controlled assessment guide

GCSE
Physical Education

Controlled assessment guide

Edexcel GCSE (Short Course) in Physical Education
(3PE01)
First examination 2010

Edexcel GCSE in Physical Education (2PE01)
First examination 2011

Introduction

The Edexcel GCSE (Short Course) in Physical Education and the GCSE in Physical Education
are designed for use in schools and colleges. They are part of a suite of GCSE qualifications
offered by Edexcel.

About this publication
The controlled assessment guide:
• contains activity-specific assessment criteria for the Edexcel GCSE (Short Course) in
Physical Education and Edexcel GCSE in Physical Education, first teaching from 2009
• is intended to be read in conjunction with the specification, and is designed to help teachers
with the assessment of Unit 2: Performance in Physical Education
• includes the list of activities that can be undertaken for the Section 2.1: Practical
performance
• includes the assessment criteria for the new activities that have been added to the list
• is structured in a similar way to Edexcel’s traditional, popular Coursework Guide.

Key subject aims
Edexcel’s GCSEs in Physical Education:
• encourage students to be inspired, moved and changed by following a broad, coherent,
satisfying and worthwhile course of study and to develop an awareness and appreciation of
their own and others’ cultures in relation to physical education
• encourage creativity and decision-making skills to enable students to plan effectively for
performances and to respond to changing situations
• prepare students to make informed decisions about further learning opportunities and career
choices
• enable students to become increasingly physically competent through being actively
engaged in a range of physical activities, and to become increasingly effective in their
performance in different types of physical activity and roles such as player/participant,
leader and official
• enable students to develop their ability to engage independently and successfully in
different types of physical activity, and to develop and maintain their involvement in
physical activity as part of a healthy, active lifestyle.

Contents
A Introduction 1
Overview of the GCSE (Short Course) in Physical Education 2
Overview of the GCSE in Physical Education 3
Unit 2: Performance in Physical Education 4

B Detailed content 5
Section 2.1: Practical performance 5
2.1.1: Player/participant 8
2.1.2: Official 11
2.1.3: Leader 14
Activities and activity groups 16
Forbidden combinations, and restrictions 18
Additional and alternative activities 19
Assessing students with physical disabilities for Section 2.1: Practical performance 19
Section 2.2: Analysis of performance 21
Controlled assessment task for Section 2.2: Analysis of performance 22
Assessment criteria for controlled assessment task for Section 2.2: Analysis of
performance 24
Amateur boxing 30
American football 32
Archery 40
Association football 44
Athletics 46
Badminton 53
Baseball 56
Basketball 58
Canoeing/kayaking 60
Clay pigeon shooting 62
Climbing 64
Competitive swimming 66
Cricket 68
Cross-country running 70
Cycling 72
Dance 74
Fencing 76
Field hockey 78
Fitness training 80

Gaelic football 104
Golf 106
Gymnastics 108
Handball 112
Horse riding 114
Hurling/camogie 116
Ice dance 118
Ice hockey 120
Inline hockey 122
Judo 124
Ju-jitsu 126
Karate 128
Korfball 132
Lacrosse 134
Lawn bowls 136
Lawn tennis 138
Life-saving 140
Mountain biking 142
Netball 144
Orienteering 146
Personal survival 148
Polo 150
Rounders 152
Rowing 154
Rugby league 156
Rugby union 158
Sailing 162
Skiing 164
Snowboarding 166
Softball 168
Squash 170
Surfing 172
Synchronised swimming 174
Table tennis 176
Tae kwon do 178
Trampolining 180

Trekking 184
Volleyball 188
Wakeboarding 190
Water polo 193
Water skiing 194
Weightlifting 196
Windsurfing 200

C Assessment 203
Controlled assessment 203
Summary of conditions for controlled assessment 203
Internal standardisation 204
Authentication 204
Further information 204

D Appendices 205
Appendix 1 Controlled assessment record sheets 207
Appendix 2 Example trampolining student assessment sheet 209
Appendix 3 Example skiing student assessment sheet 211
Appendix 4 Example snowboarding student assessment sheet 213
Appendix 5 Analysis of performance matrix 215

A Introduction

The Edexcel Controlled Assessment Guide covers both the GCSE (Short Course) in Physical Education
(3PE01) and GCSE in Physical Education (2PE01), for first teaching from 2009.
The guide is designed to help teachers with the assessment for Unit 2: Performance in Physical Education,
and contains all criteria and relevant documentation.
Centres and practising teachers carrying out the assessment procedures should familiarise themselves with
the guide and use it as a reference for the assessment process for Unit 2.
The guide consists of:
• overviews of the GCSE (Short Course) and GCSE in Physical Education
• detailed overview of Unit 2
• the requirements of controlled assessment tasks 2.1 and 2.2
• the activity-specific assessment criteria for task 2.1.1: practical performance in the role of
player/participant
• information regarding controlled assessment
• details of resources, support and training
• exemplar controlled assessment record sheets
• examples of student assessment sheets for trampolining, skiing and snowboarding to aid assessment.
Please note that for controlled assessment task 2.1: Practical performance, the roles of leader and official
should be assessed using the generic leader and official criteria, on pages 11 and 14 respectively. The role
of player should be assessed using the activity-specific assessment criteria in this guide.
For guidance on assessing activities which are not included in this guide and not listed on pages 16 and 17,
please see page 19.

UG021013 – Controlled assessment guide – Edexcel GCSE Short Course/GCSE in Physical Education – 1
Issue 1 – June 2009 © Edexcel Limited 2009

Overview of the GCSE (Short Course) in Physical Education
The Edexcel GCSE (Short Course) in Physical Education and GCSE in Physical Education comprise two
units:
• GCSE (Short Course) – Units 1 and 2
• GCSE – Units 1 and 2.

GCSE (Short Course)
Unit 1: The Theory of Physical Education Unit code: 5PE03
• Externally assessed 40% of the total GCSE
(Short Course)
• Availability: June

• First assessment: June 2010

Overview of content
• Section 1.1: Healthy, active lifestyles

Overview of assessment
• This unit is assessed through an externally set examination.

• The examination is 1 hour, and includes multiple-choice, short-answer, and longer-answer questions*

• The total raw mark available is 40.

Unit 2: Performance in Physical Education Unit code: 5PE04
• Internally assessed 60% of the total GCSE
(Short Course)


Overview of content
• Section 2.1: Practical performance

• Section 2.2: Analysis of performance

• This unit is assessed under controlled conditions.

• This unit is externally moderated.


*The different assessment models for Unit 1 in the GCSE (Short Course) and GCSE mean that ‘fallback’
from the GCSE to the GCSE (Short Course) is not possible.

2 UG021013 – Controlled assessment guide – Edexcel GCSE Short Course/GCSE in Physical Education
– Issue 1 – June 2009 © Edexcel Limited 2009

Overview of the GCSE in Physical Education
GCSE
Unit 1: The Theory of Physical Education Unit code: 5PE01
• Externally assessed 40% of the total GCSE



Overview of content
• Section 1.1: Healthy, active lifestyles

• Section 1.2: Your healthy, active body

• This unit is assessed through an externally set examination.

• The examination is 1 hour and 30 minutes, and includes multiple-choice, short-answer, and longer-answer
questions.*

Unit 2: Performance in Physical Education Unit code: 5PE02
• Internally assessed 60% of the total GCSE



Overview of content

• Section 2.2: Analysis of performance

• This unit is assessed under controlled conditions.

• This unit is externally moderated.


*The different assessment models for Unit 1 in the GCSE (Short Course) and GCSE mean that ‘fallback’
from the GCSE to the GCSE (Short Course) is not possible.


Unit 2: Performance in Physical Education
Overview

Content overview
This unit has two sections:
• Section 2.2: Analysis of performance.

Assessment overview
This unit is assessed under controlled conditions, and students need to undertake two different controlled
assessment tasks.
Section 2.1: Students need to undertake practical performances in different contexts, within selected physical
activities, in the role of either player/participant, official or leader.
• In the GCSE (Short Course) in Physical Education students must offer two performances.
• In the GCSE in Physical Education students must offer four performances.
Section 2.2: Students need to undertake an analysis of performance in one of the selected physical activities
undertaken in the role of player/participant in Section 2.1: Practical performance.
• The total number of raw marks available in the GCSE (Short Course) is 30.
• The total number of raw marks available in the GCSE is 50.


B Detailed content

Section 2.1: Practical performance
All students need to offer performances, in practical contexts, in the role of either player/participant, official
or leader.
• GCSE (Short Course) in Physical Education students are required to offer two performances, in
practical contexts, in the role of either player/participant, official or leader. At least one of the two
performances must be in the role of player/participant.
• GCSE in Physical Education students are required to offer four performances, in practical contexts, in
the role of either player/participant, official or leader. At least two of the four performances must be in the
role of player/participant.
Performances must be taken from a minimum of two different activity groups.
See Activities and activity groups (pages 16-17) for the different activity groups and a list of accepted
physical activities, including limitations and restrictions.

Task 2.1.1: Player/participant
Students must:
• know about the rules/regulations of selected physical activities, and how these relate to, and affect,
participation
• demonstrate effective and suitable skills, in isolation and/or competitive situations, as appropriate.

2.1.2: Official
Students must:
• understand the role(s) of officials in selected physical activities
• know, and be able to apply the rules/regulations of selected physical activities
• understand, and be able to apply, principles relating to fair play in selected physical activities
• demonstrate effective, and suitable, officiating skills in selected physical activities (under supervision of a
qualified/suitable individual where appropriate), including controlling a competitive situation or
managing an event.

2.1.3: Leader
Students must:
• understand the role(s) of leaders in selected physical activities
• understand, and be able to apply, principles relating to fair play in selected physical activities
• demonstrate effective leadership skills in selected physical activities (under supervision of a
qualified/appropriate individual where appropriate), including:
– taking responsibility for the training and preparation, of an individual/team, for competitive situations
in a selected physical activity
– supporting players/participants in the performance of a physical activity with due consideration to
health and safety issues.


Controlled assessment task for Section 2.1: Practical performance

2.1.1: Player/participant
Task setting – limited level of control
• Tasks must allow students to demonstrate effective and suitable skills, in isolation and/or competitive
situations as appropriate, as well as the required knowledge and understanding.

Task taking – medium level of control
Authenticity control
• Students must complete all work, with the exception of their preparation, under informal supervision.
Informal supervision, in the context of the practical aspects of GCSE PE, is confined to ensuring that
contributions of individual students are recorded accurately. This means that all work that students wish
to form part of the assessed performance/performances must be completed in such a way as the
teacher/assessor is able to ensure that contributions of individual students are recorded accurately.
• Preparation may be completed under limited supervision, (some work may be completed without direct
supervision but this cannot contribute towards assessable outcomes), for example students can participate
in the selected physical activities when the teacher/assessor is unable to ensure that contributions of
individual students are recorded accurately. However, this cannot form part of the assessed
performance/performances.
Feedback control
• Teacher support is a permitted, and important, part of the preparation for each assessed performance.
However, it is not permitted in the assessed performance/performances, unless it is required for health
and safety reasons, for example to reduce the risk of injury.


Time control
• It is suggested that the minimum duration for each student performance is nine hours (combining
preparation and the assessed performance/performances).
The ideal model would be for this time to be a block, with one activity/role being followed for a term, or
half a term, leading up to the assessed performance/performances.
Acceptable alternatives include intensive teaching programmes.
• The duration of assessed performance/performances in each role should be based on an appropriate time
to allow students to demonstrate the requirements of a player/participant in the selected physical activity,
for example the duration of competitive situations should/will differ for each selected activity.
Collaboration control
• The work of the individual may be informed by working with others but students must provide an
individual response.
• Other parameters, listed above, must be maintained.
Resources
• Student access to resources is determined by the centre.
• Students should be given access to all appropriate/required resources for the physical activity.
• Resources and equipment used should follow governing body guidelines/rules, for example ESAA
(English Schools Athletics Association) rules for athletics events.

Task marking – medium level of control
• The teacher/assessor must mark all performances using the assessment criteria for the role/activity
(page 8); additional criteria specific to each physical activity are available in this document.
• The teacher/assessor must make all assessment decisions.
• The teacher/assessor must be present for all assessed performances, or suitable, clear, evidence must be
made available to the teacher/assessor so that assessment decisions can be made. See Guidance relating
to the use of alternative evidence for Section 2.1: Practical performance (page 20).


Assessment criteria for controlled assessment task for Section 2.1: Practical
performance

0 Performance not worthy of credit.
The student shows low levels of skill and technique for the activity in the game/competitive type
practice situations and this will be very clearly evident in the competitive situation itself.
1-2 Their understanding of the rules limits their performance and they have a very low ability when
applying strategies and tactics and a poor positional sense as appropriate for the activity. Their
performance will clearly lack maturity.
The student shows limited advanced skill and technique for the activity in the game/competitive type
practice situations and this may be even more evident in the competitive situation itself.
They may not demonstrate a clear understanding of the rules when taking part and will be limited in
3-4 their ability to apply strategies and tactics and also in their positional sense as appropriate for the
activity.
Their ability to improvise will be limited in activities which allow for this as will their touch and
deception. Their performance will lack maturity.
The student shows good advanced skill and technique for the activity in the game/competitive type
practice situations and in the competitive situation itself.
They will also demonstrate some understanding of the rules when taking part and good application of
5-6
strategies and tactics and positional sense as appropriate for the activity.
In activities which allow for improvisation, touch and deception they demonstrate this at a good level
and their performance shows some maturity.
The student shows very good advanced skill and technique for the activity in the game/competitive
type practice situations and in the competitive situation itself.
They will also demonstrate a clear understanding of the rules when taking part and very good
7-8
application of strategies and tactics and positional sense as appropriate for the activity.
In activities which allow for improvisation, touch and deception they demonstrate this at a very good
level and their performance shows a very good level of maturity.
The student shows excellent advanced skill and technique for the activity in the game/competitive
type practice situations and in the competitive situation itself.
They will also demonstrate a very clear understanding of the rules when taking part and an excellent
9-10
application of strategies and tactics and positional sense as appropriate for the activity.
In activities which allow for improvisation, touch and deception they demonstrate this at an excellent
level and their performance shows an excellent level of maturity.

Assessors should use the published criteria specific to each physical activity, available in this guide, when
assessing students in the role of player/participant.



2.1.2: Official
• Tasks must allow students to demonstrate effective and suitable skills, in isolation and/or competitive
situations as appropriate, as well as the required knowledge and understanding.
• Where the officiating of the selected activity includes more than one role, students must undertake all
roles during the assessed performance/performances, for example:
• the referee and referee’s assistant in association football
• the umpire, line judge and match/tournament referee in lawn tennis
• a lane judge, timekeeper, place judge and starter for track athletics.

contributions of individual students are recorded accurately. This means that all work, which forms part
of the assessed performance/performances must be completed in a way that enables the teacher/assessor
to accurately record the contribution of individual students.
• Preparation may be completed under limited supervision (some work may be completed without direct
Feedback control


Time control
The ideal model would be for this time to be a block, with one activity/role being followed for a term, or
half a term, leading up to the assessed performance/performances.
• Acceptable alternatives include intensive teaching programmes.
• The duration of the assessed performance/performances in each role should be based on an appropriate
time to allow students to demonstrate the requirements of an official/officials in the selected physical
activity.
Resources
• Students should be given access to all appropriate/required resources to officiate the activity.
• Resources and equipment used should follow governing body guidelines/rules.

• Student evidence must include a ‘log’ detailing their participation.
• The teacher/assessor must mark all performances using the assessment criteria for the role (page 11).


performance

2.1.2: Official
The student has very limited knowledge and understanding of the rules/laws/regulations and safety
issues related to the selected physical activity.
They may be able to apply some of them at an appropriate performance level but their
1-2 communication, positioning and signalling skills will be poor and they will lack the confidence to
assert any authority.
The student may carry out a limited number of their responsibilities in the role of an official’s
assistant according to the relevant governing body’s code of conduct.
The student has basic knowledge and understanding of the rules/laws/regulations and safety issues
related to the selected physical activity.
They may be able to apply some of them at an appropriate performance level but their
3-4 communication, positioning and signalling skills will be limited and they may lack the confidence to
assert authority in certain situations.
The student may carry out some of their responsibilities according to the relevant governing body’s
code of conduct, under the guidance of a qualified/experienced official.
The student has sound knowledge and understanding of the rules/laws/regulations and safety issues
related to the selected physical activity.
They will have the ability to apply them at an appropriate performance level. They will display
satisfactory communication, positioning and signalling skills and have the confidence to assert some
5-6
authority by making well-informed and accurate decisions in some situations.
The student will carry out their responsibilities according to the relevant governing body’s code of
conduct in most aspects of their role as an official. They may have gained a recognised qualification
to officiate at beginner level.
The student has good knowledge and clear understanding of the rules/laws/regulations and safety
issues related to the selected physical activity.
They will have the ability to apply them at an appropriate performance level. They will display good
communication, positioning and signalling skills and have the confidence to assert authority by
7-8
making quick, well-informed and accurate decisions in most situations.
conduct in most aspects of their role as an official. They may have gained a recognised qualification
to officiate at an intermediate level.
The student has thorough knowledge and very clear understanding of the rules/laws/regulations and
safety issues related to the selected physical activity.
They will have the ability to apply them at a high performance level. They will display excellent
communication, positioning and signalling skills and have the confidence to assert authority by
9-10 making instant, well-informed and accurate decisions in any given situation.
conduct in all aspects of their role as an official. Where timekeeping/scoring forms part of the role,
this should be completed accurately, according to recognised procedures. They may have gained a
recognised qualification to officiate at either junior/youth or adult club level.



2.1.3: Leader
• Tasks must allow students to demonstrate effective leadership skills in physical activity, as well as the
required knowledge and understanding.

contributions of individual students are recorded accurately. This means that all work, which forms part
of the assessed performance/performances must be completed in a way that enables the teacher/assessor
to accurately record the contribution of individual students.
Feedback control


Time control
– The ideal model would be for this time to be a block, with one activity/role being followed for a term,
or half a term, leading up to the assessed performance/performances.
– Acceptable alternatives include intensive teaching programmes.
• The duration of the assessed performance/performances in each role should be based on an appropriate
time to allow students to demonstrate the requirements of a leader in the selected physical activity.
Resources
• Students should be given access to all appropriate/required resources for the role/activity.
• Resources and equipment used should follow governing body guidelines/rules.

• Student evidence must include a ‘log’ detailing their participation over the suggested timeframe.
• The teacher/assessor must mark all performances using the assessment criteria for the role (page 14).


performance

2.1.3: Leader
The student demonstrates a very basic level of performance helping the teacher deliver a practical
session for beginners at an extra-curricular club/junior section of a club.
They can help to set up activities within a session and play a minor role in encouraging participants.
1-2
The student may identify some obvious strengths or areas for development but will be unable to make
any evaluation.
The student will lack confidence, displaying very limited organisational and communication skills.
The student demonstrates a basic level of performance in the role of a leader’s assistant during a
number of training/practice sessions for an extra-curricular club/junior section of a club.
They can help to set up skills practices within a session and take an active role in encouraging
3-4
participants during a fitness session. The student can identify and evaluate only the very basic
strengths and areas for development.
The student will lack confidence, displaying limited organisational and communication skills.
The student demonstrates their ability to assist in the planning and delivery of a number of
training/practice sessions for younger students, individual participants/group/team at a club.
They can plan a skills practice within a session and lead part of a fitness session. It will be evident
that the performance of the group/team or individual has made some improvement. The student can
5-6
evaluate performances, indicating strengths and areas for development, and be able to give some
helpful feedback.
As a leader, the student will be confident in certain situations, displaying some good organisational
and communication skills.
The student demonstrates their ability to plan and deliver a number of training/practice sessions for
junior individual participants/group/team at a club.
They can plan basic skills practice/fitness sessions. It will be evident that the performance of the
7-8 group/team or individual has made some improvement. The student can evaluate performances,
indicating strengths and areas for development, and be able to give some positive feedback.
As a leader, the student will be confident in most situations, displaying good organisational and
communication skills.
The student demonstrates their ability to plan and deliver a number of training/practice sessions for
individual participants/team representing, for example, centre/junior club/region.
They can plan advanced skills practices and fitness sessions aiming to improve the performance of the
9-10 group/team or individual. The student will accurately pinpoint a performer’s strengths and areas for
development and be able to give detailed feedback.
As an inspirational leader, the student will be confident, highly organised, and display excellent
communication skills.


Using the assessment criteria for Section 2.1: Practical performance
In applying the assessment criteria the following principles need to be adhered to.
• The basis of all assessment will be the student’s technique (which underpins the skill and effectiveness
with which skills are applied both in structured practices and full game situations) and the outcome, how
well they perform.
• In individual activities the overall assessment will be based on the cumulative principle, reflecting the
degree of difficulty of the movement, which enables the student to apply their skill in the context of the
activity.
• The final marks will depend on the student’s technique and effectiveness in applying the skills, together
with the outcome of the performance (for example how fast they run or swim a given distance, or how
well they perform a routine in trampolining or synchronised swimming).
In assessing students, centres also need to consider the following.
• When assessing skilled performance due consideration must be given to gender differentials:
– whilst the assessment of technique will remain the same, the effectiveness of performance must be
assessed in a ‘like v like’ situation (for example, boys should not play against girls in a competitive
football or rugby match. However, they may play mixed badminton or tennis).
• Centres need to develop a rank order and apply it across the matrix.
• When assessing students with positional skills, the following must be considered.
– Students who specialise in playing positions involving particular individual skills need to be assessed
in these skills, alongside the skills stated in the assessment criteria for the physical activity.
– Students should cover all aspects of the specification within the coursework but the practices used for
assessment purposes should reflect, and enable them to demonstrate, their positional skills (for
example, prop forward in rugby union, goalkeeper in hockey or a wicket-keeper in cricket).
– Positional skills should be considered for the mark awarded.


Activities and activity groups

Group A: Outwitting opponents (for example in games activities)
Amateur boxing Hurling/camogie Rounders
American football Ice hockey Rugby league
Association football Inline hockey Rugby union
Badminton Judo Softball
Baseball* Ju-jitsu Squash
Basketball Karate Table tennis
Cricket Korfball Tae kwon do
Fencing Lacrosse Volleyball
Field hockey Lawn tennis Water polo
Gaelic football Netball
Handball Polo
* English or Welsh baseball

Group B: Accurate replication of actions, phrases and sequences (for example in gymnastic activities)
Gymnastics*
Synchronised swimming
Trampolining
* For gymnastics, students must offer agilities (floor work) and vaulting, plus one other sequence of their
choice. See the assessment criteria for gymnastics for further guidance.

Group C: Exploring and communicating ideas, concepts and emotions (for example in dance activities)
Dance*
Ice dance
* Although a wide range of dance styles are acceptable (students may choose from any recognised style of
dance, for example ballet, jazz, modern, tap) dance may be offered as only one practical activity. See the
assessment criteria for dance for further guidance.


Group D: Performing at maximum levels in relation to speed, height, distance, strength or accuracy
(for example in athletic activities)
Archery Cross-country running Cycling Lawn bowls
Athletics* Golf Rowing
Clay pigeon shooting Weightlifting
Competitive swimming
* For athletics, students must offer three events taken from at least two groups (running events, jumping
events or throwing events). See the assessment criteria for athletics for further guidance.

