach, in the southern section of town, is the outline of a wreck for offshore diving exploration. Spearfishing is becoming a popular sport for scuba divers; check local dive shops (Professional Divers Inc.)

The Gull Island County Park & Conservation Area located in the Manasquan River is an undeveloped island that is great for bird watching, picnicking, paddling (kayaks, canoes), and fishing in the rich, brackish waters. The New Jersey Museum of Boating, located at the Johnson Brothers Boat Works, was founded in 1998 to interest visitors in the rich history of New Jersey Boating. Two new exhibits feature USCG Stations and Shipwrecks of the Jersey Shore. The Museum features a library of books and magazines of interest to readers of all ages. In 2002 the Museum was added to the New Jersey Coastal Heritage Trail. Point Pleasant Beach’s top event is the Festival of the Sea. Begun in September of 1975 to commemorate summer’s end, the Festival has developed into a major event. Held annually in September in the Downtown Shopping District, local restaurants and vendors offer crowd pleasing seafood fare like crab cakes, shrimp skewers, paella, soups, bisques, lobster and more. Of course, other food is available, plus hundreds of craft vendors and music entertainment.

A few notable, local marinas that offer transient slips are Captain Bill’s Landing located on the Manasquan Inlet. Fuel dock features Valvtect, gas and diesel fuels and can accommodate vessels to 110-ft; dockside depth is 6-ft. Offers 3 transient slips—must call ahead to reserve. Marina is subject to current and boat wakes due to location, but Capt Bill and marina crew are ready to assist with securing your boat and any other help you may need. Amenities include a tackle and bait shop and ice; Red’s Lobster Pot restaurant is next door. The Point Pleasant Beach Boardwalk is just over half a mile from Captain Bill’s Landing. Loughran Point Park is nearby.

Safe Harbor Crystal Point on the Manasquan River offers 200 slips with 3 transient (call ahead to reserve) and 8-ft dock depth. Largest vessel that can be accommodated on the floating docks is 90-ft. No liveaboards or mooring. Amenities include fuel dock with diesel and gas, pump-out service, 30 & 50 amp electric, water, phone, cable TV, restrooms, showers, ice, snacks, pool, and restaurant. NOTE: Not to be confused with the other Safe Harbor marina located in Point Pleasant, that is a very basic facility. Johnson Brothers Boat Works is located on southeast end of the Point Pleasant Canal and North Barnegat Bay. The marina has a total of 70 slips with 3 transient slips (call ahead to reserve). Maximum length is 100-ft with 6-ft dockside depth (3-ft tide range). Amenities include security, pump-out, water, cable TV, restrooms/showers, laundry, pool, Internet, ice, Ships Store, grills, and repair services—hull, engine, prop. Offers 15, 20, 30, 50 amp and 110-volt electric. It is also a Boat Storage Facility. No fuel, liveaboard or moorings.

Arnolds Yacht Basin, founded in 1970s by the D’Ambrosa family, offers nearly 200 slips on fixed and floating docks accommodating vessels up to 45-ft, with 5-ft dockside depth. Liveaboard is permitted. Located on Beaver Dam Creek, west of Bay Head Harbor (North Barnegat Bay). Amenities include 15, 20, 30, 50 amp electric, cable TV, WiFi, pump-out, restrooms, showers, Internet, Ships Store, security, weather station, 4 lifts and 2 boat launches. Pet friendly. No fuel. Also offers on site mechanic services and fiberglass shop. As always, call ahead to reserve a slip.

Forsberg’s Boat Works is located on Beaver Dam Creek west of Bay head Harbor (North Barnegat Bay). The marina has a total of 60 slips with a 4-ft dock depth and can accommodate vessels with a maximum length of 45-ft. Amenities include 30 amp electric, water, WiFi, restrooms, showers, 20-ton travel lift and repairs—hull, engine, prop. No fuel.

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SPEAK TO A SALES PROFESSIONAL

Barry Boutilier

Yacht broker.

I grew up on Barnegat Bay and had my first boat at the age of 13. This started my lifelong love affair with boats and the sea.

I have worked in the boating industry for almost 40 years. I started as a bottom painter and worked my way up to marine mechanic then to marine business owner and marina manager, and now for the last 10 years, a yacht broker. I honed the skills needed to not only run boats but also learned what makes boats run. I am equally at home at the helm as well as in the engine room

I have held a USCG license for over 30 years. I captained a private motor yacht for one family for 25 years. I also worked as a delivery captain making the trip between the Northeast and Florida 34 times. I also participated in the 1989 Marion Massachusetts to Hamilton Bermuda Race in an Irwin 38.

At Brewer Yacht Sales I will use my vast knowledge of boats both power and sail and their systems to help clients make the right choice in the boat that is right for them.

Barry Boutilier's Active Listings

Brick, New Jersey, United States

2007 Corsair 36 Heritage

Toms River, New Jersey, United States

1997 Golden Egg 35

Tuckerton, New Jersey, United States

2007 31 Little Devil

1992 29 Combi

Neptune, New Jersey, United States

Brielle, New Jersey, United States

2019 Heritage 241

2003 205 Osprey

Barry Boutilier's Sold Listings

2000 460 DA

2002 390 Trawler

High Bridge, New Jersey, United States

Bayville, New Jersey, United States

1999 Monk 36

1999 36 MKII

2001 34 MKII

1996 3100 Open

Island Hts, New Jersey, United States

1999 29 Open

2001 Scarab 29 CCF

2016 280 SLX

Our Services

Restoration Services

Boats for sale ..

The mission of ClassicBoatsNJ is to encourage the preservation and use of stylish, antique and classic boats. We specialize in the sale and purchase of all types of boats and offer consultation services. Located at the head of Barnegat Bay in Ocean County, New Jersey, ClassicBoatsNJ is the source for the discriminating boater.

Hubert Johnson BlackJack

Amelia | 1962 | 24Ft | $34,000 Reduced for quick sale

Elco Liberte

1929 | Elco | 50ft | Sold

1974 32 Ft Wasque | $37,000

Hubert Johnson Brothers

Summer Salts | JohnsonBrothers | 1961 | 28Ft | Sold

Builder Unknown

Posh | 1960's | 24 Feet | $2,300 Great launch needs engine

Hubert Johnson Blackjack

Dragonfly | 1962 | 24 Feet | Best Offer

North Coast

1990 | 24 Ft | $13,500

Penn Yan Double Cockpit

1939 | Penn Yan | 18 Ft | Double Cockpit | Sold

Lippencott Lightning

1958 | 19Ft Lippencott B-Lightning | $2,400

Bunker Ellis Cruiser

Reward | 1963 | 2007 | 40 Ft | Sold

Pearson Vanguard Sailboat

Althea | 1966 | 32 Ft |

Grand Craft Roosevelt Edition

Storm | 1982 | 24Ft | Sold

Hubert Johnson Black Jack Skiff

Shadow | 1961 | 24ft | Sold

Dyer Soft Top

Dulce | 2003 | 29ft | $152,000 - Sold

Cowell - King Model

1961 | 16ft | $4,900 | Sold

Goudy & Stevens Custom

Old Fashioned | 1958 | 35ft | $69,000

Elixir | 1974 | 29ft | Sold

Herreshoff America

No Hurry | 1973 | 18Ft | $6,500

Lyman Islander

Molly | 1956 | 18ft | $9,900

Bay Belle | 2001 | 29ft | Sold

Thompson Skiff

1967 | 18 Ft | $8,000

Lady Jill | 1960 | 24 Ft | $10,000

Atkins Custom Launch

1995 | 22ft | 13,500

Dawn Cruiser

Widgeon | 1930 | 48Ft | $89,000

Fay & Bowen

Lindy Lou | 1910 | 21 Ft | $8,000 or Resonable Offers Considered

Stands in the Wind | 2014 | 19 Ft | $12,900

Herreshoff - Buzzards Bay 15 Center Board

SHENANIGANS | 1993 | 25Ft | $28,900

Rascal | 1970 | 29ft | $39,900 | Sold

Hubert Johnson Black Jack

1953 | 18 ft | $7,000

Atkin & Co Yacht Designers

Rose | 1959 | 25 Feet | New Owner will restore

Hubert Johnson Cruiser

1956 | 36 Ft | Just Restored

Sailing Dinghy

8 ft | $4,900 - Sold

Our Services .

We specialize in the sale of classic boats, motor and sail. We have connected many boating enthusiasts with well-loved vessels. How about a cruise for a lunch picnic or cocktails, or a trusted tow boat to get you to the races?

Consulting.

In addition to buying, selling, chartering and restoring wooden boats, ClassicBoatsNJ offers consultation services and sound advice. These services are not limited to our customers, but extended to anyone who shares our passion for wooden boats. Our areas of expertise include cruisers, sailboats, sport skiffs, speedboats and live-aboards manufactured by top-of-the-line boat builders.

Restoration.

ClassicBoatsNJ is well acquainted with carpenters and craftspeople in New Jersey who are experts in the field of wooden boat restoration and repair. Whether your boat requires minor repair and restoration work or a complete overhaul, we will connect you with the specialist who will return your wooden or fiberglass boat to its original, seaworthy condition.

Established by Bob O'Brien of Bay Head, New Jersey, ClassicBoatsNJ has helped to spread enthusiasm about wooden boats since 1993. After years as a classic yacht owner, Bob passed away in 2013, leaving ClassicBoatsNJ to his son, Bill O'Brien, who shares Bob's passion for keeping classic boats on Barnegat Bay.

Bill is an avid classic boat enthusiast and owner who has enjoyed wooden boats since his childhood. Bill operates in the Barnegat Bay area and is extremely knowledgeable about classic and wooden boats.

Get In Touch .

