Lesson video

Hi, everybody, and welcome to today's lesson.

I'm Mrs. Brookes and today, we're going to be building on our lesson with the 6-mark question and looking at our exam technique and our approach with the 9-mark question.

Like the six, we have one at, one question at the end of paper 1 and one at the end of paper 2.

And it is marked holistically using level descriptors.

And just like the six, it is slightly different than all the other questions on the paper, but we're gonna look at ways today that we can really develop our confidence on how we approach this question.

So, that's exactly our outcome.

We are looking to develop those AO3 skills, specifically this time for the 9-mark question.

And it's very much around making sure we don't see this as this horrible question.

We actually think we can do this and we're gonna have that confidence to be able to do it as well as we can.

Our keywords are very much based on the command of either analyse.

So, reminder that's when we break up the answer into components, we identify the characteristics.

And remember we add that code letter of I, which means that we give impact.

The other command that we're gonna look at in today's lesson is evaluate.

That remember that is where we make a judgement from the evidence within the question.

And we're also gonna look at this word, Synoptic.

Throughout the lesson, we're gonna be making connections between different topics that we've learned in both paper 1 and paper 2.

And in doing so, those connections will really help us with that 9-mark answer.

So, let's get started.

We're gonna break the lesson into two parts.

The first part is where we're gonna look at a 9-mark question with paper 1, and we're gonna work at that skill of evaluate.

And then we're going to do something similar but for paper 2 and looking specifically at analyse.

So, Laura is starting off here by asking a really, really valid question in terms of is the approach to the 6-mark question the same as the nine.

I like that she's asked that question, but fundamentally, the 9-mark question is assessed holistically.

So by that, we mean it's looked as an, looked at as an overall answer.

It's not based on the number of points you make or any kind of quantity.

The level descriptors are used.

And that strategy that we spoke about at length in the 6-mark lesson, in terms of know, apply, say why, absolutely applies to this question in order to meet that holistic approach.

If you haven't heard of know, apply, say why until now.

Please don't worry 'cause we're gonna capture it as we start to look through some example answers.

What I would say to Laura though is within the 9-mark question, there is a bigger amount of depth or more depth that is required in terms of that say why part of the answer.

And that's the in terms of the A credit, that's the AO3.

So quite rightly, she's saying here, "Well, does that mean I just have to write more AO3?" It's a little bit more, there's a little bit more to it than that.

I mean, yes, yes there is more AO3 to be written.

But to help you do that, you can consider and you can make connections to other relevant topic areas.

And those can be topics that you've learned throughout the whole GCSE course.

And when you are doing that, that is you being synoptic.

So often, the 9-mark question is referred to as the synoptic question.

In that, in your answer, you can branch out and talk about other relevant topic areas.

And we're gonna explore that a lot more as we move through the lesson.

So in terms of that know and apply, we've got it almost here as steps.

So whenever you write an answer to a 9-mark question, you often start at the bottom step and start with the knowledge.

That's what it means by no.

There will be a context in the question that you link that knowledge to.

And then, there are several say why steps to develop that AO3.

And often, in that say why is where you can be synoptic.

So as well as making the AO3 skill on the actual topic area, you can branch out and make those other connections.

So, let's just start to think synoptically.

Let's start to make those connections.

So, we have here paper 1 topics and we've got some images that might just signpost as to some of those topics.

Which topics does the do they signpost you to? For me, that first one.

I can see that individual is on a resistance machine.

Looks like he's doing some element of weight training.

So, that signpost me to training methods.

The one in the middle, you can see they're using some of that tape to kinda support the shoulder joint.

You will have learned about that when you look to injury prevention methods.

And that final image, that individual is looking very bored at what might be a gym class.

So, you that might link you maybe to tedium and know that we've learned that when we've been looking at the sport acronym in terms of the principles of training.

You might have gone to other topics, but this is just an example about making those connections.

So for our first checkpoint, the 9-mark question has an opportunity for synoptic assessment.

Do we think that's true or false? Completely agree, true.