Group E: Identifying and solving problems to overcome challenges of an adventurous nature (for
example in outdoor and adventure activities)
Canoeing Orienteering Surfing
Climbing Personal survival Trekking
Horse riding Sailing Wakeboarding
Kayaking Skiing Water skiing
Life-saving Snowboarding Windsurfing
Mountain biking

Group F: Exercising safely and effectively to improve health and wellbeing (for example in fitness and
health activities)
Fitness training*
* For fitness training, students must offer at least two of the following activities in combination:
– aerobics
– body pump
– circuit training
– continuous training
– interval training
– pilates
– weight training
– yoga.


Guidance relating to activities and activity groups for Unit 2
Not all students from a centre need to offer the same physical activities for assessment for Section 2.1:
Practical performance.
Centres should refer to Additional and alternative activities (page 19) for any other physical activity they may
wish to consider offering.

Forbidden combinations, and restrictions, for activities for controlled
assessment task for Section 2.1: Practical performance in the role of
player/participant
Students may not offer both of:
Camogie and hurling
Judo and ju-jitsu
Karate and tae kwon do
Life-saving and personal survival
Netball and korfball
Orienteering and trekking
Inline hockey and ice hockey
Rugby league and rugby union
Skiing and snowboarding
Wakeboarding and water skiing
Yoga and pilates (as part of fitness training).

Students may offer only one of:
Baseball, rounders and softball.

In addition, students may offer only three of:
Competitive swimming, lifesaving, personal survival, synchronised swimming and water polo.


Additional and alternative activities
The rationale for including activities is based on the need to support centres in delivering the National
Curriculum. This means that if centres want to offer activities not listed in the specification, they must be
available to the whole GCSE cohort, and via the centre’s curricular or extra-curricular activities.
The approval process for additional/alternative activities is called Meeting Local Needs (MLN).
A major feature of the design of these GCSEs is that it enables students to apply their developing knowledge
and understanding to their personal training, with a desired outcome being an improvement in performance.
Activities that do not have a physiological basis for training will not be acceptable. Target activities such as
darts and recreational table activities such as pool and snooker are, therefore, excluded. It is essential that an
outcome of the competitive activity must not be to seek to injure opponents through attacking moves. This
precludes activities such as kick boxing and certain martial arts. Finally, motorised activities, such as karting
and scrambling, have been deemed inappropriate.
Centres wishing to offer activities that are not listed in Activities and activity groups (pages 16-17) must
apply through the MLN process. The final date for applications is 30 October in the academic year of the
examination series.
In addition, centres can and should be encouraged to use the MLN process if they wish to offer any
specifically developed, or adapted, activities for individual students, or groups of students; for example,
students who participate in activities such as boccia or wheelchair basketball.
Applications must be made in writing, centres will need to develop and submit to Edexcel a full activity
specification design (in the format of the published activities), along with full and appropriate assessment
criteria. The criteria must be applicable to male and female students alike.
All activities submitted will need to comply with all the appropriate recommendations related to the safety of
students as recognised by the Association for Physical Education in their publication, Safe Practice in
Physical Education & School Sport 2008.
Edexcel reserves the right to amend, modify or refuse applications and submissions.

Assessing students with physical disabilities for Section 2.1: Practical
performance
When assessing students with physical disabilities, centres need to apply necessary amendments and
adaptations to the practical activities to ensure that the individual student is neither advantaged nor
disadvantaged within the assessment because of their specific disability.
Students with physical disabilities must fulfil the requirements of the examination and cover the required
elements of the specification.
Where centres assess students who have amended techniques due to the nature of their impairment (for
example catching, passing and kicking for amputees), it must be shown that the technique underpins the skill
and it is the skill that is assessed.
As with all students, the overall assessment must be in a ‘like v like’ situation.
Students with physical disabilities often develop extremely effective techniques, which are very skilful,
although their performance may not be as effective in a non-disabled competitive situation.


Guidance relating to the use of alternative evidence for Section 2.1: Practical
performance
If the teacher/assessor cannot be present for/at a performance, then alternative evidence must be made
available to them so that assessment decisions can be made.
This evidence must be suitable and clear, and ensure that the parameters of the related controlled conditions
can be maintained. The teacher/assessor must be able to ensure that:
• while the work of the individual may be informed by working with others, each student must provide an
individual response
• that the contributions of individual students are recorded accurately.
In addition, the controls relating to feedback must be maintained; unless it is required for health and safety
reasons, feedback is not permitted during the assessed performance/performances.
The most suitable form of alternative evidence will probably be video.
Video evidence should be produced in a standard/common format, such as a DVD or VHS tape, or a ‘free to
access’ IT application, such as Windows Media Player or Quicktime. This is important as it will ensure that
the teacher/assessor is able to use the video for assessment purposes, and that Edexcel will be able to use the
video where necessary/appropriate.
Video evidence should clearly show all the assessment requirements of the selected physical activity, which
will probably require a combination of:
• wide-angled shots, to give an overall perspective
• closer range shots, to show aspects such as stance, posture and position
• close-up shots to show specific requirements and techniques, for example grips in racquet activities.
In order that all the assessment requirements are shown it may be useful for the video to be accompanied by a
commentary, or storyboard, and also that, where possible, the assessment requirements be shown ‘in order’.
Therefore, students being assessed must be easily identifiable, thus, if the video shows the student in a ‘group
performance’ (for example a group dance performance or a team game), they should be identifiable by a
number, or a particular item of clothing. Centres must consider the responsibilities relating to the acquisition,
and use, of alternative forms of evidence, for example the need for parental, or even student, consent relating
to the use of video and photographs.


Section 2.2: Analysis of performance
Section 2.2: Analysis of performance requires all students to undertake an analysis of performance, which is
made up of five separate components:
• 2.2.1: Rules, regulations and terminology
• 2.2.2: Observe and analyse performance
• 2.2.3: Evaluate performance
• 2.2.4: Plan strategies, tactics and practices
• 2.2.5: Plan a Personal Exercise Programme (PEP).
The analysis of performance must be based on one of the physical activities undertaken in the role of
player/participant in Section 2.1: Practical performance.
• The analysis of performance cannot be based on the roles of official or leader.
• Component 2.2.5 (the Personal Exercise Programme) can be based on a different physical activity to the
other sections of the analysis of performance, but must be based on an activity undertaken in the role of
player/participant in Section 2.1: Practical performance.
See Activities and activity groups (pages 16-17) for a list of accepted physical activities.
Section 2.2 provides a link between the practical performance in Section 2.1 and the theory relating to
performance in Unit 1: The Theory of Physical Education.
As with all the content of the Edexcel GCSEs in Physical Education, Section 2.2 is best delivered practically,
and through an integrated approach.
Students must be able to:
• show their knowledge and understanding of the rules, regulations and terminology of a selected physical
activity
• observe and analyse performance in physical activity
• evaluate performance in physical activity and recognise strengths and areas for improvement
• plan strategies, tactics and practices to improve skills and performance
• plan a Personal Exercise Programme to improve their fitness and performance.


Controlled assessment task for Section 2.2: Analysis of performance

Tasks must allow students to:
• show their knowledge and understanding of the rules, regulations and terminology of a selected physical
activity
• observe and analyse performance in physical activity
• evaluate performance in physical activity and recognise strengths and areas for improvement
• plan strategies, tactics and practices to improve skills and performance
• plan a Personal Exercise Programme to improve their fitness and performance.
Students can complete the first four components of the task in a variety of appropriate formats, including:
• a question and answer session
• a written report
• a presentation.
The Personal Exercise Programme (component 2.2.5) must be presented in written form.

Informal supervision is confined to ensuring that contributions of individual students are recorded
accurately and ensuring that plagiarism does not take place. This means that all work, which forms part of
the assessments must be completed in a way that enables the teacher/assessor to accurately record the
contribution of individual students and ensure that plagiarism does not take place.
supervision but this cannot contribute towards assessable outcomes); for example students can undertake
analyses of performance when the teacher/assessor is unable to ensure that contributions of individual
students are recorded accurately and that plagiarism does not take place. However, this cannot form part
of the work to be assessed.


Feedback control
However, it is not permitted in the final assessed performance/performances.
Time control
• It is suggested that the minimum duration for the analysis of performance is nine hours (combining
preparation and the final assessed analysis).
• The duration of the final assessed analysis should be based on an appropriate time to allow students to
complete each of the components of the task (2.2.1-2.2.5), in the format(s) selected. For example it may
take longer to ‘write up’ a written report than to complete a question and answer session or presentation.
Resources
• Students should be given access to all the appropriate/required resources for the task. The resources that
are appropriate/required may depend on the format used to complete the task, as well as the activity on
which the analysis is based.

• The teacher/assessor must mark all performances using the published assessment criteria (pages 24-25).


Assessment criteria for controlled assessment task for Section 2.2:
Analysis of performance

Component 2.2.1: Rules, regulations and terminology
Students demonstrate some knowledge of the basic rules and regulations and their roles in physical
1
activity and make use of simple terminology appropriate to the activity.
Students demonstrate a sound knowledge but may falter on the more complex rules and/or regulations
of the activity. They have an understanding of the basic terminology but falter on the more technical
2 aspects.
Where students present work in a written format it may show weaknesses in grammar, spelling and
punctuation. Technical language will be used, but not always accurately.
Students demonstrate a clear understanding of the rules and regulations of competition. They will, on
the whole, use correct terminology.
3
Where students present work in a written format it will, on the whole, be grammatically sound and
spelling and punctuation will be accurate. Technical language will be largely accurate.
Students demonstrate a clear understanding of the rules and/or regulations of competition and the
ability to apply them. They show a clear understanding of the technical terms appropriate for the
4 activity at this level.
Where students present work in a written format grammar, spelling and punctuation will be accurate.
Appropriate technical language will be correctly used.

Component 2.2.2: Observe and analyse performance
1 Students may describe what they have seen but not analyse the performance.
Students will make a sound observation and are able to analyse simple, but not technical, aspects of
techniques, movements, tactics or strategies.
2
Students will make a detailed observation and analyse performance making use of a variety of
recognised techniques applicable to the activity.
3
Students will observe and analyse performance and make and use a variety of recognised techniques.
They link detailed analysis of all aspects into comprehensive feedback.
4


Component 2.2.3: Evaluate performance
Students will identify and evaluate only the very basic strengths and areas for improvement in
1
performance.
Students will evaluate performances and compare one with another, indicating strengths and areas for
improvement. They will refer to the perfect model, but sometimes inaccurately.
2
Students will make a good assessment of the strengths and areas for improvement in performances.
They can evaluate and give a good explanation against the perfect model.
3
Students will evaluate the strengths and limitations of performances accurately against the perfect
model. They provide a detailed evaluation that will link all aspects of the analysis into comprehensive
4 and detailed feedback.

Component 2.2.4: Plan strategies, tactics and practices
1 Students will suggest simple strategies and practices to improve skills and/or performance.
Students will suggest simple practices to improve basic skills in order to improve performance. They
can plan simple strategies and explain basic tactics.
2
Students will make sound suggestions to improve skills and/or performance. They will suggest and
discuss tactics to take performance to a higher level. They will have sound evidence of a structured
3 quantitative analysis for some aspect of their physical activity.
Students demonstrate a very good knowledge of and ideas for practices to improve performance.
They plan more complex strategies and explain advanced tactics to improve performance. They have
very good and clear documentation for the analysis. They will evaluate the evidence and suggest
4 ways to improve performance on the basis of this evidence.


Component 2.2.5: Plan a Personal Exercise Programme (PEP)
Students will show little understanding of planning, performing, monitoring and evaluating their
fitness and training.
1
Students’ work will show weaknesses in grammar, spelling and punctuation, and if technical
language is used it may not be correct or used accurately.
Students will produce a Personal Exercise Programme to improve their personal fitness over a six-
week period of planned, personal training and can discuss their programme in relation to
2 performance.
Students’ work may show weaknesses in grammar, spelling and punctuation, and the use of technical
language may not be accurate.
Students will show clear evidence of planning improvement in fitness to take their own practical
performance to a higher level.
3
Students’ work will, on the whole, be grammatically sound and spelling and punctuation will be
correct. The use of technical language will, mostly, be accurate.
Students will produce clear and ample evidence of a well-designed Personal Exercise Programme
which shows improvement in their personal fitness over a six-week period, taking their performance
4 to a higher level.
Students’ work will show sound grammar, spelling and punctuation and appropriate technical
language will be used accurately.

Using the assessment criteria for Section 2.2: Analysis of performance
The teacher/assessor should mark all five components of the controlled assessment task for Section 2.2:
Analysis of performance using the published assessment criteria (pages 24-25).
The five components of this task are marked separately.
Each component is marked out of four.
• The marks for the five components are combined to give a mark out of 20.
• The mark out of 20 must be divided by two to give a mark out of 10, which is the contribution of the
controlled assessment task, for Section 2.2: Analysis of performance, towards the GCSE.
If dividing the mark out of 20 by two generates a fraction this should be ‘rounded up’, as the mark out of 10
should be a whole number; for example, 17 out of 20, when divided by two is eight and a half, which should
be rounded up to give nine, which is the mark that should be submitted.


Quality of Written Communication (QWC) in Section 2.2: Analysis of
performance
QWC forms an integral part of all GCSEs and is part of the controlled assessment task for Section 2.2:
Analysis of performance.
Quality of written communication takes account of grammar, spelling, punctuation and legibility, and these
are accounted for in the assessment criteria for the task.
QWC is taken into account if students present their work in a related/appropriate format (for example a
written report) in components 2.2.1-2.2.4, and in the Personal Exercise Programme (component 2.2.5), which
must be completed in a written format.
Quality of written communication also includes the use of technical language, which is an important part of
Section 2.2: Analysis of performance, and is also accounted for in the associated assessment criteria.


Glossary of terms for Unit 2: Performance in Physical Education
(controlled assessment regulations)
Controlled assessment
A form of internal assessment where the control levels are set for each stage of the assessment process: task
setting, task taking, and task marking.

Component
A discrete, assessable element within a controlled assessment/qualification that is not itself formally reported,
where the awarding body records the marks.
A component may contain one or more tasks.

Unit
The smallest part of a qualification that is formally reported and can be separately certificated. A unit may
comprise separately assessed components.
A unit may contain one or more tasks.

Task
A discrete element of external or controlled assessment that may include examinations, assignments, practical
activities and projects.

Mark scheme
A scheme detailing how credit is to be awarded in relation to a particular unit, component or task. The mark
scheme normally characterises acceptable answers, or levels of response, to questions/tasks or parts of
questions/tasks and identifies the amount of credit each attracts. It may also include information about
unacceptable answers.

Supervision
Informal supervision (medium level of control) – questions/tasks are outlined, the use of resources is not
tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to
(i) that the contributions of individual students are recorded accurately, and (ii) that plagiarism does not take
place. The supervisor may give limited guidance to students.
Limited supervision (low level of control) – requirements are clearly specified, but some work may be
completed without direct supervision and will not contribute directly to assessable outcomes.


Task marking
This specifies the way in which credit is awarded for students’ outcomes. Marking involves the use of mark
schemes and/or marking criteria produced by Edexcel.

Task setting
The specification of the assessment requirements. Tasks may be set by Edexcel and/or teachers, as defined by
subject-specific regulations. Teacher-set tasks must be developed in line with Edexcel’s specified
requirements.

Task taking
The conditions for student support and supervision, and the authentication of students’ work. Task taking may
involve different parameters from those used in traditional written examinations, for example students may be
allowed supervised access to sources such as the internet.


Amateur boxing

Skills, knowledge and understanding
It is essential that the student has a basic understanding of boxing skills and tactics, the rules of amateur
boxing, and the need for health and safety. Attacking skills can be demonstrated on hitting equipment and
defensive skills can be assessed with or without partner work, as appropriate. The skill focus is on the
attacking straight punches to the head and body and defences to those punches.
Skill area
An assessment can be made of the (orthodox or southpaw) student’s ability by demonstrating the selected
skills in a stationary or moving situation with the aid of the following: shadow boxing; drills; hitting
equipment; partner pad work; sparring (technique, conditioned or open).
Skills to be assessed:
• stance and guard: maximum protection; position of body weight in relation to feet; position of feet,
hands, elbows, trunk and chin; relaxation; maintenance of stance and guard on the move
• footwork: maintenance of base on the move; relaxed movement in all directions; short sliding and
movement of the feet; front foot range finder; rear leg power source; balls of the feet; feet at
approximately 30 degrees to the right
attack:
• using straight punches, with either hand, to the target area: the role of the lead hand; the role of the
rear hand; power source; relaxation; rotation; protection in attack; bodyweight distribution; good start
position; power line; use of single and combination punches; position of hands, knees and chin; use of
switch attack; use of single and combination punches
• against straight punches to the body target: using the feet (push away; step back with rear foot; lateral
step to either left or right, aiding the parry; pivot); using the trunk (rotation to aid the elbow block); using
the arms (tuck and load; elbow/arm block with either arm; inside and outside parries)
defences:
• against straight punches to the head target: using the feet (push away; step back with rear foot; lateral
step to either left or right; pivot); using the trunk (ducking; slipping inside; slipping outside; lay back);
using the arms/shoulders (the block/catch; the parry; shoulder block).
Knowledge and understanding:
• Preparation for and completion of training – warm-up and warm-down, as well as principles of training,
especially the need for rest
• Clothing and equipment; fluid and energy intake; hygiene
• Second Impact Syndrome – concussion
• Fundamental rules of amateur boxing: target area; scoring blow; the ring; medical scheme; tournament
officials; referee’s commands; the three-day rule; head guards; duration of rounds; bandages;
classification of boxers
• Tactical awareness (boxing skills to be used against the southpaw, orthodox boxer, counter puncher,
aggressive boxer, taller boxer and shorter boxer)
Additional information
Students must wear headguards and boxing gloves whilst participating in amateur boxing, and be supervised
by someone with specialist experience in this area. Punches/defences using hooks/uppercuts will not be
assessed. Students must adhere to the Amateur British Association ABA guidelines.


Assessment criteria for Amateur boxing: Practical performance

Stance and guard: demonstrates the basic shape of a base. Guard attempted but appears awkward.
Footwork: attempts to move but shows loss of base and balance when on the move. Feet lack co-
ordination, move different lengths and sometimes the feet cross.
1-2
Attack: unable to control hands when punching in attack, for example hands not returning to start
position, lack of accuracy, loss of power line etc. Defence: when defending limited to use of hands.
Unable to use trunk. Loss of balance and guard when attempting to defend.
Stance and guard: base is aided by suitable distance between the feet with flexed front knee, bent
rear leg. High guard is used with palms facing each other, looking through the gloves. Footwork:
attempts to move to and fro but loses base. Limited coordination using feet and hands to punch. Not
able to correct mistakes with footwork.
3-4
Attack: uses rotation in a stationary position to hit the target area using either hand. Ability to attack
from a stationary position by sliding the front foot forward to assist the lead hand. Defence:
stationary ability to guard with hands and trunk. Able also to demonstrate feet defences from a
stationary position, for example step back with the rear foot when attacked with a lead hand.
Stance and guard: base aided by rear foot being off-set and feet pointing in the same and correct
direction. Guard aided by elbows resting on the torso, rear hand guarding the chin. Trunk aligned
with feet, with lead shoulder pointing forward. Footwork: able to attack and retreat maintaining
balanced base and guard. Uses short sliding steps, moving the same distance with the feet. Feet co-
ordinate with the hands when punching.
5-6
Attack: able to use the lead hand to attack and defend. Accurately hits the target area, using single
and combination punches, whilst stationary and on the move. Able to use the trunk and feet to
demonstrate power source. Demonstrates control of timing and distance with straight punches to
target area. Able to vary power of punching. Demonstrates switch attack. Defence: able to defend
using arms, trunk and feet on the move.
Stance and guard: guard relaxed, chin down, lead hand off-set. Footwork: relaxed movement of the
feet and demonstrates the ability to move (and punch) in all directions, maintaining base and guard.
Changes direction without loss of upper body balance.

7-8 Attack: as previous level and able to change punching tempo. Uses combination punching.
Demonstrates tactical work, eg moving the opponent with the use of the feet and hands, boxing the
taller opponent etc. Defence: demonstrates knowledge of defensive skills by selecting the correct
defensive skill to use, determined by the opponent, eg parrying the lead hand of an opponent with a
longer reach.
Stance and guard: with bodyweight correctly distributed and on the balls of the feet, gloves closed
but not clenched. Hands held at the correct power line. Footwork: demonstrating the ability to
change speed in defence and attack, using the feet. Maintains body balance at all times.
9-10 Attack: able to use feints to out think/deceive the opponent. Uses hands and feet in phased
combination attacks. Demonstrates ring control using hands and feet to judge distance. Defence:
demonstrates anticipation skills using single punch counters and counter attacks using either hand.
Maintains good defence at all times.


American football

Skills required to perform during assessment in drills, skeleton plays and full structured plays
Offensive lineman:
• Technique of the three point and two point stance.
• Initial footwork out of stance.
• Correct identification of player to block.
• Blocking footwork.
• Cut blocking.
• Run blocking: locking onto opposing player; down blocking; outside blocking; penetration of the block in
a vertical direction; awareness of the play development; finishing the block; sealing an edge.
• Pass blocking: mirroring opponents moves; lateral shuffle and slide; creating a pocket away from the
quarterback.
Quarterback:
• Fundamental mechanics: securing the snap; effectiveness of three and five step drops; hand offs; arm
mechanics of the throw; footwork throughout the throwing action.
• Accuracy of the throw: spiral of the ball; throwing to receivers target zone; throwing away from the
defender; timing and velocity of the throw.
• Decision making: when and where to throw the ball.
• Deception: use of eyes; pump fake; play action fakes.
Running back:
• Stance.
• Receiving a hand off.
• Going in motion.
• Ball carrying technique – ball security.
• Running with the ball; identifying the gap; running north and south; breaking tackles; stiff arm; duke; side
step.
• Use of up field blockers.
• Running style arm action and leg action.
• Running speed and acceleration.
• Lead blocking: identifying the player to block; creating a gap.
• Pass blocking; identifying the unblocked pass rusher or lineman who needs assistance.
• Cut and shoulder blocking.


Wide receiver:
• Stance.
• Going in motion.
• Route running: speed off the line of scrimmage; punch and go; swim move; wide variety of routes, eg
slant, in, fade, corner, out, hook, flat and seam; conciseness of the route; beating the defender/getting
open; identification of space; early identification of the ball.
• Catching and securing the ball post-catch.
• Ability to continue running after the catch
• Up field blocking.
Defensive lineman:
• Stance.
• Playing the gap or player appropriate to the play call.
• Footwork.
• Power rush/bull rush.
• Speed rush.
• Swim move.
• Spin move.
• Early identification and appropriate adjustment for run or pass.
• Level of penetration.
• Hands up at the throw.
• Ability to beat the offensive lineman.
• Tackling: basic technique and side, front and rear tackling.
Defensive secondary (linebackers, cornerbacks and safetys):
• Stance.
• Moving laterally and staying in a good hitting position.
• Backwards running with speed and agility.
• Getting out of a back peddle to attack the ball.
• Switching running styles as appropriate to the development of the play.
• Footwork within each running style.
• Keeping eyes fixed on the reads.
• Zone defense; play recognition (early identification of the play and calling to others, knowledge of
individual zone responsibility, picking up player as they enter their zone, identifying pass patterns),
Blitzing.
• Playing the man: tracking and keeping with opponents movements; getting the head back to identify the
ball; making a play on the ball.
• Run play: stepping up to fill assigned gap; avoiding blocks and running to the football making the tackle.
• Tackling: basic technique; side, front and rear tackling.