We'd love to chat with you about buying or selling a boat. If you see something you like or have any questions, let us know and we'll get right back to you.

Send a message or call Bill at (908)591-1083.

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Great Loop Cruisers

“Looping” Through the Great Lakes

George and Pat Hospodar

When traveling on America’s Great Loop, you will eventually journey through some of North America’s Great Lakes. These are the largest freshwater lakes on the planet, and they contain 21% of the world’s surface fresh water and 54% of the world’s liquid fresh water by volume. These so called “lakes” are actually inland seas, and should be treated as such.

A typical Great Loop trip will take you across Lake Ontario (a journey of about 45 miles), through a small portion of Lake Huron (about 40 miles), and possibly down the full length of Lake Michigan, the fifth largest lake in the world with a length of 307 miles, a maximum width of 118 miles, and an average depth of 279 feet. Cruising down Lake Michigan can take several weeks, depending on weather conditions, as we found out on our own Great Loop adventure. The â€œlocalsâ€ had told us that for every three days of good weather on the Great Lakes you can expect one day of foul weather. However, during the summer that we traveled down Lake Michigan we experienced exactly the opposite. For every day of good weather, we had three days of unsettled weather!

We finally decided that we would cross the Lake from Holland, Michigan to Chicago, Illinois, a distance of about 85 miles. Although the weather forecast called for possible rain, the winds were supposed to be from the northeast at 10 the 13 mph with wave heights of one to two feet. Since our general direction from Holland to Chicago was southwest, the forecast seemed “acceptable”. Everything was going terrifically for the first few hours, but as we approached the center of the lake, the sea heights increased and the wind came across our port beam, making it quite rocky onboard. After several hours of rolling from side to side across Lake Michigan, things eventually calmed down the closer we got to Chicago. Later that day I spoke to a local boater about our experience on the Lake. He informed me that this type of wind and wave phenomenon is not uncommon. He explained that Lake Michigan can create its own weather, where conditions along the shorelines and in the center of the lake can vary significantly, and this certainly proved true for us!

Here are some suggestions for a safe and comfortable journey on the Great Lakes:

If possible, travel with other “Loopers”, as there is often safety in numbers. Just knowing that there is at least another boat nearby in case something goes wrong will add to your confidence when making an open water passage.
Travel when seas are 2 feet or less. Remember that the Great Loop trip is not a race, so make good use of your downtime and enjoy the local sites. Be wise, and wait for a more comfortable weather window, even if it takes several days.
NOAA marine weather forecasts at: www.nws.noaa.gov/om/marine/zone/usamz.htm , then click on the map of the Great Lakes. Then keep clicking on your area of interest on each succeeding map until the forecast you desire appears.
Great Lakes Wind and Wave Forecast , for additional wind and wave forecasts on the Great Lakes at: www.glerl.noaa.gov/res/glcfs/ . Click on the “Winds” or “Waves” for the Great Lake for which you want the forecast. A graphic showing the wind strength or wave height by color and an indication of their direction will appear.
Traveling the eastern side of Lake Michigan has some advantages because it has a Harbor of Refuge every thirty miles. So, if the Lake kicks up, you will be no more than 15 miles from a safe harbor. Also, these harbors have a policy of not turning anyone away. Even if all the dock spaces are filled, they will raft boats together in order to accommodate everyone. The harbor entrances are clearly marked with lights on the end of jetties.

We traveled the NJICW from Atlantic City to our home off Barnegat Bay aboard our boat, Reflection, which has a draft of 4 feet on May 27. We left Atlantic City at mid tide rising and had no problems traveling this waterway, which we have done for over forty years!

Stay safe out there.

Captain George and Pat Hospodar are authors of “Reflection on America’s Great Loop”: (A “Baby Boomer” Couple’s Year-Long Boating Odyssey), and their new book, “The Great Loop Experience from Concept to Completion”: (A Practical Guide for Planning, Preparing, and Executing Your Great Loop Adventure) will be available this fall.

Back to the Great Loop Page

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Curtis Stokes and Associates is a professional, successful, licensed & bonded yacht brokerage firm. With brokers based throughout the United States and Europe, Curtis Stokes & Associates specializes and excels in worldwide yacht sales, yacht charters, and new yacht construction. The firm was launched in September 2009 by Curtis Stokes after he spent many years as a megayacht captain, sales manager at Hatteras Yachts and as a successful broker with the Sacks Group Yachting Professionals. Now, Curtis Stokes and his team of associate brokers travel extensively representing a select group of buyers and sellers worldwide.

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The Barnegat Bay Yacht Racing Association

Founded in 1914, the BBYRA is a Regional Sailing Association of 14 yacht clubs located around the waters of Barnegat Bay.

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Help our cause.

Thank you for supporting the Barnegat Bay Yacht Racing Association. 100% of your gift is tax deductible. BBYRA is a registered 501(c)(3) charity (Tax ID 22- 6049570).

Your support and contributions will enable us to continue our 100-year tradition of supporting amateur sailboat racing on Barnegat Bay.

To make a tax-deductible contribution to BBYRA by check, send your check (payable to BBYRA) to:

PO Box 5422

Toms River, NJ 08754

To donate online via credit card please click the blue donate button below.

Have a question about donations? Please email: [email protected]

Flying Scot
ILCAs (Lasers)
"M" Sloop

29 Mantoloking Rd, Brick, NJ 08723
(732) 477-7700
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History of Barnegat Bay Marina

Barnegat Bay Marina has a long and distinguished history in the marina and boat building business. Opened in 1928 as a boat building business the marina has gone through several generations and 3 different owners. Ken Winters and his Winter’s Yacht Basin made the location famous with their renowned craftsman and impeccable work quality. The Hinckley Company purchased the property and used it as a service center for their Hinckley customers in the area. Hurricane Sandy directly hit the marina in 2012 and Hinckley never reopened the marina. In 2015 the marina was sold and the rehabilitation began. The work began by removing 17 buildings and replacing over 2500 feet of bulkhead. The entire site had to be raised to meet new flood regulations. Once the site was cleared the reconstruction of all dock and piers and site utilities began. As of today the Marina is back to serving customers with its brand new fuel dock, new slips and docks and new yard equipment. Barnegat Bay Marina is well on its way to returning to the premier marine facility and destination at the Jersey Shore.

About Barnegat Bay Marina

Coming soon.

• Full Service Marina • 110 Brand New Slips • New Fully Staffed Fuel Dock • Fully Certified Mechanics on Staff • In Water Shed for Storage up to 50’ • Transients welcome

• Travel Lift and Forklift Service • 70 Ton Marine Travelift – Fully Certified • Winter Storage • Winterization Services • Shrink Wrapping Services

• Dining & Restaurant • Transient Restrooms • Locker Rooms • Shower & Changing Facilities • And More!

pe gcse coursework

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GCSE Physical Education

Specification
Planning resources
Teaching resources
Assessment resources
Introduction
Specification at a glance
3.1 The human body and movement in physical activity and sport
3.2 Socio-cultural influences and wellbeing in physical activity and sport

Scheme of assessment

Non-exam assessment administration
General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Physical Education include questions that allow students to demonstrate their ability to:

draw together their skills, knowledge and understanding from across the full course of study
demonstrate their understanding of the relationships between theory and practice
provide extended responses.

For example, Papers 1 and 2 contain extended response questions. An extended response is evidence of sufficient length to allow students to demonstrate their ability to construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.

Aims and learning outcomes

Courses based on this specification should encourage students to:

be inspired, motivated and challenged, and enable them to make informed decisions about further learning opportunities and career pathways
develop knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being
develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
understand how the physiological and psychological state affects performance in physical activity and sport
perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
develop their ability to analyse and evaluate to improve performance in physical activity and sport
understand the contribution which physical activity and sport make to health, fitness and well-being
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for GCSE Physical Education

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of this course requires students to develop their ability and aptitude in physical activities, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

demonstrate skills in physical activity and sport, applying appropriate technique(s)
demonstrate and apply appropriate decision making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
demonstrate ideas and problem solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
use appropriate physical characteristics/attributes (eg strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
demonstrate psychological control (eg arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
analyse and evaluate performance to bring about personal improvement in physical activity and sport
applying team strategies and/or compositional ideas taking account of the strengths and weaknesses of fellow team member(s), as appropriate
showing awareness of, and responding to, the actions of other player(s)/performer(s)
communicating effectively with other player(s)/performer(s)
demonstrating their individual role in achieving the collective outcome.

Although students will not be assessed on each of these skills individually, they are all inherent to their overall performance. They will be assessed holistically using levels of response mark schemes provided.

There are two aspects to the NEA:

performance assessment (practical performance)
performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance) – 75 marks

Students are required to be assessed in three different activities in the role of player/performer only.

One of these assessments must be in a team activity, one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Students can only be assessed in activities identified in our specification, which are those stipulated in the Department for Education’s GCSE PE activity list . Students cannot be assessed in any other activity.

Students can only be assessed once in any activity, including where an activity is included in both the individual activity list and the team activity list. Eg they may not be assessed in both doubles tennis and singles tennis.

Students are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Students must be assessed using the specified criteria for each activity. They must be assessed holistically on their overall performance for Part 1 (skills) and for Part 2 (full context) using the levels of response mark schemes provided for each activity.

Students’ performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation.

Part 1 – Skills (10 marks per activity)

Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity.

Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding, progressive and competitive drills.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students will be assessed using the levels of response grids provided for each activity.

Part 2 – Full context (15 marks per activity)

Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities.

Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity.

Students must adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Students must be assessed using the levels of response grids provided for each activity.

Team activity list

Individual activity list, disability/specialist activities.

