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• Removing outdated concepts (like body types)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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