And a lot of this lesson is kind of reminding us that that is the case and why? Well, it requires that more AO3 detail than the 6-mark question.

And what we're learning now is that can be achieved by making connections to topic areas that are also relevant.

And it might be worth just noting at this point that that can be either paper 1 or paper 2.

So by that, that means if you are looking at a paper 1 question, those other topic areas that you may think are relevant can be from paper 2, and that is okay.

So, let's take a look at an example question from paper 1.

We here, we have here a gymnast and the image shows the gymnast actually competing on a piece of the apparatus.

And the question is evaluate the use of weight training and static stretching for the gymnast to be at maximum performance.

So, we can see there that the command word for this particular question is evaluate.

Now, Laura is saying for this particular question, she's gonna use the strategy that she learned about in the 6-mark question lesson and she's gonna BUC the question.

So, she's gonna dissect it and she's gonna box the command word, underline the knowledge, and circle the sport or the context.

That is awesome to hear, because what we are encouraging you and I am certainly is that that approach to all extended questions, whether that's a six or nine, is a really beneficial approach 'cause by doing so, you then are able to work out what your know, you apply, and your say why is.

So, I'm glad Laura shared that with us.

What we could add to that for Laura is that we've got this code letter for each of the possible four command words.

So, do you remember this code letter or these code letters? If you don't, don't worry.

Just a quick reminder that S is a good one for justify, because you're supporting a case with evidence.

J is for evaluate the question that we're looking at currently.

And then, that means that you're making a judgement on that topic area.

The I is that analyse, and that's recognising identification, but also impact.

And finally that S & W is that discuss.

And we're looking to do those strengths and weaknesses of some key points.

So for this question, Laura, hopefully will have boxed evaluate 'cause that's the command word.

May have then added that code letter 'cause that just provides value in knowing that that is now all about judgement.

So, you're coming to a conclusion.

You're reaching a judgement and in doing so, you'll probably look at positives and negatives.

You would underline weight training and static stretching.

So, that kind of signpost that there are two parts to this question.

The context is a gymnast.

We saw that in the image and that gymnast is obviously training for major competition.

So, that's good to acknowledge.

I think what's also really beneficial for Laura is looking at this bit here.

So, this is about that gymnast being at their very best maximum performance.

So, that's written in a way where you can perhaps consider other topics that aren't training methods that would be relevant to that gymnast to be at his very best.

And in doing so, you are thinking of those kind of synoptic links.

But what we've got demonstrated there is how that book approach and that time to do so is really powerful to then dissect the question in a way that the you, that you then understand what your know, apply, say why is going to look like.

Your say why in terms of the skill.

And then maybe considering looking at that overall question and think, "What else is in there that allows me to be synoptic and make those other connections?" Now, Laura made an attempt at a know, apply, say why paragraph for weight training.

So, for the first part of the question.

And I know you've got in front of you or available to you, that exact paragraph.

What I'd like us to do here is deconstruct it.

So in that, I mean we're gonna use some highlighters or you might just wanna use a code.

I do kind of like the idea of maybe using three colours, if you have them with you.

And now look if you can identify where's the knowledge.

Okay, so anything around weight training, do you see that in that answer? Do you see some link to a gymnast and why they might need that strength and that power and even that muscular endurance? 'Cause we know that's what weight training can develop.

And then do you see some judgement ? Do you see some kind of positives and negatives about whether evaluate, sorry, whether weight training has got that capacity to develop those things? So with your knowledge, that was in the first part of the paragraph where Laura just decided to give a real brief introduction into what weight training is and did recognise that there's those three types of strength that could be developed through weight training.

In terms of that apply, this little bit here in the paragraph was where they gave some real, gives, she gives some real good specific examples of when those areas of strength are needed in that sport.

So, you've got that static to hold the handstand, that explosive strength to jump high, particularly when you're tumbling in the, on the floor, and then that dynamic strength, that muscular endurance to keep their muscles going and not tired during some routines.

Quick reminder here about those types of strengths.

It may have been a while since you last revisited this.

So look, there's that example of that static strength.