A number of specialist activities are included in this specification in line with the Department for Education's (DfE) GCSE activity list for physical education . DfE and Ofqual have agreed that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. Students without a disability cannot be assessed in these activities.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Specialist team activity list

Specialist individual activity list, offsite activities.

Schools and colleges are required to provide audio-visual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audio-visual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

Health and safety

All schools and colleges must be fully aware of the recommended safety procedures as laid down by the governing body for that sporting activity and as recommended by the Association for Physical Education (AfPE). Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Activities criteria

Students must be assessed using the specified criteria for each activity and the levels of response mark schemes provided for each activity.

Amateur boxing

Hooks – left and right.
Straight – left and right.
Ring work/evasion skills, including defensive guard.

Part 1 – Skills (10 marks)

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boxing bout 3 x 2 minute rounds, 4 x 2 minute rounds or 3 x 3 minute rounds (males only), demonstrating the appropriate skills against a suitably challenging opponent.

All boxers need to follow the appropriate medical and safety guidelines, as required by England Boxing. An appropriately qualified adult must supervise the bout.

Association football

Students cannot be assessed in five-a-side football or futsal.

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should be assessed in two separate athletic events. These could be from two different groups from the table below, for example a sprint and a jump, or two from the same group, for example shot put and discus.

Students cannot be assessed in a relay event.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure/intensity and incorporate direct competition in conditioned drills, for example sprint start only in isolation, include the drive phase, incorporate full speed, add some competition out of the blocks or in the long jump take off, start with short run up, longer run up, incorporate speed, add competition. This must not be in a fully competitive athletic competition.

Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level (or higher). Students should demonstrate their ability in both events against suitably challenging opponents.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.

Service – high, low, flick (forehand or backhand).
Overhead – clear, drop (forehand and backhand where appropriate).
Underarm – clear, drive, drop (forehand and backhand where appropriate).

Students should perform in a fully competitive game of badminton (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Dribbling – using both hands, change of pace and direction.
Passing – chest, javelin, bounce, overhead, use of the fake.
Receiving/intercepting – making a target (signalling), one/two handed catch, stationary and on the move, differing speeds and heights, rebounding, stealing.
Shooting – lay-up, set shot, jump shot, free shot, use of the fake.
Footwork and marking – stopping (jump stop, stride stop), pivoting, getting free, tracking (drop step).

Students should perform in a fully competitive basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in camogie cannot also be assessed in hurling.

Passing/receiving/hand pass/solo run.
Catching – body catch and high catch.
Striking – ground strike, striking from the hand.
Lifts – roll and jab lift, moving and stationary sliotars.
Challenging attackers/blocking – ground block, hooking, overhead block.

Students should perform in a fully competitive camogie match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Canoeing/kayaking (slalom)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (slalom) cannot also be assessed in canoeing/kayaking (sprint), rowing or sculling.

Paddling forward and using sweep.
Breaking in and out – using bow rudder and stern rudder (upstream gate).
Ferry glide – forward and reverse spin.
Negotiating and use of currents and water features – stoppers, standing, waves.
Support strokes – high brace and low brace.

Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course. This should be on a slalom course with a minimum of 18 gates (green and red). The difficulty of the course chosen should be appropriate to the level of ability of the performer.

Canoeing/kayaking (sprint)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (sprint) cannot also be assessed in canoeing/kayaking (slalom), rowing or sculling.

Paddling/strokes – preparatory position, power phase.
Change of pace/rate.
Recovery – refining the stroke, capsize.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer. The sprint should be over a distance appropriate to the age of the student.

Batting (defensive) – front and back foot.
Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
Bowling – medium pace or fast pace or spin (line, length, variation).
Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.

Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.

Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:

field/wicket keep.

The standard of the game should be appropriately challenging for the performer.

Cycling (road)

Students being assessed in road cycling cannot also be assessed in track (indoor/outdoor) cycling or BMX. Time trialling is allowed with staggered starts (5 skills only).

Flat road technique/pace maintenance – in and out of saddle.
Ascending technique.
Descending technique (including braking).
Chain ganging (not appropriate for time trialling).

All skills/techniques should incorporate the efficient use of gear changes.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive cycling race (at least 10 miles), demonstrating the appropriate skills against suitably challenging opponents and on a suitably challenging route/course/stage. The level of challenge should be taken into consideration when awarding marks.

Cycling (track)

Students being assessed in track (indoor/outdoor) cycling cannot also be assessed in road cycling or BMX.

Starts – standing.
Sprint finish.
Track position – use of various coloured lines.
Chain ganging/riding in a group.
Basic riding technique – in and out of the saddle.

Students should perform in a fully competitive track (indoor/outdoor) race, demonstrating the appropriate skills against suitably challenging opponents. The level of competition should be taken into consideration when awarding marks.

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once.

Travel, locomotion, stepping and pathways.
Balance (static and/or dynamic).
Rotation, turning and weight transference.
Jumps and elevations.
Gestures and motifs.

The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. The style of dance chosen for assessment must enable the student to display each of the core skills/techniques specified, and must enable the student to be assessed against the dance descriptors below. If the style of dance does not meet these criteria, then a student cannot be assessed in that style.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with moves in isolation but should aim to link moves together. Assessment must not be based on fully competitive competition/performance.

Students should perform a full routine in a competition/performance. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes. The level of performance should suitably challenge the performer.

Students can only be assessed in platform diving.

Take-off/elevation – forward and backward (two dives).
Take-off/elevation – (one from) inward/reverse/twisting/handstand.
Execution/body position – (corresponding to the two dives chosen in skill 1) pike/straight/free/tuck/twisting.
Execution/body position – (corresponding to the dive chosen in skill 2) pike/straight/free/tuck/twisting.
Entry position of the three dives.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Three dives should be attempted (two from skill 1 and one from skill 2). Progressive practices may start with part of the dive in isolation but should aim to link the component parts (approach, take off, elevation, execution and entry) of the dive together.

Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.

Rider position – head, shoulder, hip, heel, hands (when walking, trotting, cantering).
Transitions – increase and decrease in pace.
Application of aids – maintaining impulsion, correct bend, contact, feel, outline (when walking, trotting, cantering).
Basic school movements – circles, changes of direction, lines (centre, quarter), looping figures (serpentines, figure of 8), awareness of diagonals (trot) and lead leg (canter).
Basic jumping – impulsion, position, balance, rhythm, stride (minimum height of 75 cm).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but should aim to link them together/increase pace/change direction (as appropriate). This must not be in a fully competitive event. Riding position/technique should be considered when assessing all skills.

Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event. The level of competition should suitably challenge the performer and where possible, the official score sheet should be available.

Gaelic football

Students should perform in a fully competitive Gaelic football match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Tee shots – driver, hybrid and/or long iron.
Longer fairway irons/hybrid equivalent – a range of at least three clubs between 1 iron and 6 iron.
Shorter fairway irons – a range of at least three clubs between 7 iron and sand wedge.
Pitching/chipping around the green.
Bunker play.
Putting – long, medium, short, break.

Students should perform the core skills/techniques/shots in stable and adaptive situations. The demonstration of each core skill may start with the skill in a stable environment, eg driving range and/or practice fairway, putting green, but should progress to show the shots being played on a variety of golf holes (par 3, 4, 5). This must not be in a competitive game.

Students should perform in a fully competitive game of golf over a minimum of 9 holes demonstrating the appropriate skills/shots. The chosen course should suitably challenge the player and his/her handicap.

Students must be assessed in floor routines and apparatus/specialism only. Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance.

Jumps (choose two) – tucked/piked/straddle/straight/180° turn/others.
Rolls (choose two) – backwards/forwards/others.
Turns/overswings (choose two) – cartwheel/round off/forward or backward walkovers/handspring/back flip/others.
Balances (choose two) – handstand/headstand/arabesque/others.
Specialism (choose one) – beam (routine)/vault (two vaults)/rings (routine)/pommel horse (routine)/bars (routine)/rhythmic (short routine with ball, clubs, hoops, rope or ribbon).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the floor moves in isolation but should aim to link moves together. All floor moves have the option of ‘others’ to allow experienced performers to choose harder tariff moves, eg backwards roll to handstand.

One specialism should also be chosen to perform the following:

beam – short routine, linking moves
vault – two vaults
rings – short routine, linking moves
pommel horse – short routine, linking moves
bars – short routine, linking moves
rhythmic – short routine, linking moves.

Students should perform in a fully competitive gymnastics event. Students can choose to perform in a floor (artistic or rhythmic) or apparatus competition demonstrating the appropriate skills. A rhythmic routine can make use of a ball, clubs, hoops, rope or ribbon. The level of competition should suitably challenge the performer.

Students should perform in a fully competitive handball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive hockey match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in hurling cannot also be assessed in camogie.

Students should perform in a fully competitive hurling match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive lacrosse match (10 versus 10), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Passing and receiving (chest pass, shoulder pass, one/two handed passing).
Dodging – single/double/sprint.
Marking a player.
Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players).
Footwork and movement – landing on one/two feet, pivoting.

Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position.

Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rock climbing

Students can be assessed indoors or outdoors.

It is suggested that students who wish to be assessed in climbing do so over multi-visits to an appropriate climbing wall ie not just one attempt. It is also recommended that students would be following the NICAS or NIBAS Award schemes. A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement.

At A-level it is expected that students should be working at level HVS 5A/5B towards E1/5B or equivalent F5+ or F6a French (Sport) 5+/6a. Thus, for GCSE, students should be working towards or at this standard.