Tactics for all positions:
• Understanding and coping with the players’ responsibility within a certain play.
• Understanding and coping with the overall intended goals and outcomes of a play.
• Understanding and coping with no huddle play calling.
• Understanding and coping with the use of deception within a play.

Laws of the game and their application, including refereeing signals
Sometimes, the ability of opposing players need to be taken into account when awarding marks, for example
an average offensive lineman going up against a very poor defensive lineman will get good penetration and
do very well, however, against a very good defensive lineman may get no penetration and do less well.
Students’ performances will be assessed primarily on their overall effectiveness and technique, for example a
running back with poor technique but great speed that is incredibly dominant on the field of play will not be
awarded as high marks as a running back with good technique, that also has great speed and dominance on
the field of play.
Students that play a specialist position not listed should be assessed in the most appropriate of the following
ways.
• Where the specialist position can be seen as a combination of two of the listed positions, the student
should be assessed against the sets of skills for both positions, eg a tight end should be assessed against
the skills of both offensive linesman and wide receiver.
• Where the specialist position is similar to one of the listed positions the student should be assessed
against the set of skills for that position, eg a full back should be assessed against the skills of a running
back.
• Where the specialist position is considered to be part of the special teams, the student must be assessed in
another position.
Students can perform in either one or two positions. Students that perform in two positions can achieve higher
marks, although they are not required to do so to achieve higher marks.
If a student performs in two positions, and performances in both positions meet the criteria of the same mark
band then they should receive the higher mark in that band, eg if a student’s performance in both positions
meet the criteria of the 7-8 mark band, they should receive an 8, not a 7, even if considering each performance
individually they would receive a 7, not an 8.
If a student performs in two positions, and the performances for each position meet the criteria of different
mark bands, they should receive the mark bands they should receive the mark for the position that the
superior performance is in.


Assessment criteria for American football: Practical performance

Offensive lineman: Has the ability to get into a stance and gets out of the stance on the correct snap
count more often than not. Blocks with some effectiveness in the right direction and is at least able to
significantly slow down the opposing player if only for a brief period. Has no real blocking technique.
Is relatively slow, not dynamic and struggles to keep pace with those around. Has very limited
awareness of play development but is at least able to stay focused on a specific assignment.
Quarterback: Has the ability to get back into some sort of drop and hand off or make a throw.
Throws with limited accuracy but at least in the vicinity of the receiver. Has limited technique and
puts an inconsistent spiral on the football. Has limited vision but at least has an idea of where his
receivers are on the field. Can complete a certain percentage of throws. Has a degree of decision-
making ability and throws to a receiver that is in some position to make a catch. Is not good under
pressure and is not able to adapt when a play breaks down. Running back: Has little ball security and
runs with limited acceleration and speed. Often does not choose the correct gap but makes some
attempt to beat a player and gets positive yardage some of the time. In pass protection can at least
slow a player down if only for a very limited period.
1-2
Wide receiver: Rarely gets free and has very little concept of any gaps in zone coverage. Runs the
correct route correctly but sloppily and without accuracy. Can catch a ball but not that often and drops
even simple catches reasonably often. Has very limited awareness of play development but is at least
able to stay focused on specific assignments. Is very ineffective at getting further yardage when
possible.
Defensive lineman: Has the ability to get into a stance but gets out of the stance with no real speed.
Does not get bowled over by the offensive lineman all the time but lacks any significant penetration
and makes the lineman’s job relatively easy. At least gets their body into the correct gap assigned and
has some ability to reduce the gap being created for the running back. Is relatively slow and un-
dynamic and struggles to keep pace with those around. Has very limited awareness of play
development but is at least able to stay focused on a specific assignment.
Defensive secondary: Has generally poor technique and is slow to read the play as it develops. Can
stay focused on simple assignments but rarely has the ability to stop a play. Has poor tackling
technique and has trouble with any blockers. Has very little influence in any given play.


Offensive lineman: Shows some technique in coming out of the stance and blocking a player but is
generally sloppy and still limited in blocking effectiveness. Has some degree of dynamism and can at
least keep pace with those around. Stays focused on specific assignment and shows signs of
adaptability.
Quarterback: Throws with some accuracy and can often complete short throws. Has an inconsistent
spiral but gets the ball in the vicinity of the receiver often. Technique may still be sloppy but some
basic fundamentals exist. Has knowledge of the receivers’ routes and can sometimes pick out the
open receiver. Has some degree of athleticism and can scramble enough to keep a play alive for a
short period.
Running back: Has adequate ball security, can run through a gap and get positive yardage when the
offensive line is doing their job. Has very little ability to adapt if the gap closes. Shows some running
technique and has some speed but has a lot of trouble breaking a tackle or beating a man. In pass
protection can at least slow a player down if only for a very limited period.
3-4
Wide receiver: Can get free occasionally but still has a very limited vision in spotting the gaps. Runs
simpler routes with some degree of accuracy and can hold onto simple catches most of the time. Has
limited awareness of play development and is often sloppy in running plays and may give up when
the play goes elsewhere. Can make a run after the catch where possible but with sloppy technique.
Defensive lineman: Gets into a reasonable stance and has some speed out of it. Can cause the
offensive lineman some problems but usually looses the battle at the line of scrimmage. Is not very
powerful and struggles to make anything other than the simplest tackles. Has enough knowledge to
run the correct assignment but sloppily and with limited impact. Has little awareness of the play
development around them.
Defensive secondary: Has some technique and can follow a play within their field of responsibility.
Can be in a position to attempt to make a play that enters their assigned area. Has some ability to
tackle but has trouble dealing with blockers. Does not have good awareness and is slow to react to a
play as it develops. Can stay with a player sometimes but is easy to shake off.


Offensive lineman: Has reasonable technique in the stance and coming out of the stance. Is relatively
effective at blocking a player and does not get beaten regularly. Shows reasonable blocking technique
and can demonstrate the different types of blocks. Has some awareness as a play develops and may be
able to adapt some of the time to new stimuli. Has a presence as a lineman and can function
adequately within an offensive line.
Quarterback: Has fundamentally sound technique and can complete the majority of throws between
1-10 yards and a good amount of throws from 10-20 yards. Has good timing and can throw away
from defenders keeping some degree of safety from interceptions. Has reasonable vision and can
often pick out the open man. Can adapt and scramble with some degree of success when called to do
so and whilst not extremely effective has at least some degree of responsibility and can mostly keep
the ball out of defenders’ hands.
Running back: Has reasonable fundamentals, safely carries the football and has speed and agility.
Can sometimes break a tackle and has got some skill in beating a man. Can identify the gap most of
the time but often hesitates before running north and south and does not do so hard and at full speed.
Has a reasonable degree of athleticism and has some ability to make good chunks of yards when the
5-6
opportunities present themselves. Can perform a reasonable block in pass protection and offers the
quarterback a decent level of extra protection.
Wide receiver: Can get free and find space and has reasonable technique and running style. Runs all
routes with some accuracy but changes in direction are not crisp. Can catch the majority of simple
balls and some more difficult and longer passes as well but still drops a number of passes.
Defensive lineman: Has speed out of the stance and can sometimes get penetration against a lineman
but technique and footwork are still sloppy. Can tackle with some effectiveness but often lets a strong
running back get passed. Has some awareness as the play develops and may change direction towards
the ball but often gets blocked out of the play and is relatively ineffective when the ball moves away
from their specific assigned area. Defensive secondary: Shows reasonable level of technique that
will breakdown under pressure. Has some success in dealing with blockers and can sometimes make a
play on the ball. Can follow receivers on simple patterns and has reasonable vision on the
development of a play but often lets field of vision narrow. Can tackle effectively when it is simple
and straight forward but is often beaten. Reacts to the play with relative speed and has some success
in maneuvering around blockers.


Offensive lineman: Demonstrates good technique in the stance, coming out the stance and in all the
different blocks. Is a reliable member of the line and should be able to cope very adequately with
blocking assignments. Rarely gets beaten and can often get penetration in run blocking. Is often able
to adapt to the play as it develops. Is at least reasonably athletic and has a reasonable level of power
and agility.
Quarterback: Has sound technique and a good throwing arm with a mostly consistent spiral. Throws
with reasonable accuracy and can complete the majority of throws between 1-15 yards and can throw
the deep ball with some success. Has good vision and can pick out the open receiver. Has relatively
high level of success and can be effective in moving the chains and leading a sustained drive.
Running back: Has sound fundamentals and is a strong runner with reasonable technique. Has some
finesse and can sometimes break tackles. Identifies gaps well and takes advantages of opportunities
when the line presents them but can sometimes hesitate and does not always attack the line at full
speed. Has the ability to beat a defender one-on-one quite often and is a solid and reliable player.
Runs well north and south when committed but sometimes runs too much sideways and does not get
vertical. Can get in trouble if the blocking scheme breaks down.
Wide receiver: Is able to beat an opponent and find space often. Rarely drops a simple catch and can
7-8
often catch the longer balls and balls that are not thrown exactly on target. Runs routes effectively and
with a reasonable degree of accuracy. Has a reasonable degree of athletic ability but still lacks some
finesse required to really sell play action or any sort of double move. Is reasonable effective in
adapting to a play that breaks down but does not necessarily do a good job of presenting a easy throw
for the quarterback. This player can be extremely fast and effective because of their speed but still
lacking in the fundamentals. Alternatively they can have really good fundamentals but lack the speed
to be greatly effective in a game situation.
Defensive lineman: Demonstrates all around good technique, reacts well to the offensive lineman
and has some success in getting penetration. Is solid in their duties and fills gaps well. Can pressure
the quarterback and adjusts to follow the ball with some degree of success. Is a solid tackler and a
reliable member of the defensive line.
Defensive secondary: Has good all round technique and footwork throughout a play and is solid in
their gap or zone. Marks a player effectively but may still get beaten with a well-run route or play
action pass. Tackles well with good technique but lacks some presence and aggression. Plays the
player and often does not get head around in time to see the ball. Has good athleticism and is a solid
all-round defender.


Offensive lineman: Demonstrates excellent technique in the stance and coming out of the stance. Is
quick to block the correct player and use the appropriate block with good blocking technique. Is able
to convincingly win the battle at the line of scrimmage locking onto the opponent and getting
penetration. Has good awareness as the play develops and is able to adapt effectively to new stimuli
during the play and go above and beyond a particular assignment perhaps to help out others or to
change blocking direction as the quarterback scrambles to save a play. Is powerful and aggressive in
movement whilst showing enough agility to cope with all that the defense throws at them.
Quarterback: Has very good fundamental mechanics and footwork both for dropping back, throwing
and handoffs. Throws with very high degree of accuracy and puts a good consistent spiral on the ball.
Is able to complete the majority of throws between 1-20 yards and has the accuracy to complete
throws over 20 yards. Has good vision and knowledge of the playbook knowing which routes the
receivers are running. Is able to go through each read and identify the open receiver if one is open.
Has the ability to scramble and be patient to buy receivers more time to get open but does not hang
onto the ball for too long showing good decision-making. Is a good leader and is very effective at
producing scoring drives throughout a game.
Running back: Has very good fundamentals in the stance and receiving a hand off. Carries the ball
safely and securely and always uses two hands when running at the line switching to one hand in
open space. Identifies the correct gap and adapts when the gap closes in. Has good running style. Can
perform different blocks with reasonable technique and relative effectiveness. Does not hesitate and
makes a strong north south move attacking the line hard and at full speed. Has the ability to beat a
defender one-on-one and is able to get forward penetration when tackled. Can often make a play out
of nothing even when the blocking scheme breaks down. Is able to use up field blockers where
appropriate and has the ability to break away with superior speed. When used for pass protection is
effective in identifying and blocking any extra opponents coming at the quarterback.
9-10 Wide receiver: Is able to effectively beat an opponent and get free to receive a catch. Rarely drops a
catch and is able to make an adjustment to the ball in order to make the catch. Runs routes with a high
degree of accuracy and adapts routes to maximize gaps in a zone coverage. Is able to put double
moves on defenders in order to get free and relies on deception and good body movement and
positioning as much as speed. Has good awareness as the play develops and is able to adapt
effectively to new stimuli during the play to remain free or come back to the quarterback if the
quarterback is scrambling. Secures the ball quickly and efficiently after the catch and is able to make
a move on a defender to continue running vertically to the goal line where possible. Is active and
effective during running plays and sells play action fakes well.
Defensive lineman: Demonstrates excellent technique in the stance and coming out of the stance.
Reacts quickly to the offensive lineman and is able to effectively deal with the lineman getting past to
make the tackle or at least pressuring the quarterback. Is able to convincingly win the battle at the line
of scrimmage. Has good awareness as the play develops and is able to adapt effectively to new
stimuli during the play chasing the football. Tackles hard, well and effectively with good technique
and can make a good attempt at a tackle even with an offensive lineman still blocking them. Is
powerful and aggressive in movement whilst showing enough agility to cope with all that the offense
throws at them. Has a strong influence at the line of scrimmage.
Defensive secondary: Demonstrates excellent technique throughout the play and does a very
effective job of getting involved in the play as it develops. Identifies the play quickly and shouts out
to other team mates. Is able to run effectively with a player that they are marking whilst keeping eyes
up and aware of how the play is developing. Is very quick to swarm to the ball and avoid blockers.
Plays assigned gap or zone effectively and has a positive influence on the play as it enters their area
of responsibility. Tackles hard, well and effectively with good technique. Identifies a poorly thrown
ball and tries to make a play on the ball where possible. Has a strong overall presence in each play. Is
fast, agile and dynamic.


Archery

Knowledge and understanding
Students should:
• understand the role of rules and conventions in archery to prevent cheating, encourage fair play, maintain
safety and prevent injury as practised by both GNAS and FITA
• know the roles and responsibilities of each player and be able to recognise how they are being carried out
• observe all the safety rules and regulations to ensure the safety of themselves, other participants and the
general public
• understand and observe whistles or verbal commands
• have a basic knowledge of shooting and etiquette rules
• be able to define a shooting line and a waiting line
• be able to complete a score sheet correctly.
Students should demonstrate:
• correct stance, posture and shooting position including:
– bow hand placement
– stance and body alignment
– bow control, loading the arrow
– preparation, draw, reference, release and follow through
– correct use of sight/sighting method to consistently group arrows on the target
• a suitable and sufficient warm-up and cool-down
• knowledge of their equipment and its component parts
• ability to select appropriate draw weight of bow and arrows of a safe length
• ability to safely string a bow and check bow and arrows for defects
• the correct procedures to be used whilst shooting in details.


Range, layout and safety
• Observe all the safety rules and regulations to ensure the safety of themselves, other participants and the
general public.
• Understand and observe whistles or verbal commands.
• Define a shooting line and a waiting line.
Equipment
• Knowledge of equipment and its component parts.
• Selection of appropriate draw weight of bow and arrows of a safe length.
• Safely string a bow and check bow and arrows for defects.

Shooting and technique
• Warm-up/cool-down.
• Correct stance.
• Differences between freestyle and POA.
• Adjusting sights to take into account distance changes or weather conditions.

Rules and etiquette
• Complete a score sheet.
• Correct procedures to be used whilst shooting in details.
• Know the roles and responsibilities of each player and be able to recognise how they are being carried
out.


Score to be achieved for 18 arrows at 15 metres on 80cm face with 10 zone scoring

Based on GNAS table 15-3 dozen at 15 m on 80 cm face with 10 zone scoring.

Point of aim (POA): no sight Freestyle: with a sight

1-2 Below 70 Below 100

3-4 70-88 100-115

5-6 89-106 116-129

7-8 107-121 130-139

9-10 122-133 140-148


Assessment criteria for Archery: Practical performance

Shows little knowledge of all aspects of rules/tactics/requirements; little or no understanding of their
own role and responsibilities in the activity; some knowledge of the equipment being used; little
knowledge of warming up/cooling down, combining a small range of appropriate elements that
covers some of the body.
1-2
Occasionally demonstrates the ability to adjust the equipment to improve their scores; a small range
of technically correct shots; little or no competence in any areas of shot preparation and execution.
Has little understanding of the roles of Field Captain, Judge and Archer for the successful completion
of a tournament or practice session.
Shows reasonable knowledge of all aspects of rules/tactics/requirements; reasonable understanding of
their own role and responsibilities in the activity; some knowledge of the equipment being used;
reasonable knowledge of warming up/cooling down, combining a reasonable range of appropriate
elements that covers some of the body.
3-4
Occasionally demonstrates the ability to adjust the equipment to improve their scores; a reasonable
range of technically correct shots; some competence in most areas of shot preparation and execution.
Has a reasonable understanding of the roles of Field Captain, Judge and Archer for the successful
completion of a tournament or practice session.
Shows moderate knowledge of all aspects of rules/tactics/requirements; moderate understanding of
their own role and responsibilities in the activity; moderate knowledge of the equipment being used;
moderate knowledge of warming up/cooling down, combining a reasonable range of appropriate
elements that covers some of the body.
5-6
Occasionally demonstrates the ability to adjust the equipment to improve their scores; a moderate
range of technically correct shots; some competence in most areas of shot preparation and execution.
Has a moderate understanding of the roles of Field Captain, Judge and Archer for the successful
Shows good knowledge of all aspects of rules/tactics/requirements; good understanding of their own
role and responsibilities in the activity; good knowledge of the equipment being used; good
knowledge of warming up/cooling down, combining a range of appropriate elements that covers most
of the body.
7-8
Mostly demonstrates the ability to adjust the equipment to improve their scores; a good range of
technically correct shots; good competence in all areas of shot preparation and execution. Has a good
understanding of the roles of Field Captain, Judge and Archer that are required for the successful
Shows excellent knowledge of all aspects of rules/tactics/requirements; thorough understanding of
their own role and responsibilities in the activity; excellent knowledge of the equipment being used;
excellent knowledge of warming up/cooling down, combining a wide range of appropriate elements
that covers the whole body.
9-10
Demonstrates the ability to adjust the equipment to improve their scores; an excellent range of
technically correct shots; complete competence in all areas of shot preparation and execution. Has a
excellent understanding of the roles of Field Captain, Judge and Archer that are required for the
successful completion of a tournament or practice session.
Please see score sheet on page 42, when awarding marks within the mark band.


Association football

Advanced skills developed in structured plays to enable students to perform in the context of the
assessment
• Control in pressurised situations: use of chest, thigh, feet and head.
• Passing:
– short pass – including use of both feet; use of the inside and the outside of the foot
– long pass (along the ground, lofted pass) – skills to include use of both feet, outside of the foot and
the chip pass
– body pass – use of head and chest.
All students should show an accuracy of pass as well as the ability to ‘weight the pass’.
• Shooting: power shots (short and long range); shots with inside and outside of foot (swerving shots); first
time shots (volleys and half volleys); heading; shooting on the move; penalty kicks and direct free kicks.
• Tackling: block tackle; side tackle; sliding tackle.
• Dribbling: close control; use of either foot; feints; changes of pace and direction.
• Heading: defensive and attacking; for distance and for accuracy.
• Jockeying: pressurising and attacking; closing down a player.
• Goalkeeping skills: throwing for distance and accuracy, punching, palming, handling of shots and crosses
– to include pressurised situations; kicking dead ball and clearance; narrowing the angle and diving saves.
Application of advanced skills in a structured game situation providing the basis for the assessment of
the individual student
• Wall pass; pass and go; one touch play.
• Dribbling past an opponent – both sides, feints, close control.
• Pressurised practices and games, eg 3 v 3 or 4 v 4 illustrating spatial awareness; timing – when to
run/pass; judgement – where to run, which pass.
• Positional sense; support; weighting the pass.
Tactics
• Attack: depth, width and penetration in attack; use of space and timing; mobility; support play; positional
sense. Movements of the ball.
• Defence: close marking; lateral running; covering; depth, width and concentration in defence; delay in
defence; man to man and zonal marking.
• Set pieces: direct and indirect free kicks.
• Corner kicks.
• Throw-in and goalkeeper’s kicks.
Systems of play.
Laws of the game and their application, including refereeing signals.


Assessment criteria for Association football: Practical performance

Passes with some accuracy. Passes will tend to be under or over hit. Eyes taken off ball prior to
contact. Shows reasonable skills but the ball is often played too far in advance and control is often
lost. Appears uncomfortable with the ball at his/her feet. Unable to take pace off ball so that it
1-2
bounces off part of body used to control it. Looks awkward with the ball coming towards them.
Participates in game with limited effectiveness. Has difficulty performing basic skills in game
situation. Shows uncertainty in comprehending team tactics.
Passes accurately with correct part of foot. The pass sometimes lacks correct weighting. Shows more
basic control and technique. Ball kept within easy reach, but sometimes loses control. Control is
dominated by the inside of the foot. Demonstrates control in isolation. Ball pushed forward slightly,
3-4 ready for the dribble or pass. Some control may fail to remove ‘pace’ from ball. Experiences
difficulty with ball coming at differing heights. Starts to become more effective in game situation.
May exhibit some individual skills in chosen position although they may be affected by pressures of
the game. Will prefer others to take control.
Passes ball with accuracy while on the move. Demonstrates correct technique and timing while
making various passes. Can run at opponent and dribble past on chosen side with close control of the
ball and a high rate of success. Able to exercise control with either foot, having judged the pace and
5-6 direction of oncoming ball. Ability to use chest and thigh as means of control is evident, although ball
may not drop as close to feet as desired. Shows some ability to influence game either in attack or
defence. Use of skills is evident under pressure. Able to switch quickly from attack to defence and
appreciates the main tactics involved.
Passes ball with accuracy while on the move. Demonstrates different types of pass. Using correct
technique and timing – displays accuracy with all types of pass. Shows tight control while dribbling
past opponent on either side and is beginning to develop a feint action with the upper body. Able to
7-8
control with all parts of body and apply this frequently in pressurised competitive situations. Able to
exert an influence on game in both attack and defence. Makes few unforced errors and assists team
mates. Shows high level of skill and tactical awareness.
Demonstrates all types of pass with accuracy, good timing and correct pace. Can pass accurately
while on the move, with both inside and outside of the foot. Shows high level of balance and ball
control when dribbling past an opponent. Able to ‘wrong foot’ opponent using feint to go in one
direction and move off in other. Able to control ball with both feet, demonstrating ability to push ball
9-10
in front of body while moving forward, to create space while controlling the ball. Controls ball
effectively with all parts of the body. Creates space as ball is controlled. Exerts significant control
over game. Shows outstanding level of skill, tactical awareness and anticipation, making very few
unforced errors, even under competitive pressure.