So, you can see those muscles are very much in that isometric muscle contraction to kinda hold that position.

I imagine this gymnast here to get into that split position has definitely used explosive strength.

So, that strength and that speed, which we know is power to jump as high as she can to generate that shape.

And there's our image that we've already seen in our question where those muscles have to be contracting constantly in that routine and ideally not get fatigued, so that that individual can maintain that performance for the whole routine.

So in that last part of the paragraph, did you highlight that this was the say why.

This is when that Laura was really building some positives and some negatives about weight training for that gymnast And maybe what you'd like to add to your piece of work now is some of those connective words that are really helpful to develop that depth and that AO3.

Really simply, you know, leads to, therefore, causing, likewise.

It's almost like someone's kind of sat on your shoulder going, "So? So what? So what?" And you are just kind of developing through that to help that AO3 become as maximum as it can be and it not be minimal 'cause if it's minimal, that will not be a a good thing for the overall mark.

Now you've got that highlighted, what I'd also like you to do is and you may have already done it, can you identify those synoptic connections in that say why part of the question.

Let's have a quick check on that.

What did she use? Did you see that Laura had talked about principles of training and recovery methods, a? Was it b, that it was diet and a warmup? Or was it c, was it that injury prevention and also some of those mental preparation techniques that a gymnast can use to be at that optimal zone of arousal? Five seconds to decide.

Absolutely.

In this particular instance, we can see that Laura was referencing those principles of training and those recovery methods to make the gymnast be at their maximum performance.

But what's interesting when you've seen on this slide is those the diet for example and the mental preparation techniques are both paper 2 topics, but they would've been absolutely relevant 'cause they are when a gymnast is going to be at their very best.

So, she's just acknowledging here, "I can use both paper 1 and paper 2 topics." So if we revisit that say why part, maybe we could circle, or box, or make them stand out in some way, we can see here that there's this principles of training that have been referenced.

There's an example of that in terms of the judgement.

You know, weight training might have that high risk of injury, which can lead to reversibility.

And we've got some of those other aspects that can make them be at their very best, such as recovery methods.

Now, there aren't loads in there and no one's ever gonna say to you that you have to include lots and lots of different topics.

But look what Laura's done there to kind of just use three or two, sorry, and she's made them relevant to her evaluation to help her make that judgement.

Now, that's a really nice link unto our first task.

We've got a model there of a very good know, apply, say why paragraph for weight training and those synoptic connections have been made.

So, what I'd like you to do is see if you can use that paragraph to write the second part of this question, which was on static stretching.

And just a quick reminder that it would be really beneficial for your AO3 if you could consider some of those synoptic connections that are linked to maximum performance.

Pause the recording and come back to me when you're ready.

Welcome back.

Now, there is an example on here but I am aware that we all might write in a slightly different way.

So, we don't want to think this is the only way you can achieve it, but please pause the recording and maybe take a look at this and consider how that know, apply, say why has been developed in the same way Laura did.

And maybe consider, see if you can spot those synoptic connections.

We've got the use of the word joints and that's probably a good thing to use when we're talking about flexibility.

That really valid topic of having that warmup, what to be at maximum performance and why.

And also that paper 2 topic of you know, making sure that your diet doesn't include sufficient amount of protein, because you need that for that muscle growth but more importantly as a gymnast to have had that repair.

So on that day of competition, you can be at your very best in terms of that muscular strength and muscular performance.

So, let's take that approach into the next part of the lesson, where we now look at a paper 2 9-mark question and we're gonna focus on that command of analyse.

So, here is our question.

This is about a games' player.

So, the sport hasn't been specified as such.

There's a little bit of freedom for you to choose a game, but we are being told that this games' player will drink lots of fluids and also eat high levels of protein.

What we have to do then is analyse how those two things will support performance of a games' player.

So, this one's been a little bit more explicit in its approach at being synoptic.

There is the topic of hydration and diet.

I know they go very well together, but you learn them quite separately when you look at your paper 2 content.

