Mark Scheme For June 2010 - Bilton School A-Level PE
GCEPhysical EducationAdvanced Subsidiary GCE G453Principles and concepts across different areas of Physical EducationMark Scheme for June 2010Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range ofqualifications to meet the needs of pupils of all ages and abilities. OCR qualifications includeAS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, EntryLevel qualifications, NVQs and vocational qualifications in areas such as IT, business,languages, teaching/training, administration and secretarial skills.It is also responsible for developing new specifications to meet national requirements and theneeds of students and teachers. OCR is a not-for-profit organisation; any surplus made isinvested back into the establishment to help towards the development of qualifications andsupport which keep pace with the changing needs of today’s society.This mark scheme is published as an aid to teachers and students, to indicate the requirementsof the examination. It shows the basis on which marks were awarded by Examiners. It does notindicate the details of the discussions which took place at an Examiners’ meeting before markingcommenced.All Examiners are instructed that alternative correct answers and unexpected approaches incandidates’ scripts must be given marks that fairly reflect the relevant knowledge and skillsdemonstrated.Mark schemes should be read in conjunction with the published question papers and the Reporton the Examination.OCR will not enter into any discussion or correspondence in connection with this mark scheme. OCR 2010Any enquiries about publications should be addressed to:OCR PublicationsPO Box 5050AnnesleyNOTTINGHAMNG15 0DLTelephone:Facsimile:E-mail:0870 770 662201223 552610publications@ocr.org.uk
G453Mark SchemeJune 2010Question Expected AnswerSection A – Historical Studies (Option A1)1(a)Mark[4]Describe three features of the1950s programme of Physical Educationfor state schools (Moving and Growing and Planning the Programme).Outline one difference between the 1950s programme and theprogramme for PE in state secondary schools today.4 marks for 4 of:sub max 3 for features mark first three answers onlysub max 1 for difference – mark first differenceonlyFeatures of 1950s: Sub Max three1(enjoyment)enjoyment/having on/learning skills/holisticdevelopment/development of whole child/morethan physical benefits3(ed. gym)(educational) gymnastics/movement tomusic/swimming/games als doing differentthings/not all doing same at same time/notcentralised/more freedom5(problem solving)problem solving/thinking or cognitive/groupwork/partner work6(child-centred)child centred/activities for different age groups7(facility/apparatus)in gymnasia/purpose built facility orapparatus/apparatus similar to army assaultcourse8(teachers)specialist (PE) teachers/interaction with teachersDifference/s: sub max one – mark first answer only9(age group)M&G for junior age10(NC)National curriculum/compulsory/ compulsorycontent/PESSYP/SSCOs/partnerships/ otherinitiatives/5 hour offer11(breadth)Broader today/examinations/theory12(specialists)(Today): more specialist PE teachers/teachersmust be qualified/taught by graduate profession13(facilities)(Today): better facilities/sports halls/ use ofcommunity facilities/dual use14(pressure)(Today): under pressure/aligning pressure ontime table with time requirements1
G453Mark SchemeJune 2010Question Expected Answer(b) Popular recreations in pre-industrial Britain had certain characteristics.In what ways was Real Tennis different from most other popularrecreations?Account for limited participation in Real Tennis today.* DO NOT ACCEPT LAWN TENNIS5 marks for 5 of: sub max 4 for differencessub max 2 for limited participation today1(courtly)Courtly/played by elite/upper class/gentry (BOD)/exclusive2(rules)It had written/complex rules/it wasstructured/more organised3(not violent)It was not cruel or violent/it had etiquette/it washigh culture/it gular)It was played regularly/often5(facilities)It had purpose built facilities/expensive court/notnatural facility/it had specialist or expensiveequipment6(not local)Not local/upper class had transport or could travelto playLimited participation today:7(facilities)Limited availability of (specialist) facilities/fewcourts or clubs8(expense)Expensive9(skill)Skilful game/difficult to play/complex rules/lack ofcoaches10(friends)Don’t know others who play/friends don’t play/lackof role models or media coverage11(perception)Perception that it is an exclusive game/forRoyalty/do not choose to/feel ‘not for them’12(initiatives)Limited advertising or initiatives/unaware ofopportunities13(lawn tennis)Lawn tennis as alternative2Mark[5]