It is expected that students would make use of a minimum of 2 different climbs to demonstrate the following:

Rope work : Students, in a top rope capacity, should be able to tie in, belay and lower partners consistently and safely with effective communication. This could begin in a peer belay situation and progress through to students belaying independently although this would be with backup.
Three points of contact : Students should be able to climb a route of their choice showing 3 points of contact between moves. This could progress from a slab to overhanging terrain.
Traversing/climbing : Students should be able to climb a route of their choice demonstrating clear use of weight transfer and climbing techniques associated with this. This could progress from moves on a slab with three points of contact through to students only using two points of contact and effective body positioning to make the movement successful on steeper terrain.
Climbing at limit : Students should be able to demonstrate climbing at their limit using a variety of techniques in a progressive manner to make a successful ascent; this could progress from a rehearsed route through to a student on sighting at their limit.
Climbing overhanging/steep ground : Students should be able to climb successfully on overhanging terrain; this could be progressively overhanging through to very steep.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase in difficulty by linking skills together and by increasing the difficulty of the route. This must not be in a fully competitive climb.

Students should perform a climb, either in competition or against a suitably challenging environment, demonstrating the skills appropriate to their chosen route. The difficulty of the climb should be appropriately challenging for the performer.

Students being assessed in rowing cannot also be assessed in canoeing, kayaking or sculling.

Drive phase.
Extraction/finish position.
Recovery and preparation for the catch.
Paddling with square blades.

Students can be assessed in any of the following sized boats:

Students cannot be assessed in the role of cox.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Rugby League

Students being assessed in Rugby League cannot also be assessed in Rugby Union. They cannot be assessed in tap/tag rugby.

Handling – holding and protecting the ball, running with the ball to evade the tackler, changing pace and direction (swerve and side-step).
Passing and receiving – long and short, at varying pace, spin, switch and scissors.
Tackling – front, rear, side, smother.
Retaining possession – in the tackle and on the floor.
Kicking (at least two from punt/spiral, grubber, drop kick/re-start, up and under, penalty/conversion) or running direct lines/winning collision point.

Students should perform in a fully competitive Rugby League match (13 versus 13), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rugby Union

Students can be assessed in either 15-a-side or 7-a-side (rugby sevens). They cannot be assessed in both.

Students being assessed in Rugby Union cannot also be assessed in Rugby League. They cannot be assessed in tap/tag rugby.

Handling (passing and receiving, long and short, at varying pace, push, spin, switch/scissors).
Tackling (front, rear, side, smother, chop).
Maul (body position, binding, retaining ball).
Ruck (body, position, jackle, sealing off).
Kicking (at least two types from punt/spiral, grubber, drop kick/re start, box kick, up and under, penalty/conversion) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position) or lineout.

Students can choose to kick or scrummage to suit their preferred position.

Students should perform in a fully competitive Rugby Union match (15 versus 15 or 7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sculling (individual)

Students being assessed in sculling cannot also be assessed in canoeing, kayaking or rowing.

Students can only be assessed in a single scull.

Students being assessed in skiing cannot also be assessed in snowboarding.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

Basic turning – turning both ways using parallel or carved.
Stopping/parallel stop/skid to halt – stopping to the left and right.
Linked turns over distance – whole indoor snow zone run or outdoor run including narrow and wide turns at different angles.
Traversing in both directions – different speeds/angles.
Skiing at speed – slalom through gates/round poles or moguls or tight turns.

Skills 1, 3 and 5 have options to allow the skier to choose what is appropriate to their ability or what is available to them.

Students should perform two timed runs on appropriately challenging slopes against the clock. These can be in an indoor snow zone around 10 poles or cones. Alternatively these could be outdoor around poles or cones or on suitable downhill runs. If outdoor, the colour of the run chosen should be appropriate to the level of ability of the performer.

Snowboarding

Students being assessed in snowboarding cannot also be assessed in skiing.

Students cannot be assessed on tricks.

Basic regular turns – on heel edge and toe edge/skid turns/narrow and wide.
Stopping on toe and heel edge.
Linked turns over distance – on a full indoor snow zone run or outdoor slope including fakie/switch turns and/or carved turns with narrow and wide turns.
Traversing at speed – different speeds/gradients.
Snowboarding at speed – through gates/round poles or moguls or tight turns.

Skills 3 and 5 have options to allow the snowboarder to choose what is appropriate to their ability.

Students should perform two timed runs on an appropriately challenging slope against the clock. These can be in an indoor snow zone around poles (10) or on an outdoor slope. If outdoor, the colour of the run chosen should appropriately challenge the performer.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both squash singles and in squash doubles.

Service – forehand, backhand, variations.
Drives – forehand and backhand.
Volleys – forehand and backhand.
Boasts – forehand and backhand.
Lobs/drops – forehand and backhand.

Students should perform in a fully competitive game of squash (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students cannot be assessed in synchronised swimming.

Starts (dive or backstroke start) and finishes.
Arm action.
Leg action.
Body position and breathing.

Students should be assessed in two different strokes from the following:

breaststroke
front crawl.

Students should perform in two fully competitive swimming races/events. The two events chosen must involve two different strokes from the table below.

The strokes can be assessed through competitive swimming at school or at club level (or higher). Students should demonstrate their ability in both races/events against suitably challenging opponents.

Table tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both table tennis singles and in table tennis doubles.

Service – forehand and backhand (with and without spin as appropriate).
Drives – forehand and backhand (with and without topspin as appropriate).
Push – forehand and backhand (with and without backspin as appropriate).
Smash – forehand and backhand (with and without spin as appropriate).
Lob – forehand and backhand (with and without spin as appropriate).

Students should perform in a fully competitive game of table tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students can be assessed in singles format or in doubles format. They cannot be assessed in both tennis singles and in tennis doubles.

Service – power, placement and variation (eg slice).
Groundstrokes – forehand, backhand and drop shot.
Smash – to show power and/or placement.
Lobs – forehand and backhand.

Students should perform in a fully competitive game of tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Trampolining

Shapes (minimum two) – straight/tuck/pike/straddle/others.
Drops (minimum two) – front/back/seat/others.
Twists (minimum two) – half/full/others.
Twisting/rotation (minimum two) – half twist to or out of front drop/half twist to or out of back drop, seat half twist to feet/seat half twist to seat (swivel hips)/front drop to seat, cat twist/turntable/others.
Advanced rotation (minimum one) – front somersault/back somersault/hands, knees and over/barani/others.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. All moves have the option of ‘others’ to allow experienced performers to choose harder moves. However, staff should be suitably qualified to supervise the difficulty level of moves chosen. Assessment must not be based on fully competitive competition. The difficulty tariff of moves selected by the candidate should be considered when marking.

Students should perform a fully competitive 10 bounce routine. Students can choose the content of their routine but it should contain at least one example of each of the core skills. Straight bounces can be used at the beginning of the routine to gain height before the routine starts. The level of competition/tariff difficulty chosen should suitably challenge the performer.

Service – underarm and overarm.
Dig – one arm/two arm (receiving serve and from team mates).
Volley – set, straight, sideways, overhead.
Smash/spike.
Block – single and double.

Students should perform in a fully competitive volleyball match (minimum 4 a-side), demonstrating the skills appropriate to their chosen position . The standard of the game should be appropriately challenging for the performer.

Acrobatic gymnastics

Students can be assessed as a pair or group.

Unassisted moves – two static balances.
Unassisted moves – two dynamic movements, eg leaps, jumps, twists, tumbles.
Assisted moves – two static balances (can be towers/pyramids) to show appropriate dismount/support/catch.
Assisted moves – two dynamic moves (can be flips, twists) to show flight and appropriate dismount/support/catch.
Artistry – linking skills to show partnership, expression, creativity and musicality.

Students should perform the core skills/techniques in increasingly demanding and progressing practices. Progressive practices may start with the skill in isolation but should aim to increase further difficulty and challenge either through linking skills before and after the focus skill or by increasing the difficulty.

Skills cannot be shown in a fully competitive event for part 1. Skills can be performed as a pair or as a group.

Students should perform a single routine in a fully competitive acrobatic gymnastics competition appropriate to the level of ability of the performer.

This can be in a pair, or in a group. The routine can be a balance, dynamic or combined routine. All routines should have a maximum duration of 2 minutes 30 seconds.

Schools and colleges should include details of each student's routine with their evidence, including a tariff sheet.

Cycling (BMX)

Students being assessed in BMX cannot also be assessed in track or road cycling.

Starts/finishes.
Manuals – singles, multiples.
Cornering – low to high, high to low, block.
Jumping – singles, doubles.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate challenge through additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive BMX race (this should not be an individual time trial) demonstrating the skills appropriate. The standard of the race should be appropriately challenging for the performer.

Figure skating (individual)

Students can only be assessed in figure skating once. Students being assessed in singles skating cannot also be assessed in pairs skating, ice dance or synchronised skating.

Skating skills: edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps (minimum of 3) step sequences covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles, loops.
Combination spin: change of foot and a minimum of eight revolutions or six revolutions without a change of foot.
Jumps (minimum of 3): axel, double salchow, double toe loop, double loop, double flip, double lutz or others.
Moves in the field (minimum of 3): spirals, tea-pots, hydro glides, ina bauers, spread eagles, split jumps, drags.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skater in isolation but should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating routine.

Students should perform in a fully competitive skating routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1 ½ minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Figure skating (team)

Steps (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles in or out of hold showing good unison.
Solo spin: with a change of foot (minimum of eight revolutions) or without a change of foot (minimum of five revolutions)
Pair spin: with a minimum of five revolutions.
Side by side jump showing unison (minimum of 3): salchow, toe loop, loop, flip, lutz or others.
Pair lift: armpit or waist hold with at least one full rotation.
Skating skills : edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps in unison (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns in unison (minimum of 3): three turns, brackets, rockers, counters, twizzles showing a variety of holds.
Dance spins: at least two rotations each in a minimum of two different positions (upright, sit, camel).
Twizzles in unison: minimum of one revolution clockwise and one revolution anti-clockwise.
Dance lift: one held dance lift (minimum of 3 seconds and maximum of 7 seconds) with or without rotation.
Circle shape (at least four skaters).
Line: linear, parallel or diagonal element.
Block: pivoting or linear element.
Wheel: rotating element.
Intersection: to include preparation, approach, point of intersection and exit.
Free skating moves (any 2): spirals, spread eagles, ina bauers or others.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating, ice dance or synchronised routine.