Now before we go any further, let's just remind ourselves on those consequences of dehydration, because that is essentially why this games' player is drinking lots of fluids.

Now, a really good way of remembering that is using the acronym THIRST.

Quite a good one to use, isn't it? Particularly when we're now talking about dehydration and we all associate being thirsty as a suggestion that you may be already dehydrated.

Now, that T is that our blood will be thicker.

So, we do know that we get that increased blood viscosity.

When your blood goes very sticky and thicker because the plasma, some water has been taken out the plasma.

As a result of that, the heart has to work a lot harder.

So, you get that increased heart rate.

As well as that you find it very hard to regulate body temperature, so you get that increased body temperature.

This is quite valid for a games' player, because your decision making therefore is affected and that might mean that reactions are slower.

Your muscles can also become quite sore.

So, it's really common to maybe get possibly cramp or certainly those like kind of sore muscles from that fatigue when you're dehydrated.

And that's recognised in our last T, when those muscles are tired and you're feeling that fatigue.

So, I'm sure we're looking at all of those six consequences and really recognising how a games' player will not be at maximum performance if they are feeling any of those symptoms. Quick check on this then, which is not a consequence of dehydration? Is it a, slow blood flow and increased heart rate, b, tired and achy muscles, c, slower reactions and poor decision making, or finally d, decreased body temperature.

Well done.

It is in fact d, all the others are consequences and it's actually an increase you would get hotter, because you wouldn't be able to regulate that body heat from exercising.

So, it is not a decrease in body temperature.

Now, you may have already started to book the question and well done if you have.

Does it reflect on the screen there? Do you see that we've got that context of it being a games' player? Boxed in analyse 'cause that's our command word.

And as I just acknowledge, we've got those two topic areas of hydration and protein.

Did you had your I your code letter? That helps us.

That just reminds us that our skill at this point is where we're talking about impact and funnily enough, we have this support.

So, we are being asked to identify how hydration, so drinking plenty of fluids, and that high level of protein will have an impact on a games' player.

So now, we've dissected the question, what's a good skill to do at this point It's like Izzy saying here, "What are those other topics that are relevant if you are preparing for an important event as a games' player?" And I would actively encourage for you to maybe write some of those down.

Maybe challenge yourself to think, "Can I think of at least three?" Interestingly, did you put any of these in your list of three? Remember, there's no right or wrong.

It's how we can then make that connection to our games' player.

So, these are merely examples.

Did you consider recovery methods? Needing that warmup and cool down? We know the benefits of both of those things.

Which training methods you actually do? Mirrored with that is if you're doing that training method, are you adhering to that sport acronym and that fit principle.

As well as the protein, are you eating sufficient amount of carbohydrates? Well, why? Because you need that energy.

We know that's our main source of energy, particularly when we're gonna go and play that game.

Are you at that optimal zone of arousal? And if not, are there techniques you could use to make sure you are, particularly if it's about reducing that arousal? Are you motivated? Which training season is it, is this event taken in? Is it that pre, that post, at peak or post? And I could potentially keep going with lots of topics and there might be some on your list that I've not said.

But what we've done there is we've been synoptic.

We've started to make those connections to that impact of how these things can support a games' player.

So, let's have a quick check at this point.

Those topics that we've written down that we are now acknowledging are used in our 9-mark answer, do they need to be included and is it just about making a description? Is that true or false? That's actually false and well done if you realise that.

And why is that? These connections are beneficial, but they still need to be made relevant.

So, the key to being synoptic is those connections are absolutely that.

So if you went for arousal and that's a good one to choose, you would make it relevant to the games' player and how it's important to be in that optimal zone of arousal and the impact that will have in terms of focus, and you know, not being too aggressive, and trying to make the very best of your performance.

So on your, in your documents, you will see that there's this paragraph written by a student.

And I want us to just acknowledge what could we do to try and improve it given on what we've already learned.

So, there's an element that they've tried to do know, apply, say why by first of all, given some definition of dehydration, trying to provide that with a consequence.

And then, link that to rugby and then we've got some impact.

Okay, so we can see we've got know, apply, say why.