Athletics

Students must offer three events taken from at least two groups (running events, jumping events or throwing
events detailed below).
Students who base their Analysis of Performance (Section 2.2) on athletics.
The assessment of practical activities is not based on objective tests but is concerned with the application of
technique to produce a skilful action resulting in the student’s best overall performance in terms of time,
height and/or distance. This final performance will be an indicator of the standard of the student.
Centres that use the shine: awards may use these performance standards as guidelines for the assessment of
athletic performance.
Jumping events (vertical and horizontal)
• High jump (vertical)
– Approach run: measure accurately, check marks.
– Take off: gathering of arms, sink position, uncoiling upwards.
– Flight.
– Style: one of straddle, scissors, fosbury flop (only if facilities permit).
– Landing.
• Long jump (horizontal)
– Approach run: measure accurately, check marks.
– Take off: closeness to board, sink and lift.
– Flight.
– Style: one of hang, hitchkick and sail.
– Landing: feet together, use of arms and hands.
• Triple jump (horizontal)
– Approach: measure accurately, check marks.
– Hop, step and jump phases.
– Flight: maintaining height and momentum.
– Landing: feet together, use of arms and hands.
• Pole vault (vertical)
– Grip.
– Approach run.
– Plant.
– Take off.
– Flight, release and push.
– Landing.


Running events
• Position at start (use of blocks where appropriate).
• Arm action and leg action.
• Posture and head carriage.
• Tactics during a race.
• Finish: use of body.
– Hurdles: approach, flight over hurdle – leading leg and arm positions, trailing leg, pick up from
hurdle, stride pattern.
– Relay: start, methods of baton exchange and placement of runners; use of check marks.

Throwing events
• Discus
– Initial stance, grip and preparation.
– Preliminary swings.
– Movement across the circle.
– The throwing action.
– The release: angle, body position and flight.
• Shot putt
• Javelin
– The approach run to point of release – use of cross-over step.
• Hammer
– Preliminary swings.
– The release: angle body position and flight.
• Tactics
• Running events: for example, pacing of races.
• Throwing events: for example, selection of throws.
• Jumping events: for example, selection of starting heights.
Students are expected to know the rules applicable to their athletic events.


Assessment criteria for Athletics (General performance levels):
Practical performance

0 Performance(s) not worthy of credit.
1-2 Performs one event with outstanding level of technique or performance.
3-4 Performs one event with moderate technique and performance.
Performs one event with good level of technique and performance, or performs two events with
5-6
moderate levels of technique and performance.
Performs one event at a high level of technique and performance and one event at a good level, or
7-8
performs two events with good technique and performance.
Performs one event with outstanding level of technique and performance, or performs two events at
9-10 a high level of technique and performance, or performs three events at a very good level of
technique and performance.

In deciding the final grade, a major factor is whether the student performs at the level with the required
standard of technique and performance.
For example mark band Level 7-8, if the student can demonstrate two events with good performance but
not with good technique, she/he would be awarded at 7 not 8.
In deciding the final grade, a major factor is whether the student performs at the level with the required
standard of technique and performance.
For example mark band Level 7-8: if the candidate can demonstrate two events with good performance
but not with good technique, he/she would be assessed at 7 not 8.


Assessment criteria for Athletics (vertical jumping events):

Run-up: lacks speed, conviction and rhythm. May show some idea of shape in high jump.
Take-off: lacks attack and lift.
1-2
Flight: poor technique over the bar, may drop hips in Fosbury, may look more like scissors.
Landing: lands on wrong part of the body and facing wrong direction.
Run-up: shows some attack on approach and an elementary idea of setting out the run-up.
Take-off: lacks speed and attack. May be too close to or too far away from the bar.
3-4
Flight: shows some technique but may still be rather crouched.
Landing: may still not land on the correct part of the body and jump still resembles a scissors jump.
Run-up: shows correct shape.
Take-off: shows some attack. The leading leg shows some drive upwards, assisted by the leading
5-6 arm.
Flight: lay out position shows more arch.
Landing: may land on correct part of the body but facing the direction of run-up rather than the bar.
Run-up: accurate and shows good rhythm.
Take-off: shows good attack, and from the correct position in relation to the bar.
7-8
Flight: leading arm rises high over the bar and flight is controlled.
Landing: lands on correct part of the body, correct position on the bed.
Run-up: shows correct shape with excellent rhythm and aggression at take-off.
Take-off: leading leg drives vigorously, assisted by leading arm. Correct position in relation to the
9-10 bar.
Flight: excellent shape in flight, legs raised high to complete the jump.
Landing: lands well on correct part of body and facing back towards the bar.


Assessment criteria for Athletics (horizontal jumping events):

Run-up: has little idea of how to set out the run-up, which is also slow.
Take-off: lacks attack and lift.
1-2 Flight – long jump: no idea of hang or other chosen technique in flight, lacks height.
Flight – triple jump: no rhythm, no step and runs out of speed in the jump.
Landing: no leg shoot, legs may well be underneath on landing.
Run-up: has some idea of how to set out the run-up, which may be faster but still lack sprinting
speed.
Take-off: may show some attack but not real conviction.
3-4 Flight – long jump: some simple form of technique may start to emerge.
Flight – triple jump: the three phases may not be well spaced, probably lacking in the step phase.
Lacks rhythm.
Landing: still lacking in leg shoot.
Run-up: much more idea of how to set out the run-up. Has some speed in the approach with a good
sprinting action.
Take-off: shows much more attack but may still lack the lift due to lack of technique.
5-6 Flight – long jump: some idea of technique, probably the hang, may start to appear.
Flight – triple jump: may still lack rhythm and distribution in phasing. May run out of speed in the
jump.
Landing: attempts to get the legs forward of the body assisted by more speed.
Run-up: able to set out a good run-up and adjust accordingly. Has a faster, more powerful approach
with good sprinting action.
Take-off: much more capable of transferring the speed into attack and lift.
7-8 Flight – long jump: flight shows much more technique.
Flight – triple jump: phasing should now be much better with step contributing more to the
complete jump.
Landing: leg shoot beginning to appear.
Run-up: very fast and aggressive on the board, with very good sprinting action.
Take-off: speed transferred into excellent lift at take-off.
Flight – long jump: achieves good height with correct technique and little forward rotation.
9-10
Flight – triple jump: three phases well spaced with good use of the arms, thigh lift and drive off the
ground. Very good rhythm.
Landing: good leg shoot and sink to complete the jump.


Assessment criteria for Athletics (Running events): Practical performance

Starts: has little or no idea of how to set out start position. May come upright too soon.
Sprints – posture: poor head carriage and tight in shoulders.
Sprint: relay – giving the baton: may carry baton in wrong hand, react too early, slow down too
soon, fail to place the baton properly, or combinations of these.
1-2
Sprint: relay – receiving the baton: sets off too early/late/slowly. May offer wrong hand, or offer
hand incorrectly, or stand in the wrong position in the lane.
800 m, 1500 m, steeplechase: shows no pace judgement or tactical awareness. Uneconomical style
which gets worse as the race progresses.
Starts: some idea of how to set out start position, but head may be too high or hips high in set.
Sprints – posture: head may lack stability with tight shoulders, lacking drive from arms, legs.
Sprint: relay – giving the baton: probably does not sprint hard into the box, may lack confidence in
the exchange.
3-4 Sprint: relay – receiving the baton: may have check marks but in the race may not make best use of
them. Unsure when offering back hand, too high or too low, may not make it easy for incoming
runner.
800 m, 1500 m, steeplechase: shows some pace judgement but little tactical awareness. A more
economical style.
Starts: has a good idea of how to set out the start position and position at set.
Sprints – posture: stable head action, more loose in shoulders. Arms drive in good line. Leg drive
more apparent.
Sprint: relay – giving the baton: uses correct hand appropriate to position in team, comes into the
5-6 box with some speed.
Sprint: relay – receiving the baton: has some knowledge of check marks, knows when to set off but
may lack confidence. Gets back the correct hand but may be too high or too low.
800 m, 1500 m, steeplechase: able to judge pace more accurately; economical style is apparent, but
becomes less so towards end of race.
Starts: sprint start shows quite a good pick-up.
Sprints – posture: good and maintained for most/all of the race.
Sprint: relay – giving the baton: comes in with confidence and speed, knows which hand to use and
why. Uses the correct position in the lane.
7-8
Sprint: relay – receiving the baton: can set out check marks and assumes correct position in the
lane, demonstrates effective technique in either the down or upsweep.
800 m, 1500 m, steeplechase: shows good pace judgement with economical style throughout. Begins
to show tactics suitable to ability.
Starts: drives from the correct leg, keeping low.
Sprints – posture: good knee lift appropriate to the event. Powerful leg drive apparent, good
technique on the bend as appropriate.
Sprint: relay – giving the baton: drives hard into the box, giving the baton with good technique and
9-10 understands both up/down techniques.
Sprint: relay – receiving the baton: can use check marks appropriately, goes at correct time, offers
hand in correct position, accepts baton smoothly using either technique.
800 m, 1500 m, steeplechase: shows good technique over full distance. Could be paced by 2 or 3
runners in relay to give opportunity to show pace judgement, tactics and ability to compete.


Assessment criteria for Athletics (Throwing events): Practical performance

Grip: has little idea of correct grip. Probably uses standing throw.
Preparation: may over-prepare, for example discus swings, or show no preparation.
Movement: little or poor preparation.
1-2
Release: wrong or poor angle and point of release – poor timing.
General: technique may be hampered by body shape or size. Has clear idea of safety and some
simple rules of competition.
Grip: has some idea of the grip in chosen throw(s). Has a reasonably effective standing throw.
Preparation: may not get into the correct position, for example ‘T’ position in shot, straight leg or
position of shot in neck.
3-4
Movement: may have problems with the turn in discus and hammer.
Release: may finish incorrectly, for example poor balance.
General: shows a high awareness of safety rules and knows the basic rules of competition.
Grip: uses correct grip appropriate to event.
Preparation: gets a better position, for example bend of the leg in shot.
Movement: travel and trunk position good, but may lack speed, for example across shot circle.
5-6 Release: arrives in the wrong position, for example be standing up in the shot. May lack drive from
the leg.
General: shows a high awareness of safety and good knowledge of the rules of competition. Timing
beginning to be evident.
Preparation: good position, balanced, relaxed and controlled.
Movement: shows some speed and aggression in the run-up, turn or glide/step back.
7-8
Release: shows much more drive at release which will make better angle.
General: has a high awareness of safety and very good knowledge of the rules of competition. Good
timing and rhythm of the event starting to appear.
Preparation: clearly correct, well balanced, relaxed and controlled.
Movement: has good rhythm and timing, for example slow build-up, fast finish, correct feet
movement and placement.
9-10
Release: reaches front of the circle in correct delivery position. Throwing arm left behind until the
last moment, hip driving into powerful release, made at the correct angle.
General: shows high awareness of safety and good knowledge of the rules of competition. Good
timing of each phase, smooth rhythm and transition.


Badminton

assessment
• Grips and their uses.
• Clears: defensive and attacking.
• Drop shots: fast/slow.
• Service:
– high
– low
– flick
– drive
– low backhand
– flick backhand.
• Smash: forehand.
• Sidearm strokes: forehand and backhand drives and push returns.
• Net shots: forehand and backhand.
• Underarm strokes: both on the backhand and forehand the underarm clear; block return of the smash.
• Stroke restriction and court restriction drills.
• Structured rallies and plays.
• Tactics – for singles, level doubles and mixed doubles.
• Positioning in attack and defence; ie formations: front and back; side by side.
• Correct choice and use of the appropriate stroke when attacking or defending.
• Variation:
– in the length of shots
– in the pattern of play
– in the angle of shots.
• Anticipation.
• Deception.
• Serving strategy, ie the service and the receiving of service in relation to the above points.
Laws of the game and their application
Knowledge of court layout, as well as scoring and umpiring.


Assessment criteria for Badminton: Practical performance

Grip: poor – often pan handle.
Hitting action: a tap back to partner.
High clear (rally): not recognisable.
Drop shot: unable to recognise this.
Smash: little power. No footwork positioning.
Serve: a tap over the net or if a high serve is attempted it is very short.
General stroke play: has difficulty in playing basic strokes. Difficult to distinguish between
individual strokes, ie drop shot and clear land midcourt. Has a tendency to stand mid-court. Foot
1-2 movement is poor, fairly static. Only able to return shots which are within easy reach. Grip is
generally incorrect and most strokes are played in a square position. Serve lacks disguise and all end
up in the mid-court area.
Game situation: unable to influence game. Very limited contribution with skills not in evidence
during play. Understanding of tactics is poor; content just to get shuttle over the net. Unable to
comprehend changes in tactics. Shows large degree of uncertainty. Participation in game minimal,
only return shots within reach. Needs guidance as to where to stand in the court at service and which
side to serve/receive from. Unsure of scoring system and court markings for singles/doubles; appears
lost and confused at times.
Grip: pan handle.
Hitting action: poor action which may be unbalanced.
High clear (rally): a midcourt rally (½ court). Poor footwork to move to shuttle behind.
Drop shot: high over net or too long with much inaccuracy.
Smash: flat though may have power.
Serve: high: erratic only reaches two thirds of court. Low: too high/too short.
General stroke play: able to play a range of forehand strokes. Clear technically more correct than
other strokes, hit to a length of two thirds of court. Drop shot rather high over net. Able to maintain
stroke during rallies. Smash plays with some direction but no real power and rarely wins the rally.
3-4
Does try to maintain sideways position when returning from the back court but anticipation is poor
and does not play in front court with racket leg forward. High serves travel two thirds of court, low
serves are high and lack disguise.
Game situation: more effective. May exhibit some individual skills although these sometimes break
down under pressures of a game. Rallies are maintained but made up of forehand strokes hit above
head from mid-court to mid-court. Rallies ended by mistakes rather than point winning shots. Game
play needs greater variation of angles and length to become more effective. Has a good understanding
of positioning at service but during a rally fails to reposition especially when playing doubles. Can
score but can get confused with court markings.


Grip: may have correct grip for some shots or effective in pan handle.
Hitting action: action may be correct for some shots.
High clear (rally): a rally usually two thirds of court. May attempt backhand with difficulty and little
success.
Drop shot: accurate though sometimes long or too high.
Smash: downward flight. Hard but lacks consistency.
Serve: high: correct and accurate. Low: accurate/may show disguise.
General stroke play: performs most basic strokes with good standard of technique, good length and
placement is obvious, particularly when clearing. Drop shot is played with disguise, although
5-6
sometimes too high. Underarm clear is played with racket leg forward and generally to the back of the
court. Attempts backhand clear but experiences difficulty. The correct grips are used and the
sideways stance is evident when appropriate. High serves reach the required depth, low serves are
more disguised, the flick serve is evident.
Game situation: plays effectively in game situation. Demonstrates a good level of skill. When under
pressure of a game may make an unforced error occasionally. Shows some understanding of front and
back and side by side formations. Rallies demonstrate ability to anticipate opponent’s shot. Moves
efficiently around court. Attempts to place shots and vary angles although not always successful. In
doubles is aware of partner but often repositions too late. Understands scoring and court markings.
Grip: good grip forehand and maybe some backhand.
Hitting action: good action which is effective and some backhand.
High clear (rally): a good rally which should reach full court with follow through.
Drop shot: good technique – low over net. Good close to net. Some disguise.
Smash: downward with power and consistent. May be able to defend.
Serve: good technique for both low/flick from backhand.
General stroke play: demonstrates a good standard of technique whilst performing all basic strokes.
Plays smash downwards with power. Can attempt backhand smash. Net shots are played with finesse
7-8
and disguise, racket leg forward. Drop shots are played with disguise and are low over the net.
Backhand drive reaches back of court. Can backhand low serve although often a little too high.
Game situation: able to exert an influence on game. Good range of strokes and tactics in evidence
even under pressure in rallies. Shows anticipation of opponent’s shots and the ability to disguise own
shots. Moves well about court allowing preparation time to return shots. Is able to effectively vary
angle and depth making very few unforced errors when doing so. In doubles is very aware of partner
and anticipates movement in order to cover court effectively. Uses a combination of front and back
and side by side formations moving anti-clockwise about the court.
Grip: good in forehand and backhand.
Hitting action: excellent action forehand and backhand for all shots played.
High clear (rally): excellent baseline rally with good style and movement. Some may be backhand
with distance.
Drop shot: excellent disguise and movement of shuttle. Able to show fast/slow drop shots to beat net
player.
Smash: excellent smash and able to follow up. Able to defend effectively.
Serve: able to show a variety of serves – some with disguise. Good backhand and flick.
9-10 General stroke play: displays excellent level of performance while demonstrating full range of
strokes, all played with correct technique, power and direction. Moves efficiently about court taking
few steps, lunging onto racket leg when playing in the front court. Can perform all serves including
backhand flick serve.
Game situation: exerts significant control over game. Shows outstanding level of skill and tactical
awareness making very few unforced errors. A very accomplished player who plays with variation,
depth, disguise and placement. Reacts quickly to the situation selecting the correct stroke according to
the opponent’s stroke/position. In doubles interacts well with partner ensuring the whole of the court
is covered at all times. Has an excellent understanding of the laws of the game.


Baseball

assessment
Batting
• Grip, stance, foot placement (‘toeing the peg’), swing, follow through.
• Hitting to all fields (‘off and leg’).
• Baserunning.

Bowling
• Fundamental bowling mechanics.
• Pendulum action.

Fielding
• Use of the glove, throwing, catching, fielding ground balls, catching fly balls.

Positional play
• Bowler, backstop, infield (1st base, 2nd base, 3rd base), outfield.
Shot restriction and structured drills.
Tactics
• Defence:
– Bowling: ‘off-peg’ and ‘leg-peg’.
– Fielding positions.
• Offence: Shot selection (positional hitting) – hitting to leg/off/over the slips.
• Umpiring.
• Scoring.
This criteria applies to both English and Welsh versions of baseball. Please note that students may not offer
rounders or softball as well.


Assessment criteria for Baseball: Practical performance

Batting: demonstrates an idea of where to stand at bat, rarely makes contact. Bowling: demonstrates
‘static’ bowling action. Standard is very inconsistent with a high percentage of bad balls. Fielding:
demonstrates basic catching and throwing action over short distances but poor technique with little
1-2 consistency. Little success catching high balls. No evidence of returning ball from outfield with
accuracy/power.
Game situation: participates in the game situation with little effectiveness, struggles to perform even
the most basic skills, looks uncomfortable when batting, bowling or fielding.
Batting: clearly demonstrates how to ‘toe the peg’. Evidence of good grip, makes contact with the
ball less than 50 per cent of the time. Contact made but with little control of direction. Bowling:
Some evidence of correct movement across the bowling box. Delivery is more consistent but little
3-4 evidence of variation in speed of delivery. Fielding: can throw accurately over short distances/around
bases. Struggles to return the ball from deep but can make the easy catch.
Game situation: starts to play a more effective role in the game. May display some individual skills
but these may be affected by pressure of a competitive situation.
Batting: ‘Toes the peg’ correctly with the correct stance, makes more regular contact with the ball
and displays evidence of shot placement according to field placings. Bowling: movement across the
box becoming more fluent. Delivery becoming more consistent with more ‘goods’ being bowled. Is
able to vary deliveries over ‘off’ and ‘leg’ pegs and can use slower/quicker deliveries. Fielding:
5-6 throws with consistent accuracy, catches with confidence, displays ability to adjust to speed and
direction of ball. Shows evidence of ability to pick up ball on the run and can demonstrate the ‘long
barrier’ technique.
Game situation: makes a positive contribution to the game and displays more consistent skill level
under the pressure of a competitive situation.
Batting: demonstrates good ready position at the batting ‘pegs’. Technique of striking the ball is
good and shows ability to make regular contact. Shows clear evidence of shot placement according to
field settings. Bowling: more ‘rhythmic’ movement across the length of the bowling box.
Demonstrates a consistent level of bowling with only occasional ‘bad’ balls. Can display variation of
7-8 height and direction within ‘good ball’ area. Fielding: can demonstrate all skills with consistency. Is
able to anticipate direction of ball and adjust position accordingly. Has ability to pick up ball on the
run and use the ‘long barrier’ technique to good effect.
Game situation: exerts considerable influence on the game in at least two of the three areas: batting,
bowling or fielding. Makes few errors, shows evidence of backing-up other fielders.
Batting: has confident approach to batting ‘pegs’ and adopts a very positive batting stance. Makes
regular contact and places the shot confidently, accurately hitting to ‘off and leg’. Tactical awareness
to get team mates home. Bowling: clearly demonstrates excellent technique in all variations of height,
9-10 speed and direction with very few ‘bads’ being delivered. Is able to bowl to field setting. Fielding:
demonstrates outstanding fielding ability, displays authority and exerts pressure on the batsman.
Game situation: exerts significant influence over the game, displays outstanding skills, tactical
awareness and anticipation. Makes few errors.


Basketball

assessment
• Passing: chest pass; bounce pass; javelin pass (long) and overhead pass.
• Receiving and rebounding.
• Dribbling: either hand; using changes of hand; direction and pace; high, low and reverse dribble; roll.
• Shooting: lay-up shots; set shot; jump shot; hook shot and free shots.
• Footwork: pivoting; changes of pace and direction; stopping.
• Fakes: for example fake shot and drive.
• Positions: guard; forward; post play (pivot).

• Defence: defence close to basket (against forwards and guard); defence away from basket (against
forwards and guard); 1 versus l; 2 versus 2; sliding defence; switching defence; guarding: rebounding and
blocking.
• Offence: give and go (wall pass); cut to the basket; offensive roll; 1 versus 1; post play; screen play;
blocking out and rebounding.
Tactics
• Defence: man to man; pressing defence (full and half court); zone defence 1-2-2; 2-1-2; 1-3-1;
double teaming.
• Offence: one to one; fast-break offence; zone offence: 2 on 1 situations; horse shoe; overload offence;
post plays; screen plays; offence against half court and full court, zone presses and plays.
• Special situations: jump ball; out of bounds ball.



