How do I revise E2E stub topic for ITC First End-Point Assessment?

In the professional discussion, structure your responses using the S.T.A.R. method (Situation, Task, Action, Result) to evidence your practice.

What exam tips are there for E2E stub topic? (2)

Ensure your portfolio includes at least two contrasting session plans with clear adaptations for different populations.

What exam tips are there for E2E stub topic? (3)

During observed practical, explicitly verbalise your decision-making when adapting an exercise to manage risk or inclusion.

What mistakes should I avoid in E2E stub topic?

Assuming a one-size-fits-all approach without considering individual learning preferences.

What are common errors in E2E stub topic exams? (2)

Neglecting to conduct dynamic risk assessments during the session, focusing only on pre-planned checks.

How to Revise E2E stub topic — ITC First End-Point Assessment Physical Education

E2E stub topic is a topic in the ITC First End-Point Assessment Physical Education specification. This guide covers learning objectives, examiner tips, common mistakes, and key terminology to help you revise effectively.

Examiner Tips for E2E stub topic

In the professional discussion, structure your responses using the S.T.A.R. method (Situation, Task, Action, Result) to evidence your practice.
Ensure your portfolio includes at least two contrasting session plans with clear adaptations for different populations.
During observed practical, explicitly verbalise your decision-making when adapting an exercise to manage risk or inclusion.

Common Mistakes in E2E stub topic

Assuming a one-size-fits-all approach without considering individual learning preferences.
Neglecting to conduct dynamic risk assessments during the session, focusing only on pre-planned checks.
Failing to provide specific, actionable feedback to participants during practical activities.
Overlooking the importance of obtaining informed consent and clarifying session objectives with diverse groups.

Key Marking Points

Award credit for demonstrating clear adaptations for participants with specific needs in session plans.
Look for evidence of detailed risk assessments that address venue, equipment, and individual medical considerations.
Evaluate the use of varied communication styles (visual, verbal, tactile) in practical delivery observations.
Credit should be given for reflective accounts that link session evaluations to future planning improvements.

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E2E stub topic

ITC-FIRST

vocational

This subtopic focuses on the practical skills required to plan, deliver, and evaluate inclusive physical activity sessions. Learners will explore how to adapt coaching styles, exercises, and communication methods to engage diverse groups, including individuals with varying abilities, ages, and backgrounds. The content directly supports the professional practice expected in the end-point assessment, emphasizing safety, inclusivity, and participant-centred delivery.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating clear adaptations for participants with specific needs in session plans.
Look for evidence of detailed risk assessments that address venue, equipment, and individual medical considerations.
Evaluate the use of varied communication styles (visual, verbal, tactile) in practical delivery observations.
Credit should be given for reflective accounts that link session evaluations to future planning improvements.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating clear adaptations for participants with specific needs in session plans.
Look for evidence of detailed risk assessments that address venue, equipment, and individual medical considerations.
Evaluate the use of varied communication styles (visual, verbal, tactile) in practical delivery observations.
Credit should be given for reflective accounts that link session evaluations to future planning improvements.

Assessment Guidance

Guidance for achieving higher grades

💡In the professional discussion, structure your responses using the S.T.A.R. method (Situation, Task, Action, Result) to evidence your practice.
💡Ensure your portfolio includes at least two contrasting session plans with clear adaptations for different populations.
💡During observed practical, explicitly verbalise your decision-making when adapting an exercise to manage risk or inclusion.

Common Mistakes

Common errors to avoid in your coursework

Assuming a one-size-fits-all approach without considering individual learning preferences.
Neglecting to conduct dynamic risk assessments during the session, focusing only on pre-planned checks.
Failing to provide specific, actionable feedback to participants during practical activities.
Overlooking the importance of obtaining informed consent and clarifying session objectives with diverse groups.

Key Terminology

Essential terms to know

Inclusive session design
Participant-centred coaching
Health and safety in PE
Adaptive communication methods
Activity differentiation
Reflective practice

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E2E stub topic

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Key Terminology

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