But maybe you've identified that could that be a bit more specific to rugby? So rather than just talk about reaction time being needed, when is it needed? Is there a skill when that reaction time is important? Could there be those connectives about if you're gonna make poor decisions? You know, it's almost, like I said, that person sat on your shoulder.

So if you've got poor decisions, what will happen to that skill? Would it be a tackle and it be made a lot later? Well if you're not making that tackle, what's the so then? Well, you'd lost possession.

Okay, so yeah that means that they, if the other team have got the, have they got the ball and they're building through their phases of play, they're making more territory, they're potentially giving that op, they're getting that opportunity to score a try.

Does that mean that you are starting to feel a bit negative as well 'cause that tackle's being missed? So much impact I gave there just from that really simple so.

And those connectives can help you add to that.

And finally, you might have said at the end, "Well, there's no synoptic there.

There's no connection to anything else that might support a games' player." So, how could we improve it? You might wanna pause the recording now and have a, have a go at doing exactly that.

Be more specific developing those connectives and bringing in those other topic areas just like this one here.

So, you can see we've got that element of being specific to passing the ball, and then we've developed on why that slow decision making or that poor reaction, the impact that has.

And in set in essence why we're, when we're saying with this is, that we're really providing that obvious about why the impact of fluids is important.

We don't need a however, because this is an analyse skill and not an evaluate, but you can see at the bottom there that we've that part about over arousal and that is going to impact reaction time even more if you're not into that optimal zone.

And that can lead to mistakes and losing possession of the ball.

And straight away, just by looking at the the size of the paragraph, you can see how that that detail has been added and that's been really beneficial for how it flows and how it reads.

So, our second and final task is where we're gonna use that flow and that conciseness and how that developed in that know, apply, say why.

And we're going to improve, sorry, we're gonna repeat that paragraph first of all for another consequence of hydration.

So, we've already captured slow reaction time.

That's your second paragraph.

And then, your final paragraph is where we need to acknowledge protein 'cause remember we underlined that that was a topic area in the question.

And we can see there we've got some really simple sentence starters to help you develop through that know, apply, say why.

And that final one there that in addition to protein, that's allowing you to be synoptic and to make those connections.

Good luck.

Pause the recording and come back to me when you're ready.

Welcome back.

How did you all do? There is some examples on the screen there and they are just examples, but they're there for you to kind of use to cross-reference how you approach this task.

So, this consequence on this slide was using thickening of blood.

You could have used any one of thirst, but just take a minute to read through that.

Pause the recording if you need to and look at that kind of know, apply, say why.

Do you spot those synoptic references of aerobic respiration and fatigue or the what can cause muscle fatigue? Likewise, you've then got that final paragraph about protein follows that similar format of know, apply, say why.

And those synoptic references in this example is by saying that, you know, using weight training, which is what we did in that first part of the lesson.

So, there's some relevance there with the protein.

We'll support the gymnast.

As well them using some of the recovery methods to kind of not experience DOMS. And also, you can see that you've got that carbohydrates to kind of acknowledge that they need that, as well as protein for that energy.

So, really well done for tackling both our paper 1 and our paper 2 9-mark question.

In summary, by doing that, what we've done is we've just reminded ourselves that analyse and evaluate were our skills and we gave impact when it was analyse and evaluate.

We looked at making a judgement and weighed up those positives and negatives.

We did offer alternatives for evaluate and that came through as our synoptic connections.

It is just worth noting that justify and discuss could be used as the 9-markers.

So, just remind ourselves that that is S for support if it's just justify.

If it's discussed, we'll be looking to do strengths and weaknesses.

Like the 6-marker, that know, apply, say why approach has really helped us to try and build those holistic answers.

And what we've done in this lesson is we've really developed that detail with the AO3 by encouraging those synoptic connections, and then when using them, making them relevant to the question.

I have really enjoyed taking you through these 9-mark strategies.

I hope they're useful and you continue to use them whenever you are looking at those 9-mark questions.

Thank you for joining me and I look forward to seeing you on the next lesson.