Students should perform in a fully competitive skating/dance/synchronised routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1.5 minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills. This must not be in a full (5 versus 5) futsal game.

Students should perform in a fully competitive futsal match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive ice hockey match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Inline roller hockey

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

This must not be in an inline roller hockey match (5 versus 5).

Student should perform in a fully competitive inline roller hockey match (5 versus 5) demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sailing (individual)

Students are assessed in the role of helm. Students should be using a sailing boat class recognised by the Royal Yachting Association (RYA) . It is recommended that students would be following the RYA National Sailing Scheme.

Tacking (transition)
Gybing (transition)
Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if applicable)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if applicable)
Boat speed and control

Students should perform the core skills/techniques in increasingly demanding and progressive practices and application. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge.

This must not be in a fully competitive sailing event.

Students should perform in a fully competitive sailing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Sailing (team)

Sculling (team).

Students being assessed in team sculling cannot also be assessed in canoeing, kayaking, rowing or single sculling.

Students can be assessed as a pair (doubles) or as a four (quads).

Students should perform in a fully competitive race as a pair (doubles) or four (quads) over a minimum distance of 1,000 metres, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Students should perform in a fully competitive water polo match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Windsurfing

It is recommended that students would be following the RYA National Windsurfing Scheme.

Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if appropriate)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if appropriate)
Board speed and control

Students should perform in a fully competitive windsurfing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Specialist activities criteria

Blind cricket.

Batting (attacking) – front and back foot.
Bowling – medium pace or fast pace or spin (line, variation).

Students should perform in a fully competitive blind cricket match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sending the ball.
Providing scoring opportunities – accuracy and direction.
Control of delivery length and speed.
Playing to different areas of the court.
Preventing scoring opportunities.

Students should perform in a fully competitive boccia match, demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Ball control and gaining initial control.
Throwing – straight, bounce and rotation.
The ready position.
Shooting – dominant and non-dominant hand, penalty taking.
Defending – forming a barrier and covering the court.

Students should perform in a fully competitive goalball match (3 versus 3), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Service – varying direction, length and speed.
Push – forehand and backhand.
Block – forehand and backhand.
Power shot – forehand and backhand.

Part 1 – Full context (10 marks)

Students should perform in a fully competitive game of polybat singles, demonstrating the appropriate skills against a suitably challenging opponent.

Powerchair football

Control of the ball and receiving the ball.
Passing and shooting.
Holding ground and closing down.
Creating space.

Students should perform in a fully competitive power chair football match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Table cricket

Bowling – line and length, biased and non-biased balls.
Batting – holding the bat steady, guided push shot, placement.
Fielding – active panel fielding to intercept the ball.

Students should perform in a fully competitive table cricket match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair basketball

Dribbling – two pushes and one bounce, continuous dribble.
Passing – chest pass, feed off pass, hand off pass, bounce pass, overhead pass, hook pass.
Catching/intercepting – one handed, two handed.
Shooting – one handed, two handed, free shot, lay-ups, hook shots.
Chair control – defensive, attacking.

Students should perform in a fully competitive wheelchair basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair rugby

Dribbling – one handed, two handed, front dribble.
Passing – flip, chest, bounce, lob, baseball, lead, push, two handed overhead, bump.
Catching – one handed, two handed.
Picking/blocking/screening.
Chair control.

Students should perform in a fully competitive wheelchair rugby match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Performance analysis assessment (analysis and evaluation) – 25 marks

Students are required to analyse and evaluate performance in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another person, so long as it is in an activity that is from the specification.

Students are required to analyse and evaluate performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

This work can be completed in either written or verbal format. If it is written, then written evidence must be available for moderation. If it is completed verbally, then it must be evidenced by an audiovisual recording, which must be available for moderation.

Analysis – strengths and weaknesses (15 marks)

Students are required to analyse performances in one activity from the specification in order to identify and justify suitable strengths and weaknesses in the performances.

With reference to recent competitive performances in the chosen activity, students should identify two strengths.

One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.

One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.

In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in recent, fully competitive performances.

With reference to recent competitive performances in the chosen activity, students should identify two weaknesses.

One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.

One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.

In choosing these weaknesses, students must justify their choices, making reference to how competitive performances have been negatively affected.

Students should be marked on their analysis of performance using the following descriptors.

Evaluation – the use of theoretical principles to cause improvement (10 marks)

Using appropriate theoretical content included in the specification, students should produce an overall plan of action that suggests ways to improve upon the weaknesses that they have identified as part of their analysis.

This plan of action must include:

an identification of an appropriate training type to improve the fitness weakness
a full description of one training session that provides an example of what could be used for the performer
an explanation of how prolonged use of the identified training type could improve the fitness weakness
an identification of one other relevant part of the specification (not another training type) which, when applied, could bring about improvement in the skill/tactic/strategy/aspect of choreography weakness
an explanation of how the additional specification content selected could lead to improvement of the identified weakness.

Theoretical content chosen must be justified in relation to the identified personal weaknesses with an indication of how improvement is likely to occur.

Students will not be assessed on whether improvement actually occurs.

Students should be marked on their evaluation of performance using the following descriptors.

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PE Theory Coursework

George Perez Trunin

PE GCSE Coursework: Section 1

My chosen sport is football and my position in that sport is right back. I play this because i enjoy it as well as getting loads of of this sport, such as adrenaline, fun, something to do, fitness and health it brings socializing too.

Skill has been defined as:

The learned ability to bring about a predetermined results with maximum certainty, often with the minimal outlay of time or energy or both (Guthrie, 1956).

A skill that i have learnt in football is a short pass. I did this by undergoing practise. I learnt the skill to improve my football.

An open skill is a skill that can be affected by the environment so it may be affected by the crowd, weather or opponents. A skill can never be completely closed or open e.g. A free kick in football is a very open skill as the crowd, defenders and weather have a very big effect on you but on the other hand a snooker shot is nearly a closed skill because the environment has no effect and the crowd and opponents have little or no effect.

A complex skill is a skill that has many different parts to it so it's much harder than a simple skill e.g. A throw in football can be a complex skill because its made corner up of many different parts which are put together where as a simple skill will be something like a short pass.

When we learn a skill we do it by learning sections of it then putting it together for example: If you were to learn to do a header, you would divide it into two or three parts, lets say you first learn how to jump up and pop your head forward, after learning that you would practise the same movements with a football.

Whole/part learning:

The model above shows how we learn a skill. First thing we do is we plan our skills mentally, how we’re going to do it, then we actually physically do it followed by reviewing it. There are 2 ways in which you can review yourself; one of them is ‘Intrinsic feedback’ which comes from within. It’s you telling yourself whether your performance was good or bad. The other way is ‘Extrinsic feedback’ which comes from external sources e.g. teacher, coach or friend.

Information Processing Model:

Penalty kick
Body Swerve

PE GCSE Coursework: Section 2

How do the components of fitness impact on my sport

This is a preview of the whole essay

Cardiovascular endurance – is needed in football a lot because the heart and circulatory system need to meet the demands of the body so that you will be able to play for a longer amount of time and run for longer periods

Muscular Endurance – is the capacity of the muscles to perform repeated contraction at near maximum level, it’s needed in football to perform tackles without becoming fatigued. Without muscular endurance I wouldn’t be able to run at a near maximum level or tackling throughout the 90 minute match period.

Speed – is related to football because being able to run quickly in football gives a distinct advantage. Without speed you wouldn’t be able to run as quick to it or be able to perform a shot.

Strength – is needed in football to do an efficient tackle or how strong we kick the ball. Without strength you wouldn’t be able to play football as it is needed in all actions.

Flexibility - is important in football because it allows you to do things such as hit the ball at a wider angle as well as allowing your shots to be more powerful as it lets you stretch further to get a more powerful shot on the ball.

Agility – This involves the performer’s ability to move in a controlled way and to change direction, turn, and stop and start quickly.

Balance – A sense of balance implies a sense of control. In many sports and games, the concept of balance relates to our ability to keep our center of mass over our base of support.

Co-ordination – occurs as a result of interaction between the body’s motor (movement) system and the nervous system. It enables the various parts of the body to combine in producing a desired movement or sequence of movements. The ability to produce co-ordination movement is necessary for the successful performance of sporting skills.

Speed of Reaction – The speed with which we react to a given situation. Although the precise nature of the responses in each case will be different, the mechanisms involve two closely related processes:

Reaction time
Movement time

Timing – This is not always to do with speed. In many cases it is simply about performing a skill at the right time or in the right way so that it is effective. Timing can be influenced by internal mechanisms.

PE GCSE Coursework: Section 3 & 4

I have many different strengths and weaknesses in football

I am good in a defensive role when the opponent has the ball and im able to tackle and out strength the opponent and retrieve the ball.
My strengths in football vary a lot which have many uses in my sport. My strengths in football are passing in the main 3 types of ways e.g. Long, short, and through. It is from these that I get my position being “right back” and its useful because I can pass the ball to my team-mates through any length of the field.
Another skill I have is that I can shoot from a corner confidently as well as having a quick and accurate shot. This is good because it gives my team an advantage when getting a corner kick.
One of my strengths is also speed and in football it is extremely useful because with some control, you are able to manoeuvre yourself around the pitch and stay one step ahead always.

