PE Insights Podcast Episode 79 - Exam PE Series: Deep Dive 1 - A deep dive into AQA GCSE Physical Education with Jackie Brookes
Examination PE doesn’t have to feel like a minefield.
In this episode of the PE Insights Podcast, we’re joined by Jackie Brookes, founder of PE Active, alongside Will Swaithes, to unpick the complexities of the AQA GCSE PE specification and explore how teachers can deliver academic PE with confidence, clarity, and impact.
Drawing on her extensive work with trainee teachers and early career teachers (ECTs), Jackie shares why so many teachers feel underprepared for examination PE — and, crucially, what can be done about it. Together, Jackie and Will offer practical, experience-led insights into mastering command words, assessment objectives, and exam technique, while keeping learning active and meaningful for pupils.
Why trainee teachers often receive limited support with exam specifications
Common gaps in content knowledge and assessment literacy
Jackie’s journey into academic PE and the origins of PE Active
Teaching theory through movement for kinaesthetic learners
Why AQA’s prescriptive nature can actually be a strength
Understanding the three Assessment Objectives (AOs):
AO1 – Knowledge
AO2 – Application
AO3 – Higher-order thinking
The “magic four” AO3 skills: analyse, evaluate, justify, discuss
How AQA explicitly signals where AO3 is assessed
Why command words are central to exam success
Jackie’s B.U.C. method for breaking down exam questions:
Box the command word
Underline the topic
Circle the sport or context
A clear breakdown of Paper 1 and Paper 2, question types, timings, and mark allocations
Where AO3 is most heavily assessed in extended responses
How the 30% practical performance is assessed across three activities
What examiners look for in skills and application
Making sense of the 10% Analysis & Evaluation coursework
Why precision matters — and what not to include
How NEA supports AO3 development beyond the exam hall
Making the most of AQA’s official resources
Teaching theory actively, not passively
Planning with AO3 at the forefront
Using examiner reports to inform teaching
Why Jackie believes teachers should sit the exam themselves
Broadening sporting examples with equality, diversity, and inclusion in mind
Should GCSE PE be renamed?
The case for modernising content
Removing outdated concepts (like body types)
Why menstrual cycles and hormonal impacts on performance belong in the curriculum
Protecting the physical and applied heart of PE
Delivering AQA GCSE PE successfully isn’t about cramming content — it’s about understanding how knowledge is assessed, embedding AO3 thinking from the outset, and bringing theory to life through active, purposeful learning. When teachers are assessment-literate and confident with the specification, students are far better positioned to succeed.
🔍 What’s covered in this episode?
The challenge of examination PE
Deciphering the AQA GCSE PE specification
Command words & exam technique
NEA: The practical component
Top tips for teachers delivering AQA GCSE PE
Looking ahead: the future of GCSE PE
🎯 Key takeaway
Delivering AQA GCSE PE successfully isn’t about cramming content — it’s about understanding how knowledge is assessed, embedding AO3 thinking from the outset, and bringing theory to life through active, purposeful learning. When teachers are assessment-literate and confident with the specification, students are far better positioned to succeed.
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