Assessment criteria for Basketball: Practical performance

Displays some control. Uses only one hand. Looks at ball. May lack weight and/or direction.
Catching lacks consistency. Student will not signal or signals in the wrong place. Unable to show
correct legal technique. Places ball at wrong spot on backboard. Cannot dribble and look at the
1-2 backboard. Shoots from wrong position, for example ball shot from the chest. Feet incorrectly
positioned. May jump forward. No co-ordinated jump action. Has limited effectiveness in game. Has
difficulty with basic skills in the game situation. Poor defence techniques both in his/her positioning
and stance. Lacks positional sense in offence.
Maintains control. Correct contact (fingers on ball). Uses one hand but may adopt very upright body
position. Shows better technique (especially chest pass) and passes over long distance. Feet correctly
positioned. Catching is more consistent but does not show for the ball. May show correct legal
3-4 technique. Lacks drive. May look at the ball for too long. More use of the legs. Shot may lack height.
No ‘point’ at the end of shot. No effective shot phase. Poor timing of leg and arm action. More
effective in the game. Demonstrates basic skills in the game but unlikely to threaten opponents’
basket regularly. Gets into better defensive positions and shows some idea of attacking positions
Shows higher level of control. Uses either hand, but one is weaker. Shows correct body position with
legs slightly bent. Head up for maximum vision. Good technique including bounce (skid) pass. Uses
javelin and overhead. Catching is consistent including overhead. Uses fake/deception. Signals for ball
effectively. Correct leg technique. Head up during dribble. Some drive and ball laid up correctly from
5-6 strong side. Shot has clear leg, arm and follow through action but may lack height and accuracy.
Effective standing jump shot. Timing may be poor. May land away from take-off spot. May be used
effectively in the game. May threaten opponents’ basket and will have an understanding of their
defensive role and personal defence, for example stance. May have some understanding of his/her
role in offence.
Able to change speed and direction and is effective with either hand. Appropriate use of bounce and
ball protection. Passes effectively with good technique while on the move. Can use a variety of passes
with deception. Signals effectively and shows good timing. Good standard of technique and control.
Strong drive in drills. Can drive from weaker side but may not lay up with weaker hand. Good
7-8
standard of technique with a good level of success. Very effective standing jump shot. Good
technique. Very good timing landing in correct position. Shows a good level of skill even under
pressure. Can have an influence on the game in defence and offence. Understands and plays to the
team’s tactics. Can exploit openings and threaten opponents by scoring and/or assisting.
Can drive at speed and with control. May be able to reverse on to the other hand. Can drive off either
hand. Excellent technique. Can pass at speed whilst on the move. Very good accuracy and timing and
very good use of signals. Excellent technique. High level of success. Can drive under the ring and
reverse lay-up. Flowing action with clear follow through. Can shoot correctly off the drive. Very
9-10
good technique. Very good timing landing in the correct position with a good point to the ring. High
level of skill in his/her chosen position. Shows significant control over the game. Makes few unforced
errors. Excellent timing to exploit openings and is able to drive to basket. Demonstrates an
understanding of tactics in defence and offence.


Canoeing/kayaking

The teacher/assessor should choose appropriate skills/manoeuvres for each student from the following lists,
subject to the capabilities of the student and the weather/water condition. The course is intended for students
to use kayaks and canoes with elementary skills relating to kayaks and extension manoeuvres relating to open
canoeing.
Knowledge and equipment
• Access to rivers and agreements.
• Different types of craft.
• Name parts of craft.
• Difference between buoyancy aid and lifejacket.
• History of the sport (basic).
Safety
• Swimming ability. • Knowledge of hypothermia/first aid.
• Fit buoyancy aid safely. • Location of nearest phone and first aid.
• Wear appropriate clothing and footwear. • Effect of current, wind and tide.
• Lifting and carrying craft. • Recognise hazards.
• Check craft. • Towing.
Skills/manoeuvres
• Launching. • Rescue a capsized canoeist from deep water.
• Forward paddling. • All in rescue.
• Backward paddling. • Capsize drill (with spraydeck fitted kayak only).
• Stopping forwards. • Show beginnings of rolling (kayak only).
• Capsize and swim. • Paddle in a straight line using J stroke (canoe
• Stopping backwards. only).
• Tilling craft to assist turning. • Show beginnings of Reverse J, cross deck draw
and C stroke (canoe only).
• Turning whilst on the move – strokes applicable
to craft. • Demonstrate sculling for support (kayak only).

• Reverse craft on a figure of eight course. • Ferry glide.

• Moving sideways – strokes applicable to craft. • Move across, in and out of the current.

• Supporting low brace (with high brace kayak
only).
NB Students are expected to do only those skills and manoeuvres appropriate to the craft they are using.
Moving water skills can be done on grade II water.
Environmental issues
Impact of canoeing/kayaking on the environment.


Assessment criteria for Canoeing/Kayaking: Practical performance

Can launch their kayak, paddle forwards and backwards and stop. Can perform a clean capsize and
1-2
paddle along a simple course.
Can turn by tilting the kayak, reverse the craft with control along a figure of eight course, and propel
3-4
it sideways. The capsize is performed with good control.
Can rescue a capsized canoeist from deep water, reverse the craft with control along a figure of eight
5-6
course, show the use of support stroke; move the craft sideways using two different strokes.
Can perform a capsize drill and swim to shore with the equipment. All strokes are performed
7-8 efficiently with good posture and control. They can perform a rescue giving clear commands to the
capsized canoeist.
Can, in a capsize, swim with the paddle to the craft and swim to shore. Moves across, in and out of
9-10 currents efficiently; shows command of rescue situations; and demonstrate all strokes to a high level.
Shows the beginnings of rolling.

Skills/manoeuvres assessed in situations of increasing difficulty to appropriately challenge the
individual’s level of performance in a problem solving environment
1 Launching 11 Supporting low brace (with high brace kayak
only)
2 Forward paddling 12 Rescue a capsized canoeist from deep water
3 Backward paddling 13 All in rescue
4 Stopping forwards 14 Capsize drill (with spraydeck fitted kayak
only)
5 Capsize and swim 15 Show beginnings of rolling (kayak only)
6 Stopping backwards 16 Paddle in a straight line using J stroke (canoe
only)
7 Tilting craft to assist turning 17 Show beginning of Reverse J, cross deck
draw and C stroke (canoe only)
8 Turning whilst on the move – strokes 18 Demonstrate sculling for support (kayak only)
applicable to craft
9 Reverse craft on a figure of eight course 19 Ferry glide
10 Moving sideways – strokes applicable to 20 Move across, in and out of the current
craft

The assessment must enable the student to demonstrate their level of technical ability in order to
overcome increasingly demanding and challenging situations and problems. For higher-level marks,
these will necessarily require a range of experiences in the natural environment.


Clay pigeon shooting

Coaching
To be carried out by a Clay Pigeon Shooting Association (CPSA) or Great Britain Target Shooting Federation
coach Level 2 or above, who will assess the student’s ability to shoot safely, and verify the scores achieved.
Four 25 target rounds of the discipline or 100 targets will be shot to achieve the required scores on a range to
suit the specific discipline (Trap, Skeet or Sporting).
The student will achieve the desired levels of performance in accordance with the CPSA system of
classification which is based on the average percentage of hits for all competitors, from C Class, which
equates to a novice, through C, B and A classes to AA Class at the elite end of the scale.
However the CPSA ‘Shotgun Skills’ Certificate can be used as supporting evidence during the course as a
measure of satisfactory gun handling, safety and basic shooting skills.
Knowledge
Knowledge of their own shotgun, forcing cones, barrel length, chokes and loads, and the use of the pattern
plate to determine the effect of choke and cartridge on pellet distribution.
General rules of the sport. Range layout for the chosen discipline. Scoring procedures for CPSA and FITASC
(Federation Internationale de Tir Aux Sportives de Chasse) or ISSF (International Shooting Sport Federation)
versions of their chosen discipline. The student must be able to demonstrate their improvement through
personal records.
Advanced skills
Stance and body position. Pre-shot routine, mount, trigger discipline, visual pick-up, and gun hold points,
break zone, sight picture, firing, gun down and unload, and shot analysis (quality of the hit).
Other methods of applying lead to a target should be known: CPSA method, swing through and maintained
lead.
An understanding of the effects of forward allowance caused by target speed, height and angle are important
in this area. Forward allowance will need adjustment at the various distances shot. Wind and weather
conditions may affect these allowances.
Measurement of competition skills
The ability to compete in a clay target competition, completing personal score sheets, and being able to act as
scorer if required. Knowledge of scoring and procedures for ‘no target’ for on report and simultaneous pairs.
Basic knowledge of discipline rules and complete knowledge of the rules of etiquette.
Safety
Knowledge of the required safety standards, in order for a practice or training session to be allowed. The
standards of personal safety and that of others during a shoot and awareness of the general public, the use of
flags and notices.


Assessment criteria for Clay pigeon shooting: Practical performance

Has difficulty in hitting targets, is inconsistent and unable to apply the necessary concentration. Requires
1-2 constant guidance as to shot preparation, stance and points. Has little idea of the sport and loses interest
quickly. Does not achieve the minimum performance standard on the day of the assessment.
Has a basic understanding of the shooting techniques required to complete the shot*. Displays a limited
ability to perform the shots consistently and accurately with little knowledge of how to correct the
3-4
performance. The student is required to achieve a CPSA classification of Lower C** to reach the
relevant standard of shooting on the day of assessment.
Has a good knowledge of the shooting process, is able to analyse their own performance and make the
necessary adjustments. Able to ascertain whether the equipment or the technique must be adjusted. The
5-6
student is required to achieve a CPSA classification of Upper C** to reach the relevant standard of
shooting on the day of assessment.
Has an excellent knowledge of the shooting process, but this is not always reflected in performance.
Knows the causes of a poor shot, and has the ability to adjust themselves or the equipment to improve
7-8
the score but is not always successful in doing so. The student is required to achieve a CPSA
classification of Lower B** to reach the relevant standard of shooting on the day of assessment.
Uses an outstanding range of technically correct shots with excellent knowledge of the equipment being
used. Shows complete competence in the pre-shot routine, mount, trigger discipline, visual pick-up, and
9-10 gun hold points, break zone, sight picture and taking the shot, and can adjust these to improve scores.
The student is required to achieve a CPSA classification of upper B** to reach the relevant standard of
shooting on the day of assessment.
* Satisfactory completion of the CPSA Shotgun Skills Certificate is an indication that basic gun handling,
safety and shooting skills have been achieved.
** As adjusted for juniors and male and female students.

Clay target range to suit the specific discipline with 100 targets to be shot in total
Band Required performance Trap Skeet Sporting
1-2 Male The student fails to reach the CPSA’s required Lower C class boundary
(handicap by distance: 15.5 m (17 yd) behind the datum point)
Female
3-4 Male 45+ 48+ 30+
Female 41+ 44+ 26+
5-6 Male 55+ 58+ 40+
Female 51+ 54+ 36+
7-8 Male 65+ 68+ 50+
Female 61+ 64+ 46+
9-10 Male 75+ 78+ 60+
Female 71+ 74+ 56+
The assessment must be carried out by a CPSA Coach Level 2 or above or a GBTSF regional coach, who
will assess the student’s ability to shoot safely, and verify the scores achieved. Students will shoot 100
targets to achieve the required scores.


Climbing

subject to the capabilities of the students and the weather conditions.
Safety
• Fit helmet securely and check.
• Fit harness/belt and check.
• Tie rope to harness or clip figure of eight into karabiner and tighten gate.
• Know location of nearest phone and first aid.
• Impact of climbing on the environment.
• Awareness of locally important species and features.
Skills/manoeuvres
• Tie ‘figure of eight’ and ‘bowline’ knots with • Demonstrate a foot jam or heel hook.
stopper knot.
• Demonstrate a hand jam or palm plant.
• Attach rope to harness/belt.
• Perform a short abseil controlling own descent
• Climb, showing three points of contact. using a descending device.
• Low-level traverse. • Ascend a mantle shelf or overhang.
• Use of correct climbing calls. • Perform a short layback.
• Anchor the belayer. • Belay a climber during a fall.
• Belay a climber using belay device. • Tie a retied figure of eight knot.
• Assist the climber with indication of holds and • Demonstrate a multiple belay and single point
route during the climb. belay system.
• Ropes and storage. • Improvised techniques, eg classic belay, to
release jammed belay device.
• Footwear.
• Developments in the sport.
• Climbing hardware.
• Access.
• Rock features, eg slabs, overhangs.
• Grading systems.


Assessment criteria for Climbing: Practical performance

1-2 Able to perform skills/manoeuvres 1-4.
3-4 Be able to perform skills/manoeuvres 1-7.

1 Tie ‘figure of eight’ and ‘bowline knots with 9 Demonstrate a foot jam or heel hook
stopper knot
2 Attach rope to harness/belt 10 Demonstrate a hand jam or palm plant
3 Climb showing the three points of contact 11 Perform a short abseil controlling own
descent, using a descending device
4 Low level of traverse 12 Ascend a mantle shelf or overhang
5 Use of correct climbing calls 13 Perform a short layback
6 Anchor the belayer 14 Belay a climber during a fall
7 Belay a climber using a belay device 15 Tie a retied figure of eight
8 Assist a climber with indication of holds and 16 Demonstrate a multiple belay and single point
route during the climb belay system

The assessment must enable the student to demonstrate their level of technical ability in order to overcome
increasingly demanding and challenging situations and problems.


Competitive swimming

Skills
Knowledge and performance of three strokes from front crawl, back crawl, breast stroke and butterfly. All
strokes to include starts, turns and finishes.
Students should be taught:
• the rules for competition, and how to prepare for, and participate in, races in the various sprint, distance,
medley and team events
• to use advanced techniques and skills with precision and accuracy
• to use advanced techniques and skills with control, power or stamina and technical efficiency.

General performance levels
1-2 Performs one stroke with some evidence of technique or performance.
3-4 Performs one stroke with moderate technique and performance.
Performs one stroke with good level of technique and performance or performs two strokes with
5-6
moderate levels of technique and performance.
Performs one stroke at a high level of technique and performance and one stroke at a good level or
7-8
performs two strokes with good technique and performance.
Performs one stroke with outstanding level of technique and performance or performs two strokes at
9-10 a high level of technique and performance or performs three strokes at a very good level of
technique and performance.

In deciding the final mark, a major factor is whether the student performs at the level with the required
standard of technique and performance. For example Level 7-8, if the student can demonstrate two strokes
with good performance but not with good technique, she/he would receive 7 not 8.
NB: Technique and performance must be maintained over 100m for a student to be marked in the 9-10 band.


Assessment criteria for Competitive swimming: Practical performance

Demonstrates a limited level of technique that allows for a very basic application of skill in an
appropriate environment. Level of technical efficiency and the use of strategies results in a very
inefficient technique. Performs one stroke with some evidence of technique and may attempt another
1-2 stroke but with little evidence of technique. Body position and breathing are likely to be poor, eg hips
low in the water and head permanently held high out of the water in the front crawl. Does not offer a
racing start and finishes are slow and inefficient. Turns are slow and show a poor technique with
possibly illegal turns and no tumble turns are offered.
Demonstrates a moderate level of technique that allows for a limited application of skill in an
appropriate environment. Level of technical efficiency and use of basic strategies make student
unable to maintain technique throughout the swim and fatigue is evident after a relatively short
distance. Performs one stroke with moderate technique and will attempt two strokes but below a
3-4
moderate level. Body position is a little more streamlined and eg in front crawl breathing may be
better for part of the swim, but will deteriorate towards the end. Offers a racing start but at an
elementary level and finishes may break some competition rules. Turns are quicker and show a good
drive from the side but tumble turns if offered, are at a very modest level.
Demonstrates a sound level of technique that allows for a developing application of skill in an
appropriate competitive environment. Level of technical efficiency and the use of basic strategies
enables him/her to maintain his/her technique for part of a 100m swim but fatigue is evident towards
the end. Performs one stroke with a good level of technique or performs two strokes with a moderate
5-6 level of technique. In two better strokes has a good body position and efficient breathing and timing,
but the style and efficiency may deteriorate towards the end of the swim. Lacks speed at this level.
Offers a racing start in at least two strokes, but these are likely to lack speed and efficiency.
Demonstrates legal starts and finishes in the two strokes and throw-away turns are fast and legal.
Tumble turns may be shown, but the lack speed and efficiency.
Demonstrates a good level of technique that allows for the consistent application of skill in an
appropriate competitive environment. Level of technical efficiency and the use of advanced strategies
will enable him/her to maintain his/her technique throughout most of a 100 metre swim. Performs one
stroke at a high level of technique and one stroke at a good level or performs two strokes with good
technique. Two best strokes are efficient in terms of technique, body position, breathing and timing,
7-8
with the arm pull and leg kick being mechanically sound. Timing, especially in breaststroke, if
offered is correct. May be let down by third stroke. Racing starts and finishes are shown in three
strokes and are efficient, complying with the rules of competition with a good underwater action at
the start and the turn. Tumble turns are shown as appropriate and are legal and efficient with some
finesse.
Demonstrates a consistently high level of technique that allows for the consistent application of skill
in an appropriate competitive environment. Level of technical efficiency and the use of advanced
strategies enables student to maintain technique throughout the swim. Performs one stroke with an
outstanding level of technique and performance, or performs two strokes with a high level of
9-10
technique or performs three strokes with a very good level of technique. Three best strokes are carried
out very efficiently and at speed maintaining technique throughout the swim. Legal and very efficient
starts and finishes are demonstrated in at least three strokes with an excellent underwater action
gaining maximum advantage. Tumble turns are shown as appropriate and are legal, fast and efficient.


Cricket

assessment
Batting
• Approach: grip; taking guard; stance; the backlift.
• The forward and back strokes: in defence – use of feet; in attack – the drives; leg glance.
• Strokes played with horizontal bat: hitting a full pitch to leg; the pull; the hook; the sweep; the cut.
• Running between the wickets; calling and backing up.
Bowling
• The basic action: grip; run-up; delivery stride; release; follow through.
• Length and direction.
• Swing: outswing (grip, rotation at shoulders, use of outswing); inswing (grip, bowling action, use of
inswing).
• Cutters: off-cutter (grip, action, when to use); leg-cutter (grip, action, when to use).
• Medium and fast pace bowling: run-up; action; grip; variation of pace.
• Spin: grip; action; when to use spin, googly, top spin, offspin, leg spin.
Fielding
• Concentration: backing up; getting behind ball; meeting the ball.
• Stopping and returning: barrier position.
• Throwing: long, high, flat, hard – at the wicket.
• Chasing and returning: over short distance; over long distance.
• Catching: away from wicket; close to wicket.
• Positions: away from wicket; close to wicket; specialist positions.
• Wicket keeping: stumping; run outs; receiving the ball from bowling/fielding; catching; use of pads.
Application of advanced skills in a structured situation (such as nets) providing the basis for the
assessment of the individual student
• Shot restriction.
Tactics
• Field placing for attacking and defensive fields.
• Bowling changes.
• Umpiring signals.


Assessment criteria for Cricket: Practical performance

Performs one component with some evidence of technique or performance. Batting: has some idea of basic
batting stance. Shows forward defensive shot but does not keep ball down very well because of limited
footwork. Attacking shots still aim too much to leg-side and often in air. Bowling: some control of run-up.
1-2 Some sideways action although only limited control of line and length, with some erratic deliveries.
Fielding: demonstrates basic stops and simple throws. Ability to take a simple catch evident. Game
situation: participates in game with limited effectiveness. Has difficulty performing basic skills in game
situation.
Performs one component with appropriate technique and performance. Batting: plays forward and backward
defensive shots, although technique may be rather awkward. Attacking skills evident but technique affected
by incorrectly positioned front foot. Bowling: fairly well co-ordinated run-up and basic action with
3-4 reasonable control of line and length. May demonstrate some spin, but usually not well controlled. Fielding:
can stop and perform a ‘long barrier’. Throws accurately over short distances. Game situation: becoming
more effective in game situation. May exhibit some individual skills although they may be affected by
pressures of game.
Performs batting or bowling with a good technique and performs all elements of fielding effectively or
performs batting and bowling with correct technique and performance and performs all elements of fielding
to a good level of ability. Batting: uses correct technique in defensive and attacking shots. Able to play
appropriate shot to a variety of balls bowled. Applies correct technique to forward and backward defensive
shots. Bowling: uses correct technique in bowling action, with appropriate control of line and length.
5-6
Demonstrates either some spin or swing or movement of the ball off the seam. Fielding: able to anticipate
and adjust position according to pace of ball. Shows consistent catching ability and accurate return to
wicketkeeper. Wicketkeeper will cleanly field all returns and take all bowling Game situation: shows some
ability to influence game either in batting or bowling. Has good command of skills. Shows some anticipation
of opposition and makes adjustments. Able to switch from attack to defence.
Performs batting or bowling to a high level of technique and performs all elements of fielding to a high level
of ability or performs batting and bowling with good technique and performance and performs all elements
of fielding to a high level of ability. Batting: displays high level of technique in defensive and attacking
shots, including drives, cuts, pulls, glances. Demonstrates the ability to control shots and place the ball.
Forward and backward defensive shots are dominant. Drives, cuts and pulls are played correctly. Bowling:
7-8 full use of run-up, demonstrating correct foot placement and follow through when releasing ball. Effective in
either spin or swing bowling. Shows good control of line and length. Consistently bowls a good length of
ball. Fielding: able to stop, catch and pick up ball using either hand. Very competent in all aspects of
fielding. Throws accurately to the wicketkeeper. Wicketkeeper moves effectively behind the stumps. Game
situation: able to exert considerable influence on game in batting, bowling and fielding. Makes few unforced
errors and assists team mates. Shows high level of skill and tactical awareness even under pressure.
Performs batting or bowling with outstanding level of technique and performs all elements of fielding to a
very high level or performs batting and bowling at a very high level of technique and performs all elements
of fielding to a very high level. Batting: excellent in execution of all shots. Uses full range of defensive and
attacking shots, with confidence and appropriate to type of ball bowled. Uses feet to cover drive spin
bowling. Places drives accurately along the ground. Bowling: demonstrates with excellent control one of:
9-10
pace/spin/swing/seam. Able to defeat batsmen with controlled deliveries. Fielding: demonstrates outstanding
fielding ability in a variety of positions. Will pick-up and throw accurately in one action. Wicketkeepers will
stand up to spin bowling and take all deliveries cleanly. Will effectively stump batsmen. Game situation:
exerts significant control over game. Shows excellent level of skill, tactical awareness and anticipation,
making very few unforced errors.


Cross-country running

Race distances for boys approximately 5000 m and girls approximately 3000 m in this activity are related to
the distances for the English schools under 17 age group (intermediate boys and girls).
The assessment is not based on an objective test as courses and distances may vary in terms of terrain and
weather conditions but the performance will indicate the standard of the student in terms of quality, fitness,
technique and tactical knowledge and awareness.
Students are expected to know the rules and scoring system used in cross-country running.
Students are expected to demonstrate the following skills:
• Performance level.
• Fitness level.
• Technique and fluency of running style.
• Tactics
• The start of the race (pens).
• Pace judgement.
• Hill running (both running up hills and down hills).
• Running over different terrain.
• Overcoming obstacles, for example ditches, gaps and turnings.


Assessment criteria for Cross-country running: Practical performance

Very unlikely to represent their school and if they do compete will not be a dependable scoring runner
for their team. Training is light and spasmodic and not developed systematically over a period of
1-2
time. Has difficulty on hills and shows poor technique and tactical knowledge. Lacks determination
and race experience.
Unlikely to be a regular competitor or to train on a regular basis over a season and lacks fitness and
3-4 the ability to run strongly, particularly up hills or in the later stages of the race. Lacks the tactical
awareness of experienced runners and the drive and determination to run hard when tired.
May compete but not on a regular basis or at better than an average level. May train and be a scoring
runner for the school team, but may lack the fitness levels to achieve better than an average
5-6
performance. May lack strength and the fitness required to work hard on hills and the experience and
tactical ability to place high in competition and will tire towards the end of the race.
Very likely to have race experience and a very good level of fitness built up from regular training
over the season which will enable them to compete strongly on hills and over difficult terrain.
7-8 Tactically aware when breaking out of the pen, and with good pace judgement and tactically aware at
all stages of the race. Running style and technique quite fluent and student can adapt to running up
hills, and to cope with obstacles such as gaps and ditches. May tire towards the end of a hard race.
Likely to have reached county standard, score well in the district championships and/or compete
regularly at club level, train regularly and have an outstanding fitness level. Able to work hard on
hills and knows how to use hills to advantage both going up and down. Breaks quickly out of the pen
9-10
and has excellent technique. Running very fluent and has a very good understanding of both tactics
and pace judgement. Able to cope with difficult terrain and obstacles such as gaps and ditches and be
tactically very sound and still be able to compete strongly in the latter stages of the race.