Weaknesses:

One of my weaknesses in football is my cardio vascular endurance which is a weakness because it means I tire out quicker meaning I am potentially able to do fewer things.
Another weakness of mine is accuracy when shooting at the goal.
A major weakness I have in football is my agility when controlling the ball which lets me down when im having to hold it from opponents.
My other weakness is heading the ball, I have problems jumping high enough to it and when I do, having enough accuracy to head it where I want.

PE GCSE Coursework: Section 5

In football you get different methods on how to improve certain areas of your sport, they are:

Circuit training is made of a series of exercises. It is most likely to be one of the best flexible forms of training and it can be used to improve any kind of component of fitness.

A circuit usually has 6 to 10 workstations, each developing a particular muscle or component of fitness.

An example of a sport specific training course could be:

tricep dips

Continuous training requires you to have your oxygen intake to be matched by the body’s demand for oxygen. It’s needed because if your activity level is too high, your body will run out of oxygen and if it’s too low, there is no real benefit.

Continuous training will improve your cardio-vascular endurance. People use continuous training because it improves all-round fitness. An example of this training in football would be: jogging at a steady rate for 20 minutes or more.

Fartlek training is another form of continuous training but it’s designed to stress the aerobic energy system. The training involves varying the intensity of the exercise (often running). It’s very useful in competition races because you are able to make a surprise attack or respond to one by the opponent. An example of this for my sport would be:

Interval training is doing the specific periods of an activity and resting for a short while, this improves you because if you jog for a specific length, then you can eventually decrease your resting time as you improve. It can be used in football to test your cardio vascular endurance for example: running around half the football pitch and resting for 2 minutes, followed by an improved resting time of 1 minute and 50 seconds etc.

PE GCSE Coursework: Section 6

In this section im going to design a 6 week personal exercise programme to improve three of my weaknesses which are

cardio vascular endurance

Im going to improve these skills because if I have a good cardiovascular endurance then my body is able to pump blood carrying oxygen quicker around the body each time it beats. This helps me because I am able to run or exercise for longer distances.

I want to improve my speed so that I am able to run quicker and get the ball. Heading is one of my weaknesses so I want to improve it so it it can give me an advantage when the ball is in the air.

The training method I’ve chosen to use is called “SMARTER”

Specific – By the end of my exercise program I want to be able to confidently, accurately header a ball from a high distance in the air to my chosen target.

Measurable – I will practise headers from inside the penalty box. I will be able to measure it by counting out the number of times I score out of total shots

Accepted – I have agreed with my coach about this goal.

Realistic – It is possible for me to achieve this because I am already to do it so I just need to improve it.

Time – I will be able to achieve this goal by the end of the exercise programme.

Exciting – It is an exciting goal because scoring is fun.

Recorded – I will record myself as I get better e.g. 12 out of 20 headers went in.

Specific – By the end im hoping to improve my speed to achieve much quicker running speeds e.g. run 100 metres quicker than 12 seconds.

Measurable – My tests will be measured with time.

Accepted – My coach has agreed with my goal.

Realistic – I can run 100 metres in 12 seconds, I just need to improve it.

Time – I want to achieve this goal half way through my exercise programme.

Exciting – I love running and I’ll do it with friends so it will be fun.

Recorded – I will record my improved results.

Cardio vascular Endurance:

Specific – I want to increase my cardio vascular endurance to me be able to last the whole 90 minutes of a football match

Measurable – I will use continuous training and will measure how long I can run until I tire out.

Accepted – My coach has accepted this as a suitable target.

Realistic – I can last for 60 minutes + so its just about improving.

Time – Im hoping to achieve this by the end of my exercise programme.

Exciting – When you see your opponents tire out it gives you morale, especially if you are still not tired.

Recorded – I will record my results and improve continuously until I reach a suitable target.

Document Details

Word Count 2035
Page Count 9
Subject Physical Education (Sport & Coaching)

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Which GCSEs Have Coursework?

In GCSE by Think Student Editor September 23, 2022 Leave a Comment

If you’re currently trying to decide which GCSEs you should take, it’s important to know whether the option you’re considering will involve coursework. Coursework is a useful way of showing your ability outside of taking written exams. Coursework can allow you to: take more responsibility for what you study, study a topic in more depth, and have more control over the pace at which you study.

To understand which subjects involve coursework and learn the percentage of coursework and exams in these subjects, keep reading this article.

Table of Contents

Do GCSEs still have coursework?

After new education plans were introduced in 2015, most GCSEs no longer include any coursework that count towards students’ final grades. Before this, there would be coursework tasks even in subjects such as maths and English.

In some subjects coursework was done through long written tasks, whereas in maths this was done through a handling data project and an applying mathematics task. In English Language, 40% of the end grade used to be from coursework. This was through assessment of speaking, listening and written assignments.

Despite the recent changes to the GCSE system, all creative and practical subjects do still have some level of coursework. This is because in certain subjects, like Art for example, coursework is necessary for students to demonstrate their talent at particular skills. The subjects that have coursework are Food Preparation & Nutrition, Drama, Art, Music, DT (Design Technology), and PE (Physical education).

What percentage of creative or practical GCSEs is coursework?

No GCSE is currently 100% coursework. There will always be some weighting placed on final exams. All of these final exams are written, apart from Art which is instead a creative project done under time pressure.

Also, it’s important to note that for the same subject, different exam boards may require different amounts of coursework. Make sure to find out which exam board your school uses for the particular subject you’re considering. If your school offers IGCSEs, have a read of this Think Student article to understand the difference between them and normal GCSEs.

Have a look at the table below which has information outlining what percentage of the GCSEs are coursework and exams. This data is from AQA’s website .

In each of these subjects, the type of task to be completed for coursework is completely different. Most exam boards refer to coursework as a non-exam assessment (NEA).

What does GCSE coursework involve?

In the Food Preparation and Nutrition GCSE, the non-exam assessment mainly consists of a cooking practical. Students will have to prepare, cook and present a final menu of three dishes. The students will then have to write a report about their work and include photographic evidence. To find out more about the Food Preparation and Nutrition course, visit the AQA page .

For the coursework in Drama, there are two different components. One involves performing a group devised mini play and keeping a log of the creation process. The other involves performing two extracts from a play. To find out more about GCSE Drama, visit the AQA page .

In GCSE Art, the coursework component consists of selecting and presenting a portfolio representative of their course of study. The portfolio must include one main project as well as a selection of other work from activities such as experiments, skills-based workshops, or responses to gallery visits. To find out more about GCSE Art, visit the AQA page .

In GCSE Music, students must do both an ensemble performance and a solo performance using the instrument of their choice (which can be voice). They must also create two different music compositions. To find out more about GCSE Music, visit the AQA page .

For coursework in GCSE DT, students must design and produce a product. This will involve investigating design possibilities, planning, creating their idea, and evaluating the end result. At school, students will have to use special equipment such as machines and saws. To find out more about GCSE DT, visit the AQA page .

For coursework in GCSE PE, students will be assessed through their performance in three different sports or physical activities of their choice. One has to be a team activity, one an individual activity, and the third either a team or individual activity. Students will also be assessed on their analysis and evaluation of their improvements in performance. To find out more about GCSE PE, visit the AQA page .

Does GCSE Science have coursework?

GCSE Science doesn’t involve any graded coursework. However, there is a list of required practicals that students are supposed to complete. These science practicals will involve following instructions set out by the teacher to investigate materials or scientific principles. Students will often have to write up the method and conclusion. It’s important that students try their best to understand these practicals as there will be questions about them that are worth several marks in the exams.

Does GCSE English have coursework?

GCSE English technically doesn’t have any coursework that has a weighting on the final grade. However, in English Language there’s a compulsory spoken language assessment that isn’t done at the same time as normal GCSE exams. It’s reported as a separate grade (either Pass, Merit, Distinction or Not Classified) and doesn’t contribute to the result of the GCSE English Language qualification. To learn more about the spoken language assessment, have a look at this AQA page .

For English Literature, despite there not being any coursework tasks, there are of course novels and poems that students need to become familiar with in order to pass the GCSE. This will have to be done throughout Year 10 and Year 11. Students might be set the homework of reading a couple of chapters for example.

What are some tips for completing GCSE coursework?

If you’re deciding to do one or multiple GCSE subjects that involve coursework, it’s crucial that you can be organised enough to complete them to the best possible standard. As seen from the table shown previously, coursework makes up a significant proportion of the final grade. To have the best chance at getting a high grade, you’ll need to put an adequate amount of time into the task and not treat it as trivial.

In GCSE Art in particular, there is a lot of work that will need to be completed throughout the two-year course. A lot of homework will end up being graded for coursework as they will go in your portfolio. GCSE Art is often said to be one of the most stressful GCSEs because of this constant pressure of getting work done on time out of school.

If you love art and want to continue studying it, it’s important to manage your time well and not post-pone completing tasks until the last minute. As soon as you start getting behind with work that needs completing, that’s when you’ll really start to struggle and make things harder for yourself. If you want to learn how to get a good grade in GCSE Art in general, check out this Think Student article .

Make sure that you always note down what you’ve got to get done and by what date. This could be in a physical planner, on an app on your phone, or on a digital calendar. Perhaps set a specific time each weekend to complete any remaining work that you didn’t manage to get done during the week. If you remain on schedule, you’ll significantly reduce any stress plus you’ll have a higher chance of producing your best quality work.

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AQA - GCSE PE NEA Coursework - Netball Exemplar

Subject: Physical education

Age range: 14-16

Resource type: Assessment and revision

Last updated

26 May 2023

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A complete, top scoring, exemplar for the AQA GCSE PE coursework task. This exemplar uses the sport of Netball and is written by a teacher to showcase a top grade and meet all of the assessment objectives given in the specification marking grid.