G453Mark SchemeJune 2010Question Expected Answer(c) Cricket in public schools had very high status in stage three. Explain howparticipation in cricket could develop values in public school boys at thistime. Explain barriers to achieving these values in cricket in state schoolstoday.6 marks for 6 of:sub max 5 for valuessub max 2 for barriers todaymarks to be awarded in context of cricketLIST OF VALUES NO MARKSCricket could develop:1(honesty/eg ‘walking’ when out or admitting catch not made/notintegrity)cheating/sportsmanship or fair play/accepting umpire'sdecisions/respect of opposition/etiquette2(courage/self Courage/physicality/manliness/coping with difficulty/notcontrol)complaining/test of temperament/discipline/keeping coolunder pressure3(teamwork)co-operation/social cohesion4(leadership)decision making (captaincy)/response to leadership/socialcontrol5(loyalty)(Loyalty) to team or house or tment7(trust)(Trust) in team mates/in captain's decisions/in selection8(skill)Prowess/achievement/improvement/ eg in cricket9(health)Health/healthy balanced lifestyles/well being10(organisation) Management/arrange/business skillsBarriers to developing these values today:11(esteem/roleRole models/media may not always show these valuesmodels/media)12(win ethic)Increased emphasis on winning rather than taking part askey outcome/gamesmanship/sledging/taken moreseriously13(opportunity)Lack of opportunity such as limited funding / time(pressure on curriculum) / skill levels / seasonal14(provision)Lack of provision such as limited/suitable equipment/facilities / suitably qualified coaches / transport15(organisation) In most schools the organisation of games is done by PE/sport department limiting opportunities3Mark[6]
G453Mark SchemeJune 2010Question Expected Answer(d) Evaluate critically the impact of socio-cultural factors that have influencedthe growth and development of association football from 1850 to today.A2 level descriptorsLevel 4: a comprehensive answer (18 - 20 marks) detailed knowledge & excellent understanding; detailed analysis and excellent critical evaluation; well-argued, independent opinion and judgements which are well supported byrelevant practical examples; very accurate use of technical and specialist vocabulary; high standard of written communication throughout.Discriminators from L3 are likely to include: a logical and detailed discussion of relevant factors; a very well structured and balanced answer; an understanding that working conditions, urban expansion and improvedtransport were key factors; an appreciation that improved transport was the most significant factor; clear reference to and analysis of more recent contemporary developments.Level 3: a competent answer (13 – 17 marks) good knowledge & clear understanding; good analysis and critical evaluation; Independent opinions and judgements will be present but may not always besupported by relevant practical examples; generally accurate use of technical and specialist vocabulary; written communication is generally fluent with few errors.Discriminators from L2 are likely to include: a logical discussion of relevant factors; a well structured answer; a good understanding of a broad range of impacting factors; clear reference to the contemporary game.Level 2: a limited answer (8 – 12 marks) limited knowledge & understanding; some evidence of analysis and critical evaluation; opinion and judgement given but often unsupported by relevant practicalexamples; technical and specialist vocabulary used with limited success; written communication lacks fluency and contains errors.Discriminators from L1 are likely to include: an understanding of factors other than transport improvements; more reference to contemporary developments.Level 1: a basic answer (0 – 7 marks) basic knowledge & little understanding; little relevant analysis or critical evaluation; little or no attempt to give opinion or judgement; little or no attempt to use technical and specialist vocabulary; errors in written communication will be intrusive.4Mark
G453Mark SchemeJune 2010Evaluate critically the impact of socio-cultural factors that haveinfluenced the growth and development of association football from1850 to today.Indicative Content:Growth and development: (with development points)1(numbers)urbanisation/large number of people in one place captive audience2(provision forprovision for spectatorspectator) specialist facilities terraces3(time)Fewer working hours more time/time to watch/play Saturday half day/Wednesday half day early closing movement4(affordable)Affordable/higher wages/cheap to play can afford transport entrance or gate money available5(fixtures)fixtures leagues/cups competitions set up6(transport)improved transport able to get to (away) matches (lead to) increased regularity7(professionalism)opportunities for professionalism pro. football a good job a chance to escape factory or urbandeprivation8(broken time‘broken time’ paymentspayments) working class unable to afford to miss workand were paid to play9(class)became ‘the people’s game’ or the working classgame middle class influenced game game became more respectable Corinthian casuals10 (business)business opportunity running a club11(media/literacy/Improved literacy/communicationcommunication) increased media interest lead to publicity lead to people reading about team/s orindividuals12 (rules/organisation)game became standardised more controlled less violent ex-public schoolboys set up NGB/FA13 (law and order)increased law and order meant less gambling (on football) game became socially acceptable church acceptance14 (public schools)Public school impact/university melting pot ex university men back to schools asassistant master spread to other countriesQuestion5Mark