Race distances for boys approximately 5000m + and girls approximately 3000m + in this activity are
related to the distances for the English schools under 17 age group (intermediate boys and girls).


Cycling

The teacher-examiner should choose appropriate skills/manoeuvres for each student from the following lists,
subject to the capabilities of the students and the weather/road conditions.
Safety Knowledge
• Clothing. • Types of bikes and equipment.
• Bike check. • Types of maps.
• Helmet. • Highway Code.
• Level of fitness for task. • Types of clothing and helmets.
• Essential equipment to carry while cycling. • Bike maintenance

Skills

Mounting Pedalling
• Clipping in. • Pace judgement
• Starting in a bunch. • Out of the saddle acceleration

Dismounting Balance and coordination
• Unclipping. • Taking a bottle from a feed zone.
• Mechanical problem. • Track stand.

Gear selection Group riding
• Measure gear sizes. • Riding in a line.

Cornering Map reading
• Line selection.
Basic bike repairs
• Group cornering.

Descending
Climbing
• Control speed.
• Gear selection.
• Body position.
• Body position.


Assessment criteria for Cycling: Practical performance

Applies a limited level of knowledge and understanding to the route planning, preparation and
performance of the activity. Has acquired a very basic awareness of safety factors (clothing/bike
maintenance) and uses a limited range of basic technical skills: pedalling technique, downhill riding,
1-2
hill climbing, road positioning, braking, gear selection, appropriate to the environment (urban or
rural). Unable to act responsibly under supervision and will only work with a limited appreciation of
their own capabilities. Has little ‘fitness for purpose’.
Applies a basic level of knowledge and understanding to the route planning, preparation and
performance of the activity. Has a limited awareness of safety factors (clothing/bike maintenance)
and the ability to use a range of basic technical skills: pedalling technique, downhill riding, hill
3-4
climbing, road positioning, braking, gear selection, appropriate to the environment (urban or rural).
Able to act responsibly under supervision, as a member of a group, with a limited appreciation of
their own capabilities. Has developed a limited ‘fitness for purpose’.
Applies a sound level of knowledge and understanding to the route planning, preparation and
performance of the activity. Has a sound awareness of safety factors (clothing/bike maintenance) and
the ability to use a range of basic and some advanced, technical skills: pedalling technique, downhill
5-6 riding, hill climbing, road positioning, braking, gear selection, appropriate to the environment (urban
or rural). Able to act responsibly and ride on their own or work positively as a member of a group
with a developing appreciation of their own capabilities. Has developed a satisfactory ‘fitness for
purpose’.
Applies a good knowledge and understanding to the route planning, preparation and performance of
the activity. Has a good awareness of safety factors (clothing/bike maintenance) and the ability to use
a range of advanced technical skills: pedalling technique, downhill riding, hill climbing, road
7-8
positioning, braking, gear selection, appropriate to the environment (urban or rural). Able to act
responsibly and ride on their own or as a member of a group with a maturing appreciation of their
own capabilities. Has a developed ‘fitness for purpose’.
Applies a detailed depth of knowledge and understanding to the route planning, preparation, and
performance of the activity. Has a significant awareness of safety factors (clothing/bike maintenance)
and the ability to use a range of advanced technical skills: pedalling technique, downhill riding, hill
climbing, road positioning, braking, gear selection, appropriate to the environment (urban or rural).
9-10
Able to act responsibly and ride on their own or as a member of a group with a mature appreciation of
their own capabilities. The student has developed a ‘fitness for purpose’ relative to the physical
requirements of the specific activity. The student is confident in the outdoor environment and
displays significant ability in a range of conditions and environments, where appropriate.


Dance

Performance
Students should demonstrate:
• body action involving various combinations of flexion, extension and rotation, actions which develop
from simple to more complex coordinations of isolated body parts and phrases of movement involving
the whole body
• awareness of dynamics, use of rhythm and timing, use of personal and general space, through orientation
and shaping of the body in space and size, level, direction and pathway
• technical and expressive skills of the instrument, including posture/placement, alignment, flow of energy,
co-ordination, balance, strength, control, mobility, focus and projection
• all the above considerations in relationship to each other.
Choreography
Students should develop their skills in choreography to support their analysis of performance.
Areas of analysis that may be covered are:
• the composition of solos and duets and group pieces will arise from the study of individual ideas and
themes for dance
• body action, use of gesture, dynamics, spatial considerations and the quality of movement and expression
appropriate to the dance idea
• choreographic devices such as: motif, movement phrase, development, theme and variation, repetition,
contrast, climax, relationship, unison and canon – working towards the coherence and structure of the
finished product – the dance
• use of accompaniment to further the chosen theme, which might include: music, words, voice, costume,
lighting and other properties
• the potential and limitations of the performers
• the possibilities of stage space, exits and entrances.
Students should develop their skills in choreography to support their analysis of performance in this area of
activity.


Assessment criteria for Dance: Practical performance

Explores theme through some relevant movement content. Demonstrates a limited mastery of basic
effort actions and is able to use some gestures and movements which are expressive of the chosen
1-2 theme. The dance shows evidence of motif development through the use of speed and directional
changes. Demonstrates limited control of bodily movements and limited mastery of basic effort
actions. Lacks confidence and concentration in performance.
Conveys by clear and relevant movement content. Demonstrates a wide variety of actions using the
body in a fluid manner and displays an understanding of linking body actions and movement phrases
throughout the dance. The motif is developed through the dance, showing various choreographic
3-4
methods in structured form. Contrast, repetition and accent are evident. Demonstrates control of
bodily movements and a variety of basic effort actions, some of which are linked, using the body as
an expressive instrument. Projects self with some confidence but focus tends to be inward.
Effective use of the chosen theme, the student explores the scope for variations in tempo and accent.
He/she demonstrates a clarity of expression through intended body action, showing some fluency of
movement and rhythmic awareness. The motif shows a clear development, enabling the dance to be
5-6 performed with some style and elegance, with some movement in both personal and general space.
The student demonstrates clarity of expression through a wide variety of intended body actions,
showing some fluency of movement and rhythmic awareness. The student projects him/herself with
confidence but focus lacks continuity.
Effective use of the chosen theme shows clear variation in tempo and accent. Demonstrates a clear
understanding of expression through well-structured movements. Rhythmic patterns show fluency,
continuity and logical progression. The motif shows a clear development of choreographic devices
7-8
and is performed with style and elegance, showing confidence and spatial awareness. Demonstrates a
clarity of expression through a mastery, fluency and control of the body as an instrument with
rhythmic awareness. Projects with confidence and is focused.
Appropriate and effective use of theme is evident. Skilfully varies the tempo, dynamics and accents of
movement showing a deep understanding of ways of developing movement potential and individual
style. The motif is complex, thus making the dance a sensitive and skilful performance,
9-10 demonstrating unity and coherence. A close link is evident between the student’s own physical ability
and the art of successful expression. Demonstrates clarity of expression by skilful mastery, fluency
and control of the body as an instrument through varied use of tempo, dynamics and accents of
movement. Is highly confident and well-focused.


Fencing

Skills
• Stance: on guard positions (Sixte, Ouarte, Octave and Septime).
• Movement: advance and retire at various speeds; lunge with recovery (backwards and forwards); and
combine above actions (maintaining fencing line with balance).
• Hit:
– designated area of target: at close quarters, at arm’s length, with a step forward, with a half lunge, with
a full lunge, with a step-lunge
– use supinate or pronate sword hand, when appropriate.
Attacks
• simple attacks:
– straight thrust
– disengage: (from engagement into an open line, from engagement, as the coach closes one line, into
the opening line, from absence of blade, as the coach attempts to engage the blade)
– cut-over (coupe) (from engagement into an open line, from engagement, as the coach closes one line,
into the opening line, from absence of blade, as the coach attempts to engage the blade)
– counter-disengage – on the coach’s change of line of engagement
• compound attacks:
– feint to straight thrust: disengage
– feint to straight thrust: counter-disengage
– disengage: disengage (one-two)
– disengage: counter-disengage (Doublé).
Defence
• following parries: Lateral Parries of Quarte and Sixte, Circular Parries of Quarte and Sixte, semicircular
parries of Octave, Septime, Sixte and Quarte
• all parries should be followed by a riposte, either direst or indirect, and an understanding of which one to
choose should be shown.
• Counter ripostes: first counter-riposte, second counter-riposte (advanced students with second intention).
• Preparations: footwork (steps forward and backward), beats, pressure, engagements.
• Safety (equipment, fencing behaviour).
• Limits of valid target.
• Parts of the weapon; dimensions and markings of fencing piste
• Number of hits and time limits applied to various bouts, both in pools and Direct Elimination (DE).
• Basic rules of fencing: priority of action (Right of way), illegal use of unarmed hand (covering/substituting
valid target), turning one’ back during fencing, body to body contact (Corps à Corps), crossing the limits of
the piste, penalties for breach of rules.
• Basic tactics against an observed fencer.
NB Skills and knowledge listed based on the use of the foil, can be adapted to the epée or the sabre.


Assessment criteria for Fencing: Practical performance

Accuracy: can occasionally hit designated areas of a static target from on guard position but has
difficulty from lunge. Mobility: has some difficulty in maintaining control while advancing/retiring
at moderate speed, lunging and recovery.
1-2
Manual dexterity: has imprecise command of simple and compound attacks by disengage and of
simple and circular parries.
Tactical: shows little appreciation of how to observe patterns of opponent’s attack/defence.
Accuracy: can occasionally hit designated areas of a static target from on guard position and with
lunge. Mobility: able to advance/retire at moderate speed with occasional loss of control or deviation
from fencing line, integrating with recovery forwards and backwards.
3-4
Manual dexterity: can usually manipulate weapon with precision in simple and compound attacks by
disengage or cut-over and defend using simple and circular parries with subsequent riposte. Tactical:
can identify simple patterns of opponent’s attack/defence and devise appropriate counter-strategy.
Accuracy: can normally hit designated areas of a static target from on guard position and with lunge.
Mobility: able to advance/retire at moderate speed without loss of control or deviation from fencing
line, integrating with lunging and with recovery forwards and backwards.
5-6
disengage or cut-over and defend using simple and circular parries with subsequent riposte. Tactical:
can identify simple patterns of opponent’s attack/defence and devise appropriate counter-strategy.
Accuracy: can often hit designated areas of a moving target from onguard position and with lunge.
Mobility: able to advance/retire at reasonable speed, without loss of control or deviation from fencing
line, integrating with lunging and with recovery forwards/backwards.
7-8
disengage or cut-over with or without preparatory beat and defend using simple, circular and semi-
circular parries with subsequent riposte.
Tactical: usually able to analyse pattern of opponent’s attack/defence and to devise appropriate
counter-strategy.
Accuracy: can hit consistently, designated areas of a moving target from on guard position and with
lunge. Mobility: able to advance/retire at varying speeds up to fast, without loss of control or
deviation from fencing line, integrating with lunging with recovery forwards and backwards.
Manual dexterity: can manipulate weapon with precision in simple and compound attacks by
9-10
disengage or cut-over without preparatory beat, and defend using simple, circular and semi-circular
parries with subsequent riposte.
Tactical: in set situation, can analyse pattern of opponent’s attack/defence and devise appropriate
strategy to counter this.


Field hockey

assessment
• Use of the stick: grip, movement of hands.
• Passes:
– the drive (hitting from left to right, right to left, footwork)
– the push (straight, from right to left, left to right, footwork)
– the flick (straight, right to left, left to right, footwork)
– the scoop
– reverse stick pass
– the hit-on; ‘slap-hit’ on astro surface.
• Receiving the ball: grip; position of body; receiving from right and left, in front, behind and side.
• Stopping the ball: hands on stick; position of feet (on grass and on astroturf surfaces).
• Dribbling: grip, footwork, body position: push, tap, Indian.
• Tackling: block, lunge, jab from front and side, use of channelling and shadowing.
• Beating an opponent: stick side; non stick side; scoop; pull back and touch stop; bully.
• Shooting: from forward line attack; from penalty corner; from long corner.
• Goalkeeping skills: kicking; use of hand; use of stick.
• Dribbling past an opponent: both sides, feints and close control.
• Pressurised small games: 3 versus 1, 3 versus 3, 4 versus 2.
• Positional sense; movement on and off the ball; cover; depth in attack and defence; use of width.
Tactics
• Principles of attack and defence:
– triangular passes
– through and square passes
– zonal defence
– one to one marking
– attacking through left and right.
• Corners: in attack from left and right; in defence from left and right.
• Attacking goalkeeping; defensive goalkeeping.
• Systems of play.
• The link system.
Rules of the game and their application, including umpiring signals.


Assessment criteria for Field hockey: Practical performance

Demonstrates push and slap hit but both lack power and accuracy. Able to receive and control easy
passes. Little effort to move feet to receive in correct position. When moving with the ball body
position is upright and there is little evidence of stick and ball control. Able to show action of block
1-2
tackle but rarely wins ball. Little or no footwork evident. Participates in game with limited
effectiveness. Has difficulty performing basic skills in game situation when under pressure. Rarely
moves with the ball. Passing lacks accuracy and direction. Avoids tackling.
Demonstrates competent push and slap hit but both lack power. Able to receive and use basic
footwork to bring ball under control whilst stationary or on the move. When moving with the ball
maintains good control but ball kept too close to body with no peripheral vision. Mainly uses open
side of stick – little evidence of ability to turn the stick over. Overall movement slow and awkward.
3-4 Achieves some success when tackling but there is little evidence of timing the tackle or of adopting
the correct body position. Often stick tackles. Starts to become more effective in the game. May
attempt some skills but these may be affected by the pressures of the game. Attempts to pass the ball
but lacks awareness of other players’ positioning. Often caught in possession of the ball. Little
awareness of basic positioning.
Demonstrates good push, slap hit and hit, adjusting footwork to give direction and accuracy. Attempts
flick pass although not always successful. Can receive ball and bring under control on both open and
reverse stick side. Begins to show evidence of use of reverse stick whilst moving with ball. Ball and
stick in front and to the right of the body to allow for efficient movement. Able to demonstrate jab,
5-6 open and reverse side tackles. Achieves some success with jab and open but often too slow to execute
reverse stick tackle effectively. Plays competently in the game. Individual skills in evidence when
trying to outwit opponents. Passes ball with some degree of success. Tackling attempted with some
success but may not be able to use the ball effectively after winning it. Evidence of understanding the
main tactics involved in chosen position.
Performs push, slap hit, hit and flick with accuracy, direction and power. Brings ball under control
quickly and efficiently to strongest side when receiving. Stick ‘gives’ to cushion the ball. Makes
effective use of push and Indian dribbling techniques and is able to get past a defender with either a
dodge or a well timed pass. Adopts a strong, low balanced position when tackling and able to ‘time’
7-8
the tackle thus achieving a good success rate at winning the ball. Plays effectively in the game,
exerting an influence in either attack or defence. Good level of individual skill performed with
accuracy and speed under the pressures of the game. Evidence of support play and movement off the
ball.
Performs different types of passes appropriate to the situation showing accuracy and ball pace. Able
to receive ball from different directions showing good first touch ball control both on the open and
reverse stick sides. When dribbling, the ball in close contact with the stick and student shows changes
of pace and direction as well as demonstrating body and stick feints to outwit the opponent. A strong,
9-10 balanced body position is evident. Able to select an appropriate tackle to dispossess his/her opponent,
and then use the ball to advantage showing vision and good tactical awareness. Uses intelligent
positioning of the body to limit the attacker’s options giving evidence of ‘shadowing’ and
‘channelling’. Exerts significant control over the game. Has high individual skill level making few
unforced errors and assists team mates with effective support play.


Fitness training

Area of activity
Students should be taught:
• how preparation, training and fitness relate to and affect performance
• how to design and carry out activity and training programmes that have specific purposes
• the importance of exercise and activity to personal, social and mental wellbeing
• how to monitor and develop their own training, exercise and activity programmes in and out of school.
Students should be aware of and able to perform two of the following types of training:
• circuit training
• resistance training (free/fixed weights)
• exercise to music (step/aerobics/aqua aerobics)
• continuous training (running/cycling/swimming).
Students must also be:
• aware of all safety procedures concerned with each type of training
• familiar with a variety of tests used to measure individual performance in the above fitness areas for
example 12 min run, Harvard Step Test, Sit and Reach SBJ, Sargeant Jump, etc
• familiar with simple monitoring procedures to record levels of performance in the above activities for
example timing/measuring distances, recovery rate
• able to answer/devise a questionnaire concerning feelings, mood, outlook on life and attitude to being
active.
Application of knowledge
Students should:
• establish their current levels of personal fitness
• plan a PEP using at least two of the stated types of training to improve their current level of fitness
• monitor and record their programme
• evaluate their results and make suggestions for the next six-week programme.


Assessment criteria for Aerobics as part of Fitness training:

Has a poor level of fitness, works to a poor level of intensity (for example about 60 per cent or below
of maximum heart rate) and has poor technique on each exercise, and set for most of the training
session. May not be able to select appropriate or suitable choices of music or be able to work to the
beat. May not understand the importance of contra-indicated exercises. Unable to lead the group. Has
very little or no knowledge of the muscles they are using, and the effect of training on their muscles,
heart and circulatory system. Unable to plan their Personal Exercise Programme (PEP) without
considerable assistance. Needs prepared worksheets, and guidance in how to use them, and in
choosing appropriate principles of training. Does not know how to take pulse rates or have knowledge
1-2
and understanding of the importance, and significance, of resting heart (pulse) rate, working heart
(pulse) rate and recovery rates in terms of training effect and fitness levels and for selecting
appropriate tests for measuring and evaluating their programme. Needs prepared templates for
planning, monitoring, recording and evaluating their programme. Understands how to work safely in
this activity but does not demonstrate it in practice. May not know how to devise and carry out an
appropriate warm-up for this activity or only at a superficial level. Unable to lead the group warm-up
and may not support the teacher in preparing, during or concluding the session. Unable to evaluate the
training session and does not have the insight to produce a critical evaluation for the PEP.
Has a moderate level of fitness, works to a moderate level of intensity (eg over 60 per cent maximum
heart rate) May show good technique early in the session but technique and fitness level may
deteriorate in the later stages, especially towards the end of the session. May not understand how to
plan a session in any depth and needs help in choosing appropriate music. May have some difficult
keeping to the beat. Understands the importance of contra-indicated exercises, and performs safely.
May not be able to lead the group. Lacks knowledge of the muscles they are using and the effect of
training on their muscles, heart and the circulatory system. May not be able to plan their PEP without
some assistance. Needs prepared worksheets and some guidance in choosing appropriate principles
and methods of training. May know how to take heart rates but may not show knowledge and
3-4 understanding of the importance, and significance, of resting heart (pulse) rate, working heart (pulse)
rate and recovery rates, in terms of training effect and fitness levels. Unlikely, or unable, to use this
knowledge in testing, measuring and evaluating their programme. May not understand how to plan in
any depth and needs help in setting out their plan and choosing appropriate testing, measuring and
evaluating procedures. Likely to need prepared templates for planning, monitoring, recording and
evaluating their programme. Understands the importance of working safely in this activity and
normally demonstrates this in practice. May know about and apply a warm-up, main activity and
cool-down but may not apply good technique throughout. May not always support the teacher in
preparing, during and concluding the training session. Unable to evaluate their training sessions and
overall programme in depth and unable to offer any real insight into the critical planning of the PEP.


Has a good fitness level and works to a good level of intensity (eg 60 to 80 per cent maximum heart
rate) with good technique on each repetition and set for most of the training session. May need some
direction and guidance in choosing appropriate exercises and music. May be able to work to the beat
and has a good knowledge of contra-indicated exercises. Able to work safely. Has a little knowledge
of the muscles they are using and the effect of training on their muscles, heart and the circulatory
system. Able to produce a plan for their PEP after initial teaching and with guidance on the use and
application of the principles and methods of training. Knows how to take pulse rates and knows the
importance, and show some understanding of the significance, of resting heart (pulse) rate, working
5-6 heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Able to choose
appropriate testing, measuring and evaluating procedures for their programme, but needs some
direction in setting out their plan. Has set out a good plan and may have devised their own, or used
prepared, templates for setting, monitoring, recording and evaluating their programme. Has good
knowledge of safety and plans and carries out an appropriate warm-up, main activity and cool-
down/recovery with good technique. Capable of supporting the teacher in preparing equipment and
storing the equipment after use. Able to monitor and record their programme and make useful notes
and comments, briefly evaluates each training session and the overall PEP and makes some clear,
relevant suggestions for the future development of their training programme.
Has a very good fitness level, works at a very high level of intensity (eg towards the high end of their
target zone) and shows very good technique throughout the training session. Knows which order to
perform the exercises in and can work to the beat and the phrase of the chosen music. May be able to
choose appropriate music for each section of the class. Has very good knowledge of contra-indicated
exercises and how to work safely. Able to lead the group in the activity at some point. Has good
knowledge of the muscles, joints and joint actions used in the exercises. Able to produce a plan for
their PEP, understands the principles of training and uses them in their programme. Knows how to
take pulse rates and knows and understands the importance and significance of resting heart (pulse)
rate, working heart (pulse) rate and recovery rates in terms of training effects and fitness levels. Uses
7-8
this knowledge in testing, measuring and evaluating their programme. Plan is clearly set out and
student may have devised their own, or used prepared templates for setting out, monitoring, recording
and evaluating their programme. Has very good knowledge of working safely, can plan and apply this
in an appropriate warm-up, main activity and cool-down for each session. Capable of supporting the
teacher in leading a warm-up and preparing and setting out any equipment for the training session, for
example the equipment needed for the exercise stations and heart rate monitors, and storing them
after use. Monitors, records and briefly evaluates each training session, makes useful notes. Overall
PEP has a detailed evaluation with clear and relevant suggestions to develop their training programme
over a further period of time using appropriate principles and training methods.


Has an excellent fitness level, and works at an excellent level of intensity (eg at the high end of their
target zone) with excellent technique throughout the training session, most noticeably towards the end
of the session. Knows in which order to perform the exercises (and understands why) and how to
progress the exercise intensity. Chooses appropriate music for each section of the class and can work
to the beat and the phrase consistently. Has a clear understanding of contra-indicated exercises and
can lead the group in the activity. Has a very good working knowledge of the muscles, joints and joint
actions used in the exercises. Has researched and planned their PEP with little guidance. Has a clear
understanding of, and applies the principles of training. Knows how to take pulse rates accurately and
knows and understands the importance and significance of resting heart (pulse) rate, working heart
(pulse) rate and recovery rates in terms of training effects and fitness levels. Able to use this
9-10
knowledge in testing, measuring and evaluating their programme. Plan is clearly set out and student
may have devised their own, or used prepared, templates for setting out, monitoring, recording and
evaluating their programme. Has a clear understanding of and is very capable of working safely.
Plans and carries out an appropriate warm-up, main activity and cool-down for each training session.
Very capable of supporting the teacher in leading a warm-up and preparing and setting out any
equipment for the training session, for example the equipment needed for the exercise stations and
heart rate monitors, and storing them after use. Monitors, records and evaluates each training session
and makes detailed notes provides a detailed critical evaluation of their overall PEP and is able to
show and apply their knowledge to explain how their whole programme has worked and should
progress and improve fitness levels using appropriate principles and methods of training.