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Physical Education. Exam board content from BBC Bitesize for students in England, Northern Ireland or Wales. Choose the exam specification that matches the one you study. Part of Learn & revise.

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards. The exams and non-exam assessment will measure how students have achieved the following assessment objectives. ... (NEA) aspect of this course requires students to develop their ability and aptitude in physical ...

GCSE PE Resource Packages. Click on a course below to access a range of resources and digital learning materials for GCSE PE.

1.1 Why choose AQA for GCSE Physical Education. We have worked closely with teachers and the Youth Sport Trust to develop a new GCSE Physical Education specification that will inspire teaching and learning. New and contemporary topics will help students of all abilities to develop a well-rounded skill set and prepare them for progression to

docx, 636.98 KB. A comprehensive guide to help pupils completing the GCSE PE written coursework element. This guide is aimed at the AQA GCSE PE course. The guide can be used as a complete booklet or specific sections can be shown on screen or printed for pupils each lesson. The guide has been tailored to assist pupils with the AQA GCSE PE ...

docx, 522.75 KB. This doccument can be given to your students to help them achieve better grades on their AQA GCSE PE written coursework. Every mark is vital, this will help them access the higher marks. Their are sentence starters for their fitness strength and weakness, skill strength and weakness, fitness evaluation and also skill evaluation.

GCSE PE COURSEWORK Analysing and Evaluating Performance (AEP) Booklet Name: Candidate number: Form: GCSE PE Teacher: 2c.1. Analysing and Evaluating Performance (AEP) For the purpose of assessment, learners are required to demonstrate their ability to analyse and evaluate their own

EXAMPLE COURESWORK - NEW AQA GCSE Example of 25/25 Analysis 15 marks Level 5 (13-15): The student has an excellent knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with the specific movements and terminology used when referring to the activity. The student fully appreciates their own strengths and ...

GCSE Physical Education . ... Over the course of a swim meet and in the majority of the events, Cardiovascular Endurance, also known as stamina, is the most important aspect of fitness in a performer. A good example for cardiovascular endurance is when swimming the 1500m freestyle or 200 IM. ...

Physical Education. GCSE. Level 2. 9 chapters. 85 Lessons. 13 Free lessons. Exam board-specific online course for AQA GCSE Physical Education (PE) 9-1, featuring fast-paced video tutorials/lessons taught by James Simms, practice and test mode quizzing and checkpoint assessments preparing you for your AQA GCSE PE Paper 1 and Paper 2 exams.

The GCSE PE NEA Performance Analysis Assessment (analysis and evaluation) coursework can be a daunting piece of work for students. These GCSE PE coursework checklists for both Part A and B help to ensure students cover all of the required content.

GCSE Physical Education (Sport & Coaching) George Perez Trunin. PE GCSE Coursework: Section 1. My chosen sport is football and my position in that sport is right back. I play this because i enjoy it as well as getting loads of of this sport, such as adrenaline, fun, something to do, fitness and health it brings socializing too.

pdf, 876.17 KB. This resource includes; A complete, top scoring, exemplar for section 6 (Outline of Training Session) the AQA GCSE PE coursework task. A step by step guide, containing sentence starters and checklists to help students structure and keep track of the tasks they have completed. This exemplar uses the sport of netball and is ...

We're developing new GCSE in Physical Education for teaching from September 2016, and our draft specifications and sample assessment materials will be available from April 2015. ... Course materials {{getTranslatedWord(facetItem.formattedFacetValue)}} ({{facetItem.count}}) Teaching support and training. Learn more about our training and ...

GCSE PE Coursework. Physical Education 75% (4) 1. Childhood changes - ywes. Physical Education None. 1. First the program asks for the first name. Physical Education None. 2. Psychology test redo - yes sir 2 ez. Physical Education None. 2. Psychologytestfeedback. Physical Education None. 2. Cybercrime set 1 - yes sir 2 ez.

yacht x bow

The ULSTEIN X-BOW®, the inverted bow concept, redefined marine engineering. The bow concept was launched in 2005, together with the first shipbuilding contract, and gained immediate interest from shipowners. ... Yachts will be next. Read more → X-BOW® - how it started When times are tough, it is still possible to nurture and grow good ideas ...

The 390 ft luxury motor yacht M/Y "A" has an inverted bow, along with a tumblehome hull design. Well intervention vessel Sarah with X-Bow. Ulstein X-Bow. The Ulstein X-Bow (or just X-BOW) is an inverted ship's bow designed by Ulstein Group to improve handling in rough seas, and to lower fuel consumption by causing less hydrodynamic drag.

The X-BOW®. Have you heard about the ULSTEIN X-BOW ® As one of the core custom-design features of Aurora Expedition's new Greg Mortimer ship, the X-BOW ® is set to "redefine expedition cruising". Although technology is always moving forward, the X-BOW ® is a true game-changer for the industry. In addition to the vast number of ...

The ULSTEIN X-BOW® is a design feature for the adventurous mind, who desires to venture outside the crowded areas, urging to experience the unspoilt, more faraway places. The world's first X-BOW yacht, Olivia O, was delivered by Ulstein Verft in 2018. Now, Ulstein reveals their latest design concepts in X-BOW yachting.

The Ulstein Group has released a new series of yacht design concepts, the X-Bow series, that includes the 97.8-metre yacht CX126. Central to the series and the CX126, is the group's original X-Bow design seen on the 2020-delivered 88.51-metre yacht, Olivia O.The inverted-bow, other than its unique aesthetic, serves to split the wave distribution thus decreasing impact and vibrations compared ...

Designed for the commercial shipping sector, Ulstein's X-Bow first debuted on the explorer yacht Olivia O last year. It has a unique inverted shape that reduces impact and resistance by piercing ...

The 88.5m/290'4" expedition yacht 'X-Bow 88m' was built by Ulstein Verft. This luxury vessel's exterior design is the work of Espen Oeino. Range & Performance. Her low draft of makes her primed for accessing shallow areas and cruising close to the shorelines. Photo Gallery Specifications ...

The X-bow offers a host of advantages over traditional bow designs, the most notable being reduced motion on board and a minimised risk of damage to the 88m expedition yacht. Ergonomically designed to slice through waves rather than slam into them, the X-bow will allow 'Olivia O' to sail much more smoothly, even in challenging waters.

Information about Ulstein X-Bow hull design.Images: Ulstein VerftSource: ulstein.com

The 98m CX126 features the Ulstein Group's signature X-Bow design for optimised comfort and power. New Designs Ulstein's X-Bow superyacht series: The ergonomic 98m eco-explorer yacht. Written by Kayla Dowling. 12 Feb 2021 | 14:30. Loading... Newsletter. Subscribe. ... Yachts. See All. Sailing Yachts ...

The X-BOW® makes a huge difference in sea behaviour. It splits the wave energy and reduces the slamming impact. Successfully proven in more than 100 ships, the hull shape has recently become a game changer for expedition cruising. Yachts will be next.

Top Five Most Notable X-BOW Vessels. 1. Bourbon Orca, Type AX104. Bourbon Orca. Photo: Ulstein Group. The first vessel to feature the X-BOW hull, the Bourbon Orca is an AHTS that was delivered to ...

The Olivia O is the world's first X-BOW® yacht, designed by Ulstein Design & Solutions AS in cooperation with Espen Øino.More about the Ulstein yachts - Read more The maritime platform was built by Ulstein Verft and delivered in 2018. She was completed at the Palumbo Yard, Malta, in 2020.

One of the coolest new explorer yachts spotted outside St Tropez on the French Riviera - OLIVIA O.‎ OLIVIA O: https://www.superyachttimes.com/yachts/olivia-...

The Military, Commercial and Yacht Builders are all at work to create the perfect bow shape. Millions of dollars have been spent and several unique and innov...

The X-BOW was developed during 2003-2004 ? one of the latest tough periods for the offshore industry - and revealed in 2005, together with the contract for the first vessel, ' Bourbon Orca ', an anchor handling tug supply vessel for Bourbon Offshore Norway. With a slender hull water line and a smoother volume distribution in the foreship, the ...

The Norwegian-built X-Bow explorer yacht Olivia O has been delivered to her owner and is currently in La Spezia, Italy. See more. Build Updates 89m X-Bow yacht Olivia O delivered. Written by Charl van Rooy. 22 May 2020 | 09:45. Loading... Newsletter. Subscribe. Follow Us. Shop.

X-bow in Yachts? Discussion in 'Boat Design' started by jake wilson, Dec 29, 2020. Tags: bow design; motor yacht; naval architecture; x -bow; yachts; Joined: Oct 2020 Posts: 11 Likes: 0, Points: 1 Location: india jake wilson Junior Member. Hello.. I would like to know how common are x-bows in motor yachts.

Ulstein X-Bow 88.5M is a 88.5 m / 290′5″ luxury motor yacht. She was built by Ulstein in 2018. With a beam of 16.3 m , she has a steel hull and aluminium superstructure. The motor yacht can accommodate guests in cabins. The yacht was designed by Espen Oeino.

The 88.5m/290'4" expedition yacht 'Ulstein X Bow' was built by Ulstein Verft. This luxury vessel's exterior design is the work of Espen Oeino. Range & Performance. Ulstein X Bow is built with a steel hull and aluminium superstructure. Her low draft of makes her primed for accessing shallow areas and cruising close to the shorelines.

An ULSTEIN X-BOW® yacht built for an undisclosed owner by Ulstein Verft and delivered in 2018. The marine platform and hull line design have been developed by Ulstein Design & Solutions, the exterior design and general arrangement plan (GA) by the yacht designer Espen Øino.