G453Mark SchemeJune 2010Evaluate critically the impact of socio-cultural factors that haveinfluenced the growth and development of association football from1850 to today.15 (teams)Expansion through factory or church teams or other example16 (technology/facilities) Purpose built or specialist facilities for performer parks kit or equipmentMore recently:17 (commercialism)Increased commercialisation dev/eg18 (media)More media coverage/internet/influence dev / eg19 (minority groups)Women’s game/disability/ethnicity dev / eg20 (status)Star status of top players/role models dev / eg21 (salary)Salary scales/professionalism dev / eg22 (European players)Bosman ruling/non-English players in Premierleague dev / eg23 (technology)Equipment/kit/facilities/increase in technology dev / eg24 (TransportInternational travel available for alldevelopment) dev / eg25 (Grass roots)Grass roots scheme dev / eg FA skill schools Expansion of school sport26 (Rules/organisation) Increase in number of fixture/competition/rulechange dev / eg more officialsQuestion6Mark
G453Mark SchemeJune 2010QuestionExpected AnswerSection A – Comparative Studies (Option A2)2(a)In most countries, participation and performance in physical activityare affected by historical and geographical factors.Outline historical and geographical factors in the UK and in Australiathat affect participation and performance in physical activity.5 marks for 5 of:Sub max 3 from UK:The UK – historical:Sub sub max 21(taking part)Taking part traditionally more important thanwinning/tradition of fair play or sportsmanship2(publicImpact of 19th century public schools/value of teamschools)games or teamwork3(amateurism)Tradition of amateurism/professionalism as relativelynew phenomenon in many sports4(class)Class affects minority group participation/impact ofhierarchical society5(inventions)Many ‘sports’ started in BritainThe UK – geographical:Sub sub max 26(size)Relatively small country/should be straightforward tostandardise initiatives for provision and participation7(topography)countryside influences opportunities8(climate)(comparatively) unfavourable climate (for year roundoutdoor activity or leading to seasonal play)/need forgood indoor provision9(dense pop)(relatively) dense population/large towns andcities/need for appropriate provision for physicalactivity10(transport)Good transport links should be favourable/increasingroad congestion unfavourableSub max 3 from AustraliaAustralia – historical:Sub sub max 211(colonial/Colonial influence/British sports adoptedmotherland)12(rivalry)Significance of defeating Britain in internationalsport/history of Ashes13(frontierism)Frontierism/pioneering spirit/bush cultureAustralia – geographical:Sub sub max 214(size)Vast country (different time zones)/difficulty instandardising initiatives/state autonomy in terms ofinitiates for provision and participation/15(topography)Varied topography gives excellent opportunity forvaried activities (sea to ski)16(climate)Favourable climate17(sparseMost areas unpopulated/sparsely populated/vastpopulation)areas of inhospitable land/majority live in 6 (coastal)cities18(transport)Good transport links (road, rail, air)7Mark[5]
G453Mark SchemeJune 2010QuestionExpected Answer2(b) Compare the strategies to promote mass participation in Australia withthose in the UK.5 marks for 5 of:Strategies in Australia:By government1(funding)2(initiatives) Government initiatives orschemes/named initiatives: eg ActiveAustralia or More Active Australia/Blueearth initiatives/Fitness EducationAward/SSA/School Sports Network3(agencies)4(media)Australian Sports Commission(ASC)/sports developmentgroup/ACHPREncouraged by media/‘sport’ has highprofile in media5Comparison with UK:By:lottery/government/publicprivate voluntary fundingGovernment initiatives orschemes/namedinitiatives: eg Sportaction zones(SAZ)/PESSYP/SSCOsor other suitableexampleSport England or otherhome country councilsCoverage traditionallydominated byfootball/coverage ofother sports or sports ofminority groupsincreasing (especiallySky or digital)Work of governingbodies to attractmembers/school clublinksSame(club links) Efforts to increase sports clubmembership/support given to sportsclubs to increase membership/sportslinkage system6(equality)Equality (of rprogrammes/minority groups7(schoolSchool provision/after schoolSameprovision) clubs/NC/modified games/fundamentalmotor skills/healthy lifestyle8(schoolSchools focus on participation for all inSchools focus onopps)wide range of sports (non selective)participation/competitivesport eroded in statesystemIndividual schools (or9(roleSports person in schoolspartnerships) arrangemodels)programme/role models into schoolvisits by elite performers(required to get funding)10 (sharing)Sharing of facilities eg schools andSame/eg schools andclubsclubs or independentschools and stateschools8Mark[5]