Note: Students could use heart rate monitors to show exercise/work intensity.


Assessment criteria for Body pump as part of Fitness training:

Produces a limited level of performance, reflecting little accuracy within each exercise. Such
performers are characterised by lack of strength, very little body control, lack of stability and a
general lack of balance. Level of technique allows only basic moves to be undertaken. The use of the
correct breathing technique is used at times. Ability to co-ordinate moves with fluency and control is
limited. Has little sense of timing or fitness for purpose, relative to the performance. Has little
understanding and knowledge of the purpose of the activity. The compositional element requires
guidance, which will be directed at a basic level of complexity. Unable to plan their Personal Exercise
Programme (PEP) without considerable assistance. Needs the help of prepared worksheets and
guidance in how to use them and in choosing appropriate principles of training. Does not know how
1-2
to take pulse rates or understand the significance of resting heart (pulse) rate, working heart (pulse)
rate and recovery rates in terms of training effect and fitness levels. Unable to use this knowledge or
understand how to use it when selecting appropriate tests for measuring and evaluating their
programme. Needs the help of prepared templates for planning, monitoring, recording and evaluating
their programme. Understands the safety in this activity but does not always demonstrate it in
practice. May not know how to devise and carry out an appropriate warm up for this activity or only
at a superficial level. Unable to lead the group warm up and may not support the teacher in preparing,
during or concluding the session. Unable to evaluate the training session and will not have the insight
to produce a critical evaluation for the PEP.
Produces a moderate performance, reflecting some degree of accuracy within each movement. Such
performers are characterised by their limited strength, body control and balance. Basic moves are
achieved with practice. Can breathe correctly at times and can demonstrate some of the easier
exercises. Has some aesthetic appreciation. Ability to co-ordinate exercises lacks fluidity and timing.
Is developing a sense of awareness and has some degree of muscular control and stability. Produces a
basic sequence of exercises with teacher help. Has some idea about the basics of what each exercise is
trying to achieve. Can perform exercises without a breakdown of technique for at least a short period
at a reasonable weight. May not be able to plan their PEP without some assistance. Needs help and
prepared worksheets and some guidance in choosing appropriate principles of training and training
methods. May know how to take heart rates but does not understand the significance of resting heart
3-4
(pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and fitness levels.
Unlikely or unable to use this knowledge in testing, measuring and evaluating their programme. May
not understand how to plan in any depth and needs help in setting out their plan and choosing
appropriate testing, measuring and evaluating procedures for their programme. Likely to need the
help of prepared templates for planning, monitoring, recording and evaluating their programme.
Understands the importance of safety in this activity and will normally apply them in practice. May
know about and apply a warm up main activity and cool down but may not apply good technique
throughout. May not always support the teacher in preparing, during and concluding the training
session. Lacks depth in their ability to evaluate their training sessions and overall programme and
unable to offer any real insight into the critical planning of their PEP.


Produces an average level of performance reflecting some degree of accuracy in each exercise. Shows
some degree of strength and strength endurance and maintain some stability when performing an
exercise or group of exercises. Has a developing sense of breathing technique when carrying out each
exercise but has some difficulty with fluency. Has a basic knowledge of why each exercise is being
carried out and which muscle groups the exercise relates to. Needs guidance to develop a sequence of
exercises to achieve a higher level of complexity. Performs exercises for a reasonable period of time
lifting a reasonable weight without loosing significant form and technique. Produces a plan for their
PEP after initial teaching and with guidance on the use and application of the principles of training
and training methods. Knows how to take pulse rates and understands the significance of resting heart
5-6
Able to choose appropriate testing and measuring and evaluating procedures for their programme but
needs some direction in setting out their plan. Has set out a good plan and they may have devised or
used prepared templates for setting out their programme and for monitoring, recording and evaluating
their programme. Has a good knowledge of safety and plan and carry out an appropriate warm up,
main activity and cool down/recovery with good technique. Capable of supporting the teacher in
preparing equipment and storing the equipment after use. Able to monitor, record their programme
and make useful notes and comments. Briefly evaluates each training session and the overall PEP and
make some clear and relevant suggestions for the future development of their training programme.
Regularly produces a very good level of performance, reflecting accurate movement and a good level
of control throughout each movement. Can name specific exercises and has a good level of
understanding of the benefits each exercise has to a particular muscle. Breathing is focused and in
tune with most exercises and has a degree of control and timing. Has the muscular strength to perform
each exercise for an extended period of time with a minimal loss of control and technique. Composes
exercises with some guidance. Can lead a class with some effectiveness, comment on others
technique and has a sound knowledge of the correct technique for the majority of exercises. Shows a
good level of knowledge on the overall benefits of body pump and the specific benefits for each
exercise. Produces a plan for their PEP and demonstrate an understanding of the principles of training
and use them in their programme. Knows how to take pulse rates and understands the significance of
7-8
resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effects and
fitness levels. Able to use this knowledge in testing, measuring and evaluating their programme. The
plan is clearly set out and the student may have devised their own templates for setting out their
programme or used prepared templates for monitoring, recording and evaluating their programme.
Has a very good knowledge of working safely and plan and carry out and apply this in an appropriate
warm up, main activity and cool down for each training session they perform. Capable of supporting
the teacher in leading a warm-up and preparing and setting out any equipment for the training session.
Monitors, records and briefly evaluates each training session and make useful notes and their overall
PEP will have a detailed evaluation with clear and relevant suggestions to develop their training
programme over a further period of time using appropriate principles and methods of training.


Consistently demonstrates a high level of technique and knowledge. Is characterised by the level of
body tension, precision of movement, strength and stability demonstrated within various exercises
consisting of compound and isolation based exercises centring on the major muscle groups. Produces,
performs and hold these exercises with precision and control throughout the entire movement. Can
amend their body position to gain alignment showing good safe technique, appropriate posture and
showing total control in all muscles throughout. Where students are displaying coordinated
movements there must appear to be a continuous flow between movements throughout. Has
developed a sense of timing for each exercise. Understands the importance of breathing within each
movement and is able to perform for the whole time with regular and correct breathing. Has
significant knowledge and understanding and can relate the moves to the specific muscle groups
being worked. Produces a series of exercises for each major muscle group independently with a high
level of complexity and minimal guidance. Performs each exercise for a significant amount of time
without loss of technique and has a good level of strength and strength endurance in each major
muscle group. Effectively leads a session calling out appropriate names of exercises and
9-10
demonstrating in such a way so that others can understand and follow. Comments and corrects
technique of others where necessary showing superior knowledge of technique. Researched and
planned their PEP needing little guidance. Understands and applies the principles of training. Knows
how to take pulse rates accurately and understands the significance of resting heart (pulse) rate,
working heart (pulse) rate and recovery rates in terms of training effects and fitness levels. Uses this
knowledge in testing, measuring and evaluating their programme. The plan is clearly set out and the
student may have devised their own templates for setting out their programme or used prepared
templates for monitoring, recording and evaluating their programme. Has a clear understanding of
and be very capable of working safely. Plans and carries out an appropriate warm up, main activity
and cool down for each training session they perform. Very capable of supporting the teacher in
leading a warm-up and preparing and setting out any equipment for the training session. Monitors,
records and evaluates each training session, making detailed notes and provides a more detailed
critical evaluation of their overall PEP. Explains how their whole programme has worked and should
progress and fitness levels improve using appropriate principles and methods of training.


Assessment criteria for Circuit training as part of Fitness training:

Has a poor fitness level, works to a poor intensity level (eg about 60 per cent or below of maximum
heart rate) and is unable to sustain a moderate level of intensity throughout the training session. Has
poor technique on each exercise, and set for most of the training session. Does not understand how to
choose the appropriate exercises and number of repetitions, the appropriate time for recovery between
sets and the training effects of this training method. Very little or no knowledge of the muscles they
are using, and the affect on their muscles, heart and circulatory system and know how they work
during training. Unable be able to plan their Personal Exercise Programme (PEP) without
considerable assistance. Needs the help of prepared worksheets and guidance in how to use them and
1-2 in choosing appropriate principles of training. Does not know how to take pulse rates or understand
the importance and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery
rates in terms of training effect and fitness levels and for selecting appropriate tests for measuring and
evaluating their programme. Needs the help of prepared templates for planning, monitoring, recording
and evaluating their programme. Understands how to train safely but does not always demonstrate it
in practice. May not know how to devise and carry out an appropriate warm-up for this activity or
only at a superficial level. Unable to lead the group warm-up. May not support the teacher in
preparing, during or concluding the session. Unable to evaluate the training session. Does not have
the insight to produce a critical evaluation for the PEP.
Has a moderate fitness level in performing their training session working to a moderate intensity level
(eg over 60 per cent maximum heart rate) and will not be able to sustain a good intensity level
throughout the session. May show good technique early in the session but their technique and fitness
level may deteriorate in the later stages especially on the final circuit. Needs clear guidance in
choosing the appropriate exercise and number of repetitions, the appropriate time for recovery
between sets and to understand the training affects of this training method. Lacks knowledge of the
muscles they are using and the effect of training on their muscles, heart and circulatory system and
know how they are working during their training sessions. May not be able to plan their PEP without
some assistance. Needs help and prepared worksheets and some guidance in choosing appropriate
principles and methods of training. May know how to take heart rates but may not show knowledge,
3-4 and understand the importance and significance of resting heart (pulse) rate, working heart (pulse)
rate and recovery rates in terms of training effect and fitness levels. Unlikely or unable to use this
evaluating procedures for their programme. Likely to need the help of prepared templates for
planning, monitoring, recording and evaluating their programme. Understand the importance of safety
in this activity and normally applies these principles in practice. May know about and apply a warm-
up, main activity and cool-down but may not apply good technique throughout. May not always
support the teacher in preparing, during and concluding the training session. Lacks depth in their
ability to evaluate their training sessions and overall programme. Unable to offer any real insight into
the critical planning of their PEP.



Has a good fitness level and works to a good intensity level (eg 60 per cent to 80 per cent maximum heart
rate) with good technique on each repetition and set for most of the training session. Able to produce a plan
for the PEP after initial teaching and with guidance on the use and application of the principles of training
and training methods. Has a little knowledge of the muscles they are using and the effect of training on
their muscles, heart and circulatory system and how they work during training sessions. Knows how to take
pulse rates and knows the importance and show some understanding of the significance of resting heart
(pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Able
5-6 to choose appropriate testing and measuring and evaluating procedures for their programme but needs
some direction in setting out their plan. Has set out a good plan and they may have devised their own or
used prepared templates for setting out their programme and for monitoring, recording and evaluating their
programme. Has a good knowledge of safety and can plan and carry out an appropriate warm-up, main
activity and cool-down/recovery with good technique. Capable of supporting the teacher in preparing
equipment and storing the equipment after use. Able to monitor and record their programme and make
useful notes and comments. Evaluates briefly each training session and overall PEP, making some clear,
relevant suggestions for the future development of their training programme.
Has a very good fitness level, which will be demonstrated by working at a very high intensity level (eg
working towards the high end of their target zone) and show very good technique throughout the training
session. Knows what exercises to include, in which order and understand why, how to calculate the number
of repetitions or time for each exercise, and number of circuits they should perform. May be able to set up
their circuit using music to help them. Has a good knowledge of the muscles, joints and joint actions used
in the exercises and know how they work. Can produce a plan for their PEP and demonstrate an
understanding of the principles of training and use them in their programme. Knows how to take pulse rates
and knows and understand the importance and significance of resting heart (pulse) rate, working heart
(pulse) rate and recovery rates in terms of training effects and fitness levels. Able to use this knowledge in
7-8
testing, measuring and evaluating their programme. The plan is clearly set out and the student may have
devised their own or used prepared templates for setting out, monitoring, recording and evaluating their
programme. Has a very good knowledge of working safely and plan and carry out and apply this in an
appropriate warm-up, main activity and cool-down for each training session they perform. May be capable
of supporting the teacher in leading a warm-up and preparing and setting out any equipment for the training
session, for example the equipment needed for the exercise stations and using the heart rate monitors if
available, and storing after use. Monitors, records and briefly evaluates each training session and makes
useful notes and their overall PEP has a detailed evaluation with clear and relevant suggestions to develop
their training programme over a further period of time using appropriate principles and methods of training.
Has an excellent fitness level, which will be demonstrated in working at an excellent level of intensity (eg
at the high end of their target zone) and technique throughout the training session (this may be most
noticeable on the final circuit). Knows what exercises to include, in which order, and understands why,
how to calculate the number of repetitions or time for each exercise, and the number of circuits they should
perform. May be able to set up their circuit using music to motivate them. Has a very good working
knowledge of the muscles, joints and joint actions used in the exercises and know how they work.
Researched and planned their PEP needing little guidance. Shows a clear understanding of, and apply the
principles of training. Knows how to take pulse rates accurately and knows and understands the importance
and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of
training effects and fitness levels. Able to use this knowledge in testing, measuring and evaluating their
9-10
programme. The plan is clearly set out and the candidate may have devised their own templates or used
prepared templates for setting out, monitoring, recording and evaluating their programme. Has a clear
understanding of and very capable of working safely. Plans and carries out an appropriate warm-up, main
activity and cool-down for each training session they perform. Very capable of supporting the teacher in
leading a warm-up and preparing and setting out any equipment for the training session, for example the
equipment needed for the exercise stations and using the heart rate monitors if available, and storing after
use. Monitors, records and evaluate each training session, makes detailed notes and provides a more
detailed critical evaluation of their overall PEP. Shows and applies their knowledge in explaining how their
whole programme has worked and should progress and fitness levels improve using appropriate principles
and methods of training.


Assessment criteria for Continuous training as part of Fitness training:

Has a poor level of fitness in performing their training session working to a poor level of intensity (eg
about 60 per cent or below of maximum heart rate) and is not be able to sustain a moderate level of
intensity throughout the training session, and has a poor technique for most of the training session.
Does not understand the requirements and how to choose or plan an appropriate continuous exercise
session and may lack the motivation or understand the training affects and benefits of this method of
training and may not sustain their training throughout the PEP. Unable to plan their PEP without
considerable assistance. Needs the help of prepared worksheets and guidance in how to use them and
in choosing appropriate principles of training. Has a little or no knowledge of the muscles they are
using, and the effect on their muscles, heart and the circulatory system and how they work during
1-2
their training sessions. Does not know how to take pulse rates or understand the significance of
resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and
fitness levels. Unable to use this knowledge or understand how to use it when selecting appropriate
tests for measuring and evaluating their programme. Needs the help of prepared templates for
planning, monitoring, recording and evaluating their programme. Understands the safety in this
activity but not always demonstrate it in practice. May not know how to devise and carry out an
appropriate warm up for this activity or only at a superficial level. Unable to lead the group warm up
training session and will not have the insight to produce a critical evaluation for the PEP.
Has a moderate level of fitness in performing their training session working to a moderate level of
intensity (eg over 60 per cent maximum heart rate) but is not be able to sustain a good level of
intensity throughout the session. May show moderate technique early in the session but their
technique and performance level will deteriorate in the later stages. Needs clear guidance and
direction in choosing the appropriate exercise sessions and suitable cardiovascular activity and they
may find it difficult to sustain a worthwhile programme throughout the duration of their PEP. May
not be able to plan their PEP without some assistance. Needs help and prepared worksheets and some
guidance in choosing appropriate principles of training and methods of training. Lacks knowledge of
the muscles they are using and the effect on their muscles, heart and the circulatory system and how
they work during their training sessions. May know how to take heart rates but may not understand
3-4
the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of
training effect and fitness levels. Unlikely or unable to use this knowledge in testing, measuring and
evaluating their programme. May not understand how to plan in any depth and needs help in setting
out their plan and choosing appropriate testing, measuring and evaluating procedures for their
programme. Likely to need the help of prepared templates for planning, monitoring, recording and
evaluating their programme. Understands the importance of safety in this activity and normally
applies them in practice. May know about and apply a warm up main activity and cool down but may
not apply good technique throughout. May not always support the teacher in preparing, during and
concluding the training session. Lacks depth in their ability to evaluate their training sessions and
overall programme and unable to offer any real insight into the critical planning of their PEP.



Has a good fitness level in performing their training session working to a good intensity level (eg 60
per cent to 80 per cent maximum heart rate) with good technique for most of or all of the training
session. Able to choose a suitable continuous training cardiovascular exercise programme which
could include a variety of equipment including running, cycling, swimming, rowing or other suitable
means or the challenge could be solely in their preferred activity. Able to produce a plan for their PEP
after initial teaching and with guidance on the use and application of the principles of training and
methods of training. Has a little knowledge of the muscles they are using and the effect on their
muscles, heart and the circulatory system and how they work during their training sessions. Knows
how to take pulse rates and understands the significance of resting heart (pulse) rate, working heart
5-6
(pulse) rate and recovery rates in terms of training effect and fitness levels. Able to choose
appropriate testing and measuring and evaluating procedures for their programme but needs some
direction in setting out their plan. Has set out a good plan and they may have devised or used
prepared templates for setting out their programme and for monitoring, recording and evaluating their
programme. Has a good knowledge of safety and plans and carries out an appropriate warm up, main
activity and cool down/recovery with good technique. Capable of supporting the teacher in preparing
equipment and storing the equipment after use. Able to monitor and record their programme and
make useful notes and comments. Briefly evaluates each training session and the overall PEP and
make some clear and relevant suggestions for the future development of their training programme.
Has a very good fitness level, demonstrated by working at a very high intensity level (eg working
towards the high end of their target zone), showing very good technique throughout the whole of the
training session. Should devise and follow a challenging continuous training cardiovascular exercise
programme which could include a variety of tasks and could include running, treadmill, cycling,
swimming, rowing or other suitable challenges or the challenge could be solely in their preferred
activity. Will have a good knowledge of the muscles, joints and joint actions used in the exercises and
know how they work. Able to produce a plan for their PEP and demonstrate an understanding of the
principles of training, using them in their programme. Will understand the importance of a suitable
training course. Will know how to take pulse rates and know and understand the importance and
significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of
7-8 training effects and fitness levels. Will be able to use this knowledge in testing, measuring and
evaluating their programme. Plan will be clearly set out and the candidate may have devised their
own templates for setting out their programme or used prepared templates for monitoring, recording
and evaluating their programme. Will have a very good knowledge of working safely and plan and
carry out and apply this in an appropriate warm up, main activity and cool down for each training
session they perform. Capable of supporting the teacher in leading a warm-up and preparing and
setting out any equipment for the training session, for example the equipment needed for the exercise
stations and using the heart rate monitors if available, and storing after use. Will monitor record and
briefly evaluate each training session and make useful notes. Their overall PEP will have a detailed
evaluation with clear and relevant suggestions to develop their training programme over a further
period of time using appropriate principles and training methods.


Has an excellent fitness level, which will be demonstrated in working at an excellent level of intensity
(eg at the high end of their target zone) and technique throughout the whole of the training session
this will be most noticeable towards the end of the activity. Understands, devises and follows a high
quality and challenging continuous training cardiovascular exercise programme which could include a
variety of tasks and could include for example hill running, treadmill, cycling, swimming, rowing or
other suitable challenges or the challenge could be solely in their preferred activity. Researched and
planned their PEP needing little guidance. Shows a clear understanding of, and apply the principles of
training. Knows how to take pulse rates accurately and understands the significance of resting heart
(pulse) rate, working heart (pulse) rate and recovery rates in terms of training effects and fitness
9-10 levels. Able to use this knowledge in testing, measuring and evaluating their programme. Plan is
clearly set out and the student may have devised their own templates for setting out their programme
or used prepared templates for monitoring, recording and evaluating their programme. Has a clear
understanding of and be very capable of working safely. Plans and carries out an appropriate warm
up, main activity and cool down for each training session they perform. Very capable of supporting
the teacher in leading a warm-up and preparing and setting out any equipment for the training session,
for example using the heart rate monitors if available, and storing after use. Monitors, records and
evaluates each training session and make detailed notes and provide a more detailed critical
evaluation of their overall PEP. Explains how their whole programme has worked and should
progress and fitness levels improve using appropriate principles and training methods.


Assessment criteria for Interval training as part of Fitness training:

about 60 per cent or below of maximum heart rate) and is unable to sustain a moderate level of
intensity throughout the training session. Has poor technique on each repetition and set for most of
the training session. Does not understand how to choose the distance or time of each repetition, the
number of sets and the appropriate time for recovery between repetitions and sets and the training
affects of this method of training. Has very little or no knowledge of the muscles they are using, and
the effect on the muscles, heart and the circulatory system and know how they are working during
their training sessions. Unable to plan their Personal Exercise Programme (PEP) without considerable
assistance. Needs the help of prepared worksheets and guidance in how to use them and in choosing
1-2 appropriate principles of training. Does not know how to take pulse rates or understand the
training effect and fitness levels. Unable to use this knowledge or understand how to use it when
selecting appropriate tests for measuring and evaluating their programme. Needs the help of prepared
templates for planning, monitoring, recording and evaluating their programme. Understands the
safety in this activity but not always demonstrate it in practice. May not know how to devise and
carry out an appropriate warm up for this activity or only at a superficial level. Unable to lead the
group warm up and may not support the teacher in preparing, during or concluding the session.
Unable to evaluate the training session and does not have the insight to produce a critical evaluation
for the PEP.
Shows a moderate level of fitness in performing their training session working to a moderate level of
intensity (eg 60 per cent to 70 per cent maximum heart rate) and unable to sustain a good level of
intensity throughout the session. May show good technique early in the session but their technique
and fitness level may deteriorate in the later stages, especially on the final set or they may show
moderate technique on each repetition and set for most of the training session. Needs clear guidance
to in choosing the distance or time of each repetition, the number of sets and the appropriate time for
recovery between repetitions and sets and the training affects of this method of training. Lacks
knowledge of the muscles they are using and the affect on the muscles, heart and the circulatory
system and know how they are working during their training sessions. May not be able to plan their
PEP without some assistance. Needs help and prepared worksheets and some guidance in choosing
3-4 appropriate principles of training and training methods. May know how to take pulse rates but may
not understand the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery
rates in terms of training effect and fitness levels. Unlikely or unable to use this knowledge in testing,
measuring and evaluating their programme. May not understand how to plan in any depth and needs
help in setting out their plan and choosing appropriate testing, measuring and evaluating procedures
for their programme. Needs the help of prepared templates for planning, monitoring, recording and
evaluating their programme. Understands the importance of safety in this activity and normally
applies them in practice. May know about and apply a warm up main activity and cool down but may
not apply good technique throughout. May not always support the teacher in preparing, during and
concluding the training session. Lacks depth in their ability to evaluate their training sessions and
overall programme and will not be able to offer any real insight into the future planning of their PEP.