X-bow is a "backward sloping bow" or an inverted ship bow design which is used for increasing the fuel efficiency and safety of the vessel at sea. As the name suggests, the inverted bow design has its farthest point at the extreme point of the vessel (towards the waterline) which gives a continuous sharp bow shape to the hull.

X-BOW® AND X-STERN™ FACTS 2020- PAGE 2 INTRODUCTION The IP-protected and patented ULSTEIN X-BOW® is a rounded but pointed bow, normally with no bulb. For ships operating at higher speed, an integrated or conventional bulb can be arranged to optimise the calm water resistance of vessels at constant draft.

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Bartram & Brakenhoff Yacht Brokerage Firm

Description.

Bartram and Brakenhoff has mastered the art of Yacht Sales, Yacht Construction and Yacht Charters, and has put together a great team to serve your every yachting need. Our staff has years of experience in the yachting industry and are ready to find the right yacht to suit your every need. Do you need a charter in the French Riviera or the Virgin Islands, or are you finally ready to buy that luxury yacht you have been dreaming about for years? Bartram and Brakenhoff has the personnel to realize your dreams. You can feel comfortable putting your trust in Bartram & Brakenhoff . Over the years, we have achieved an enviable track record for meeting clients’ goals while always adhering to the very highest standards. Our roster of clients who return to us for second and third yacht sales and/or purchases is testimony to their satisfaction with our performance.

For our brokers, boats and yachts aren’t just a part of the job; they are an important part of life. Everyone on our team has a genuine passion for yachts and boats as well as long and solid yachting experience. Several members of our staff have had careers as professional captains or crew. Some have been, and continue to be, active in yacht racing. All are very much involved in yachting as an avocation as well as a vocation.

Tell us all of your expectations, and we will do out utmost to surpass them. With offices in both Fort Lauderdale and Newport, we are ideally situated to serve you year round.

The The Bartram & Brakenhoff Yacht Brokerage Firm was initially established by J. Burr Bartram, Jr., and Bruce R. Brakenhoff, Sr. in December of 1967, at that time being operated out of a single location in Greenwich, Connecticut. In 1980, a second office was opened in Newport, Rhode Island, soon becoming the Corporate Headquarters. In 1996, David C. Lacz joined the firm as a Yacht Broker working out of the Newport RI office and in 1998 Mr. Lacz proudly purchased the firm from Mr. Joe Bartram and Mr. Bruce Brakenhoff.

**Please visit our web site at :**

www.bartbrak. com =====================

**for additional information and photos.**

Welcome to Bartram and Brakenhoff

**Bartram & Brakenhoff is a well known and respected leader in the worldwide yacht brokerage industry**

www.bartbrak. com/

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BARNEGAT BAY YACHT BROKERAGE
Barnegat Bay Yacht Brokerage. 609-312-8263 [email protected] / TO SEND EMAIL CLICK ON RED EMAIL BUTTON TOP RIGHT **THE "CLASSICS" ARE WHAT WE SELL** Thank you, Glenn Schroeder. Map . Listing ID: 12882. barn jaccunda321 . Member for: 7 years . User is offline . PO BOX #126. Horntown, Virg. 23395
Barnegat Bay Yacht Brokerage / BBYB
Barnegat Bay Yacht Brokerage / BBYB. 3 likes. I have spent my life buying, selling, daysailing, cruising, restoring & working on BEAUTIFUL CLASSIC WOODEN BOATS. At BARNEGAT BAY YACHT BROKERAGE I...
Barnegat Bay Yacht Brokerage
Barnegat Bay Yacht Brokerage. · September 10, 2020 ·. Jimmy & JJ & myself working on "KITTY" my 1887 28ft Barnegat Bay Catboat. We kinda sunk her a few times ON THE WAY HOME!! Barnegat Bay Yacht Brokerage updated their website address.
Boats for sale in Barnegat
2009 Jarrett Bay 32 express walkaround. US$230,000. ↓ Price Drop. US $1,800/mo. ... YachtWorld currently offers 9 yachts for sale in Barnegat from experienced yacht brokerage companies and new boat dealers who can often offer yacht financing solutions and extended boat warranties. ... Prices for yachts in Barnegat start at $9,900 for the ...
Yachts For Sale In Forked River
Give us a call today at 1-772-463-3131 about purchasing a new boat or listing your current yacht on the brokerage market. YACHTS LOCATED NEAR Forked River New Jersey. Victory 11. 220' Custom 1981. Perth Amboy, New Jersey, United States ... Forked River area includes waters of the Barnegat Bay that extend eastward to the back (bay) side of ...
Brian Fisher
Yacht Broker. Cell: 401.855.0721 Office: 508.994.4444 Email: [email protected] Cape Yachts ... Brian grew up sailing on the brackish waters of Barnegat Bay, NJ. Having started sailing at the age of 7, he raced Lasers and E-Scows before moving on to larger boats. After graduating from the Chapman School of Seamanship, he attained his USCG 100T ...
Yachts For Sale In Point Pleasant
The Point Pleasant Canal that opened in 1925, cuts through the Borough to connect North Barnegat Bay at Bay Head Harbor with the Manasquan River and Inlet to the north. Point Pleasant is also the northern terminus of the Atlantic Intercoastal Waterway (AICW). United Yacht Sales can help you find the perfect yacht for sale in New Jersey. Give us ...
Barnegat Bay Yacht Brokerage
Barnegat Bay Yacht Brokerage. **THE "CLASSICS" ARE WHAT WE SELL!**
Barry Boutilier, Yacht Broker
Sell Your Yacht with Us. Barry Boutilier. Yacht Broker. [email protected]. I grew up on Barnegat Bay and had my first boat at the age of 13. This started my lifelong love affair with boats and the sea. I have worked in the boating industry for almost 40 years. I started as a bottom painter and worked my way up to marine ...
ClassicBoatsNJ
Located at the head of Barnegat Bay in Ocean County, New Jersey, ClassicBoatsNJ is the source for the discriminating boater. Hubert Johnson BlackJack. Amelia | 1962 | 24Ft | $34,000 Reduced for quick sale ... Atkin & Co Yacht Designers. Rose | 1959 | 25 Feet | New Owner will restore . Hubert Johnson Cruiser . 1956 | 36 Ft | Just Restored ...
Looping Through the Great Lakes
A typical Great Loop trip will take you across Lake Ontario (a journey of about 45 miles), through a small portion of Lake Huron (about 40 miles), and possibly down the full length of Lake Michigan, the fifth largest lake in the world with a length of 307 miles, a maximum width of 118 miles, and an average depth of 279 feet.
17' Herreshoff Coquina 17' Cat Ketch
Barnegat Bay Yacht Brokerage 609-312-8263 [email protected] ** THE CLASSICS ARE WHAT WE SELL ** Thank you, Glenn Schroeder. Equipment: Location: Glover, Vermont. L102670 . 609-312-8263. ... Canadian Sailcraft | Cape Dory | Capital Yachts | Catalina | Catana | C&C | CE Ryder ...
Barnegat Bay Yacht Racing Association
The BBYRA was founded in 1914 and is a Regional Sailing Association (RSA) of 14 sailing yacht clubs located around the waters of Barnegat Bay in New Jersey. We host an active one-design sailing championship race series each summer and coordinate many other sailing and related events in the area. Sailing, Yacht Racing, Sailboat racing, sailboat, sail, boat, boating, yachting, New Jersey, Jersey ...
About Us
Ken Winters and his Winter's Yacht Basin made the location famous with their renowned craftsman and impeccable work quality. The Hinckley Company purchased the property and used it as a service center for their Hinckley customers in the area. ... Barnegat Bay Marina is a newly renovated, full service marina located at the Mantoloking Bridge ...
pershing 115 yacht
The 35.37m/116'1" open yacht 'Pershing 115/11' was built by Pershing in Italy. Her interior is styled by Italian designer design house Fulvio de Simoni and she was completed in 2016. This luxury vessel's exterior design is the work of Fulvio de Simoni. Range & Performance.
BETA GIDA, OOO Company Profile
Industry: Other Food Manufacturing , General Freight Trucking , Other Support Activities for Transportation , Grocery and Related Product Merchant Wholesalers , Restaurants and Other Eating Places See All Industries, Offices of Real Estate Agents and Brokers , Roasted coffee, Trucking, except local, Transportation services, nec, Coffee and tea ...
Barnegat Bay Classic Boats
For the appreciation of antique and classic boats on the waters of Barnegat Bay, New Jersey.
flynt yachts 956 nova
Imagined by Flynt for the serious owner and strengthened by Dutch superyacht design studio Vripack's robust naval architecture, Flynt 956 means business. A deep-V planing hull tears across water making the boat efficient, rapid and easy to manoeuvre. It delivers top speed performance from the comfort of adjustable Recaro sport seats.... The Flynt 956 Nova is a 9.56 meters caddy boat with 1 ...
Bartram & Brakenhoff Yacht Brokerage Firm
In 1980, a second office was opened in Newport, Rhode Island, soon becoming the Corporate Headquarters. In 1996, David C. Lacz joined the firm as a Yacht Broker working out of the Newport RI office and in 1998 Mr. Lacz proudly purchased the firm from Mr. Joe Bartram and Mr. Bruce Brakenhoff. **Please visit our web site at :**. www.bartbrak. com.
Contacts
New York - United States of America. 26 Seaman Ave Hempstead 11550 New York. +1 646 980 28 04. [email protected]. Mon - Fri: 9:30 - 17:00 Closed on Weekends. Buenos Aires - Argentina. Humberto 1 985,Piso 2,Ofic 222. Constitucion Capital Federal CP 1103.