G453Mark SchemeJune 2010Question Expected Answer2(c)Describe Physical Education in American high schools. ComparePhysical Education in the USA and in the UK.5 marks for 5 of:Sub max 2 for USA only:PE in USA:direct skilllearning/fitness/training1(focus on )2(assessment) (focus on) testing ormeasurement(exams)Limited/none at schoollevel(prof dev ) provided bysuperintendent or state(goodBlue Ribband Schools/practice)Beacon Schools3456(admin)Decentralised admin7(funding)State funded8(control)Controlled by school board9(inspection)10(NC)11(status)Inspected bysuperintendent (of schoolboard)No Nationalcurriculum/optionalPE lower status (thansport)9Comparison with UK: alemphasis(less formal) teacherassessmentWidespread examinations inPE provided via public orprivate routesSpecialist sportscolleges/BeaconSchools/independent schoolthat focus on sportDecentralisedadmin/becoming morecentralisedState funded/schools needor seek additional fundingSchools (increasingly)autonomousInspection by OfstedNational curriculumPE higher statusMark[5]
G453Mark SchemeJune 2010Question Expected Answer2(d) Compare how schools and colleges prepare young people forparticipation in professional sport in the USA and the UK. Evaluatethe effectiveness of each system.A2 level descriptorsLevel 4: a comprehensive answer (18 – 20 marks) detailed knowledge & excellent understanding; detailed analysis and excellent critical evaluation; well-argued, independent opinion and judgements which are well supported byrelevant practical examples; very accurate use of technical and specialist vocabulary; high standard of written communication throughout.Discriminators from L3 are likely to include: regular critical evaluation of the issue; high quality independent opinion/judgement of value of the USA (or UK) system; examples of individuals who have experienced the system or now either systemhas helped in practice (eg successful Olympians); a more structured answer.Level 3: a competent answer (13 – 17 marks) good knowledge & clear understanding; good analysis and critical evaluation; Independent opinions and judgements will be present but may not always besupported by relevant practical examples; generally accurate use of technical and specialist vocabulary; written communication is generally fluent with few errors.Discriminators from L2 are likely to include: some critical evaluation of the two systems; attempt at value judgements several direct comparisons of the systems.Level 2: a limited answer (8 – 12 marks) limited knowledge & understanding; some evidence of analysis and critical evaluation; opinion and judgement given but often unsupported by relevant practicalexamples; technical and specialist vocabulary used with limited success; written communication lacks fluency and contains errors.Discriminators from L1 are likely to include: increased attempt at comparison between USA and UK; some attempt at evaluation.Level 1: a basic answer (0 – 7 marks) basic knowledge & little understanding; little relevant analysis or critical evaluation; little or no attempt to give opinion or judgement; little or no attempt to use technical and specialist vocabulary; errors in written communication will be intrusive.10Mark
G453Mark SchemeJune 2010Compare how schools and colleges prepare young people forparticipation in professional sport in the USA and the UK. Evaluatethe effectiveness of each system.1 tick for comparative;1 tick for US DEV;1 tick for UK DEVNO DEVELOPMENT CREDIT WITHOUT COMPARISONMax 4 for US onlyQuestionIndicative Content:How school or colleges help to prepare young people for participation inprofessional sportin USA:in UK:1(excellence)School/collegesNot normally(recognised as) some examples egcentres of sportMillfield,excellenceLoughborough, Bath, dev / eg UWIC Devolvednational Institutes egEIS/apprenticeshipsor academies linkedto top level clubs2(scholarship)College scholarships Not on same scalefor elite high school some bursaries or overseas (eg TASS)/lotterystudents/funding/World ClassbindingProgrammecontracts government or more time toexchequer fundingsport thanstudy.Unis linked to Institutes3(special admit)Special admitprogrammes (eg Bath) addingperformer to for th
Mark Scheme for June 2010 . OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of pupils of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages .
CSEC English A Specimen Papers and Mark Schemes: Paper 01 92 Mark Scheme 107 Paper 02 108 Mark Scheme 131 Paper 032 146 Mark Scheme 154 CSEC English B Specimen Papers and Mark Schemes: Paper 01 159 Mark Scheme 178 Paper 02 180 Mark Scheme 197 Paper 032 232 Mark Scheme 240 CSEC English A Subject Reports: January 2004 June 2004
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Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. All marks on the mark scheme should be used appropriately. All marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme.
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