Shows a good level of fitness in performing their training session working to a good level of intensity
(eg 70 per cent to 80 per cent maximum heart rate) with good technique on each repetition and set for
most of the training session. May need guidance in planning and using appropriate distances or time
for each repetition, and the number of sets and appropriate rests/recovery periods between repetitions
and sets, and unclear about the reasons why. Has a little knowledge of the muscles they are using and
the effect on the muscles, heart and the circulatory system and know how they are working during
their training sessions. Able to produce a plan for their PEP after initial teaching and with guidance
on the use and application of the principles of training and training methods. Knows how to take
pulse rates and understands the significance of resting heart (pulse) rate, working heart (pulse) rate
5-6
and recovery rates in terms of training effect and fitness levels. Able to choose appropriate testing and
measuring and evaluating procedures for their programme, but needs some direction in setting out
their plan. Has set out a good plan and may have devised or used prepared templates for setting out,
monitoring, recording and evaluating their programme. Has a good knowledge of safety and plan and
carry out an appropriate warm up, main activity and cool down/recovery with good technique.
Capable of supporting the teacher in preparing equipment and storing the equipment after use.
Monitors, records their programme and makes useful notes and comments. Briefly evaluates each
training session and the overall PEP and make some clear and relevant suggestions for the future
development of their training programme.
Has a very good fitness level, and work at a high level of intensity (eg 80 per cent to 90 per cent
maximum heart rate) with very good technique throughout the whole of the training session. Knows
and has some understanding of planning and using appropriate distance or time of each repetition and
the number of sets and appropriate rests/recovery periods between repetitions and sets. Has some
knowledge of the muscles they are using and the effect on the muscles, heart and the circulatory
system and how they work during their training sessions. Produces a plan for their PEP and
demonstrate an understanding of the principles of training and use them in their programme. Knows
how to take pulse rates and has some understanding of the significance of resting heart (pulse) rate,
working heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Able to use
7-8 this knowledge in testing, measuring and evaluating their programme. The plan will be well set out
and the student may have devised their own templates for setting out their programme or used
prepared templates for monitoring, recording and evaluating their programme. Has a very good
knowledge of working safely and plan and carry out and apply this in an appropriate warm up, main
activity and cool down for each training session they perform. Capable of supporting the teacher in
leading a warm-up for example and preparing the equipment for the training session, such as the heart
rate monitors if available, and storing after use. Monitors, records their programme with useful notes
and comments and evaluate each session. briefly evaluates each training session and the overall PEP
has an evaluation with clear, relevant suggestions to develop their training programme over a further
period of time.


Has an excellent level of fitness, which will be demonstrated in working at an excellent level of
intensity (eg 90 per cent maximum heart rate) and technique throughout the whole of the training
session. Knows and understands how to calculate the distance, or time of each repetition, the number
of repetitions, and the number of sets and appropriate rest/recovery periods between repetitions and
sets and able to explain the reasons why. Has a good working knowledge of the muscles they are
using and the effect on the muscles, heart and the circulatory system and how they work during their
training sessions. Researched and planned their PEP needing little guidance and they show a clear
understanding of, and apply the principles of training. Knows how to take pulse rates and understands
9-10 training effect and fitness levels. Able to use this knowledge in testing, measuring and evaluating
their programme. The plan is clearly set out and may have devised their own templates for setting out
their programme or used prepared templates for monitoring, recording and evaluating their
programme. Has a clear understanding of and be very capable of working safely. Plans and carries out
an appropriate warm up, main activity and cool down for each training session they perform. Very
capable of supporting the teacher in leading a warm-up and preparing and setting out any equipment
for the training session, for example using the heart rate monitors if available, and storing after use.
Monitors, records and evaluates each training session and makes detailed notes and provide a more
detailed critical evaluation of their overall PEP. Explains how their whole programme has worked and
should progress and fitness levels improve using appropriate principles and methods of training.


Assessment criteria for Pilates as part of Fitness training:

Produces a limited level of performance, reflecting little accuracy within each exercise. Such
performers are characterised by lack of strength, very little body control, lack of stability and a
general lack of balance. Level of technique allows basic moves to be undertaken. Correct breathing
technique is used at times. Ability to co-ordinate moves with fluency and control is limited. Has no
aesthetic awareness or presence. Has little sense of timing or fitness for purpose, relative to the
performance. Has little understanding and knowledge of the purpose of the activity. Compositional
element requires guidance, which will be directed at a basic level of complexity. Unable to plan their
Personal Exercise Programme (PEP) without considerable assistance. Needs the help of prepared
worksheets and guidance in how to use them and in choosing appropriate principles of training. Does
1-2
not know how to take pulse rates or understand the significance of resting heart (pulse) rate, working
heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Unable to use this
knowledge when selecting appropriate tests for measuring and evaluating their programme. Needs the
Understands the safety in this activity but not always demonstrate it in practice. May not know how to
devise and carry out an appropriate warm up for this activity or only at a superficial level. Unable to
lead the group warm up and may not support the teacher in preparing, during or concluding the
session. Unable to evaluate the training session and will not have the insight to produce a critical
evaluation for the PEP.
Produces a moderate performance, reflecting some degree of accuracy within their movement. Such
performers are characterised by their limited strength, body control and balance. Basic moves are
achieved with practice. Can breathe correctly at times and demonstrate some easier exercises with
reasonable technique. Has some aesthetic appreciation. Ability to co-ordinate moves to form a
sequence lacks fluency and timing. Is developing a sense of awareness and has some degree of core
control and stability. Produces a basic sequence of exercises with teacher help. Has some idea about
the basics of what each exercise is trying to achieve. Performs exercises without a breakdown of
technique for at least a short period. May not be able to plan their Personal Exercise programme
without some assistance. Needs help and prepared worksheets and some guidance in choosing
appropriate principles of training and methods of training. May know how to take heart rates but may
3-4 not understand the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery
rates in terms of training effect and fitness levels. Unlikely or unable to use this knowledge in testing,
measuring and evaluating their programme. May not understand how to plan in any depth and needs
help in setting out their plan and choosing appropriate testing, measuring and evaluating procedures
for their programme. Likely to need the help of prepared templates for planning, monitoring,
recording and evaluating their programme. Understands the importance of safety in this activity and
normally applies them in practice. May know about and apply a warm up main activity and cool
down but may not apply good technique throughout. May not always support the teacher in preparing,
during and concluding the training session. Lacks depth in their ability to evaluate their training
sessions and overall programme and will not be able to offer any real insight into the critical planning
of their PEP.


Produces an average level of performance reflecting some degree of accuracy in their movement
sequence. Shows some strength and maintain some stability and balance when performing an exercise
or group of exercises. Has a developing sense of breathing technique when carrying out the moves but
has some difficulty with fluency. Has a basic knowledge of why the moves are being carried out and
which muscle groups the moves relate to. Needs guidance to develop a sequence of moves to achieve
a higher level of complexity. Performs exercises for a reasonable period of time without losing
significant form or body tension. Has some idea about how a group of movements can be made more
challenging to show a sequence of progression throughout a training cycle. Produces a plan for their
PEP after initial teaching and with guidance on the use and application of the principles of training
and methods of training. Knows how to take pulse rates and the understanding of the significance of
5-6
resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and
fitness levels. Able to choose appropriate testing and measuring and evaluating procedures for their
programme but needs some direction in setting out their plan. Has set out a good plan and they may
have devised or used prepared templates for setting out their programme and for monitoring,
recording and evaluating their programme. Has a good knowledge of safety and plan and carry out an
appropriate warm up, main activity and cool down/recovery with good technique. Capable of
supporting the teacher in preparing equipment and storing the equipment after use. Able to monitor
and record their programme and make useful notes and comments. Briefly evaluates each training
session and the overall PEP and make some clear and relevant suggestions for the future development
of their training programme.
Regularly produces a very good level of performance, reflecting accurate movement and a good level
of control throughout each movement. Has a good level of tension throughout each movement and
can keep the muscles engaged for the most part. Has aesthetic presence and can name specific
exercises and has a good level of understanding of the benefits each exercise has to a particular
muscle. Breathing is focused and in tune with most exercises and has a degree of control and timing.
Has the core strength to perform each exercise for an extended period of time with a minimal loss of
control and technique. Composes moves with some guidance. Demonstrates how a group of
movements can be made more challenging to show a sequence of progression throughout a training
cycle. Produces a plan for their PEP demonstrate an understanding of the Principles of Training and
use them in their programme. Knows how to take pulse rates and understands the significance of
7-8 resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effects and
fitness levels. Able to use this knowledge in testing, measuring and evaluating their programme. The
plan is clearly set out and the student may have devised their own templates for setting out their
programme or used prepared templates for monitoring, recording and evaluating their programme.
Has a very good knowledge of working safely and plans, carries out and applies this in an appropriate
warm up, main activity and cool down for each training session they perform. May be capable of
supporting the teacher in leading a warm-up and preparing and setting out any equipment for the
training session. Monitors, records and briefly evaluates each training session and makes useful notes
and their overall PEP will have a detailed evaluation with clear and relevant suggestions to develop
their training programme over a further period of time using appropriate principles and methods of
training.


Consistently demonstrates a high level of technique and knowledge. Is characterised by the level of
body tension, precision of movement, strength and stability demonstrated within various exercises
consisting of poses, holds and moves centring on the core muscles (all the muscles in the abdomen,
lower back, hips, and backside). Produces, performs and holds these exercises with precision and
control throughout the entire movement and are able to co-ordinate them with ease and fluency.
Appreciates aesthetic quality. Can amend their body position to gain alignment and shows total
control in all muscles throughout. Where students are displaying multiple movements there must
appear to be a continuous flow between movements throughout. Has developed a sense of timing and
awareness of breathing for each exercise. Understands the importance of breathing within each
movement, engaging their deep abdominal and pelvic floor muscles (‘engaging the core’) when
exhaling and maintain this engagement as they inhale. Has significant knowledge and understanding
and can relate the moves to the specific muscle groups being worked. Produces a series of exercises
independently with a high level of complexity and minimal guidance. Performs each exercise for a
significant amount of time without loss of technique. Demonstrates how a group of movements can
9-10 be made more challenging to show a sequence of progression throughout a training cycle. Has some
understanding of how to make exercises simpler or less challenging for those who lack the strength
and coordination to perform some of the exercises. Researched and planned their PEP needing little
guidance. Understands and applies the principles of training. Knows how to take pulse rates
accurately and understands the significance of resting heart (pulse) rate, working heart (pulse) rate
and recovery rates in terms of training effects and fitness levels. Uses this knowledge in testing,
measuring and evaluating their programme. The plan is clearly set out and the student may have
devised their own templates for setting out their programme or used prepared templates for
monitoring, recording and evaluating their programme. Has a clear understanding of and be very
capable of working safely. Plans0 and carries out an appropriate warm up, main activity and cool
down for each training session they perform. Very capable of supporting the teacher in leading a
warm-up and preparing and setting out any equipment for the training session. Monitors, records and
evaluates each training session and makes detailed notes, providing a more detailed critical evaluation
of their overall PEP. Explains how their whole programme has worked and should progress and
fitness levels improve using appropriate principles and methods of training.

Note: In this method of training fitness levels addressed will include strength, core stability, and
balance.


Assessment criteria for Weight training as part of Fitness training:

about 60 per cent or below of rep max) and unable to sustain a moderate level of intensity throughout
the training session and they will have poor technique on each exercise, and set for most of the
training session. Does not understand how to choose the appropriate exercises and number of
repetitions and the appropriate time for recovery between sets and to understand the training affects of
this method of training. Has very little or no knowledge of the muscles they are using, and the effect
on their muscles, heart and the circulatory system and how they work during their training sessions.
Unable to plan their Personal Exercise Programme (PEP) without considerable assistance. Needs the
help of prepared worksheets and guidance in how to use them and in choosing appropriate principles
1-2
of training. Does not know how to take pulse rates or have knowledge and understand the
training effect and fitness levels. Does not have the knowledge or understand how to select
appropriate tests for measuring and evaluating their programme. Needs the help of prepared templates
for planning, monitoring, recording and evaluating their programme. Understands the safety in this
activity but does not always demonstrate it in practice. May not know how to devise and carry out an
appropriate warm up for this activity or only at a superficial level. Unable to lead the group warm up
Has a moderate level of fitness in performing their training session working to a moderate level of
intensity (eg over 60 per cent rep max) and unable to sustain a good level of intensity throughout the
session. May show good technique early in the session but their technique and fitness level may
deteriorate in the later stages especially in the final set. Needs clear guidance in choosing the
appropriate exercise, number of repetitions and sets, and the appropriate time for recovery between
sets. Understands the training effects of this method of training. Lacks knowledge of the muscles they
are using and the effect on their muscles, heart and the circulatory system and how they work during
their training sessions. May not be able to plan their PEP without some assistance. Needs help and
prepared worksheets and some guidance in choosing appropriate principles of training and methods
3-4 of training. May know how to take heart rates but may not understand the significance of resting heart
May not understand how to plan in any depth and needs help in setting out their plan and choosing
appropriate testing, measuring and evaluating procedures for their programme. Likely to need the
Understands the importance of safety and good technique in this activity and normally applies them
in practice. May know about and apply a warm up main activity and cool down but may not apply
good technique throughout. May not always support the teacher in preparing, during and concluding
the training session. Lacks depth in their ability to evaluate their training sessions and overall
programme and unable to offer any real insight into the critical planning of their PEP.


Has a good fitness level in performing their training session, working safely and to a good level of
intensity (eg 60 per cent to 80 per cent rep max) with good technique on each repetition and set.
Needs guidance in planning, using appropriate exercises, number of repetitions and the number of
sets and appropriate rests periods between sets. Less clear about the reasons why they should use
certain exercises. Shows good technique in all the exercises in their programme. Little knowledge of
the muscles they are using and the effect on their muscles, heart and the circulatory system. Knows
how they work during their training sessions. Produces a plan for their PEP after initial teaching and
with guidance on the use and application of the principles of training and methods of training. Knows
5-6 (pulse) rate and recovery rates in terms of training effect and fitness levels. Able to choose
appropriate testing and measuring and evaluating procedures for their programme but needs some
direction in setting out their plan. Has set out a good plan and they may have devised or used
prepared templates for setting out their programme and for monitoring, recording and evaluating their
programme. Has a good knowledge of safety, using spotters and planning and carring out an
appropriate warm up, main activity and cool down/recovery with good technique. Capable of
supporting the teacher in preparing equipment, eg any free weights and storing the equipment after
use. Able to monitor and record their programme and make useful notes and comments. Briefly
evaluates each training session and overall PEP and makes some clear and relevant suggestions for
the future development of their training programme.
Has a very good fitness level, which will be demonstrated in working at a very high level of intensity
(eg working towards the high end of their target zone) and shows very good technique throughout the
whole of the training session. Knows what exercises to include, in which order and understands why
they should use them. Understands how to use repetitions and sets for different effects, the order in
which to perform the exercises and how to calculate the resistance. Has some knowledge of suitable
training methods and adopt them. Knows how to calculate, set and record their correct resistance for
each exercise. Has a good knowledge of the muscles, joints and joint actions used in the exercises and
know how they work. Produces a plan for their PEP and demonstrate an understanding of the
principles of training and use them in their programme. Knows how to take pulse rates and
understands the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates
7-8 in terms of training effects and fitness levels. Uses this knowledge in testing, measuring and
evaluating their programme. The plan is clearly set out and the student may have devised their own
templates for setting out their programme or used prepared templates for monitoring, recording and
evaluating their programme. Has a very good knowledge of working safely and using spotters and
plans and carries out an appropriate warm up, main activity and cool down for each training session
they perform. Capable of supporting the teacher in leading a warm-up and preparing and setting out
any equipment for the training session, for example the equipment needed for the exercise stations
and using the heart rate monitors if available, and storing after use. Monitors, records and briefly
evaluates each training session and makes useful notes. The PEP has a detailed evaluation with clear
and relevant suggestions to develop the training programme over a further period of time using
appropriate principles and methods of training.


Has a clear understanding of, and applies the principles of training, repetitions, sets and training
methods. Knows how to perform each exercise in their programme correctly using sound and safe
technique. Knows (and understands why) in which order to perform the exercises and how to
calculate, set and record the correct resistance for each exercise for themselves and others. Knows and
understands repetition maximums and how to calculate them for themselves and others and they will
have a high fitness level and work at a high intensity. Knows what exercises to include, in which
order, and how to calculate the number of repetitions for each exercise, and the number of sets they
should perform. Has a very good working knowledge of the muscles, joints and joint actions used in
the exercises and how they work. Researched and planned their PEP needing little guidance. Has a
clear understanding of, and applies the principles of training. Knows how to take pulse rates
accurately and understands the significance of resting heart (pulse) rate, working heart (pulse) rate
9-10 and recovery rates in terms of training effects and fitness levels. Able to use this knowledge in
testing, measuring and evaluating their programme. The plan is clearly set out and the student may
have devised their own templates for setting out their programme or used prepared templates for
monitoring, recording and evaluating their programme. Has a clear understanding of and be very
capable of working safely, spotting and using spotters. Plans and carries out an appropriate warm up,
main activity and cool down for each training session they perform. Very capable of supporting the
teacher in leading a warm-up and preparing and setting out any equipment for the training session, for
example if they are using free weights and using the heart rate monitors if required and if available,
and storing after use. Monitors, records, evaluates each training session, makes detailed notes,
provides a more detailed critical evaluation of their overall PEP. Explains how their whole
programme has worked and should progress and fitness levels improve using appropriate principles
and methods of training.

Note: Candidates could use heart rate monitors to show exercise/work intensity


Assessment criteria for Yoga as part of Fitness training: Practical performance

Produces a limited level of performance, with little accuracy in the sequence. Lacks strength, body
control, stability (balance) and flexibility. Can do basic moves and uses correct breathing technique at
times. Ability to co-ordinate moves with fluency and control is limited. Has no aesthetic awareness or
presence and little sense of timing or fitness for purpose, relative to the performance. Has little
understanding and knowledge of the purpose of the activity. The compositional element requires
guidance, which will be directed at a basic level of complexity. Unable to plan their Personal Exercise
Programme (PEP) without considerable assistance. Needs prepared worksheets and guidance in how
to use them and in choosing appropriate principles of training. Does not know how to take pulse rates,
1-2
or understand the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery
rates in terms of training effect and fitness levels. Unable to use this knowledge or understand when
selecting appropriate tests for measuring and evaluating their programme. Needs prepared templates
for planning, monitoring, recording and evaluating their programme Understands how to work safely
but does not always demonstrate it in practice. May not know how to devise and carry out an
appropriate warm-up for this activity or only at a superficial level. Unable to lead the group warm-up
Produces a moderate performance, with some degree of accuracy within their sequence. Has limited
strength, body control, balance and flexibility. Basic moves are achieved with practice. Can breathe
correctly at times and demonstrates some neutral body positions on the mat and whilst standing. Has
some aesthetic appreciation. Ability to co-ordinate moves to form a sequence lacks fluency and
timing. Developing a sense of awareness and flexibility. Can produce a basic sequence with teacher
help. May not be able to plan their PEP without some assistance. Needs prepared worksheets and
some guidance in choosing appropriate principles and methods of training. May know how to take
heart rates but may not understand the significance of resting heart (pulse) rate, working heart (pulse)
rate and recovery rates in terms of training effect and fitness levels. Unlikely or unable to use this
3-4
evaluating procedures for their programme. Likely to need the help of prepared templates for
planning, monitoring, recording and evaluating their programme. Understands how to working safely
in this activity, and the importance of doing so, and normally does so in practice. May know about,
and apply, a warm-up, main activity and cool-down, but may not apply good technique throughout.
May not always support the teacher in preparing, during and concluding the training session. Unable
to evaluate training sessions and overall programme in depth, and unable to offer any real insight into
the critical planning of the PEP.


Produces an average level of performance, with some degree of accuracy in their movement
sequence. Shows some strength and flexibility and maintains some stability (balance) when
performing a sequence. Has a developing sense of breathing technique when carrying out the moves
but has some difficulty with fluency. Has a basic knowledge of why the moves are being carried out
and which muscle groups the moves relate to. Needs guidance on sequencing moves to achieve a
higher complexity. Able to produce a plan for their PEP after initial teaching and with guidance on
the use and application of the principles and methods of training. Knows how to take pulse rates and
5-6 training effect and fitness levels. Able to choose appropriate testing and measuring and evaluating
procedures for their programme but needs some direction in setting out their plan. Has set out a good
plan and may have devised their own, or used prepared, templates for setting out, monitoring,
recording and evaluating their programme. Has good knowledge of safety and plans and carries out
an appropriate warm-up, main activity and cool-down/recovery with good technique. Capable of
supporting the teacher in preparing equipment and storing the equipment after use. Able to monitor
and record their programme and make useful notes and comments. Briefly evaluates each training
session and the overall PEP and makes some clear and relevant suggestions for the future
development of their training programme.
Regularly produces a very good level of performance, with accurate movement repetition and
flexibility. Able to control holding movements and links moves mostly with control and ease. Has
aesthetic presence and can name specific moves within their sequence. Knows why the moves are
being used and can relate to the specific muscles in the body. Can breathe in time with the moves and
strength, stability (balance) and flexibility is achieved. Is developing a sense of timing, awareness and
fitness for purpose. Can compose moves with some guidance. Able to produce a plan for their PEP
and understands the methods and principles of training and uses them in their programme. Knows
(pulse) rate and recovery rates in terms of training effects and fitness levels. Able to use this
7-8
knowledge in testing, measuring and evaluating their programme. Plan is clearly set out and the
student may have devised their own, or used prepared, templates for setting out, monitoring,
recording and evaluating their programme. Has very good knowledge of working safely and applies
this in an appropriate warm-up, main activity and cool-down for each training session they perform.
May be capable of supporting the teacher in leading a warm-up and preparing and setting out any
equipment for the training session. Monitors, records and briefly evaluates each training session and
makes useful notes. Their overall PEP has a detailed evaluation with clear and relevant suggestions to
develop their training programme over a further period of time using appropriate principles and
methods of training.


Consistently demonstrates a high level of technique and knowledge, characterised by the level of
body tension, flexibility, strength and stability (balance) demonstrated within a sequence of moves
(eg salute to the sun, warrior sequence, tree sequence). Able to produce a series of moves with
precision and control and to co-ordinate them with ease and fluency. Appreciates aesthetic quality.
Can amend their body position to gain alignment and neutral body positions with ease. Has a sense of
timing and awareness of breathing throughout the sequence and demonstrates strength, stability
(balance) and flexibility throughout. Has significant knowledge and understanding and can relate the
moves to the specific muscle groups being worked. Can produce a sequence independently with a
high level of complexity and minimal guidance. Has researched and planned their PEP needing little
guidance. Shows a clear understanding of principles, and methods, of training, and applies them.
9-10 Knows how to take pulse rates accurately, and understands the significance, of resting heart (pulse)
rate, working heart (pulse) rate and recovery rates in terms of training effects and fitness levels. Able
to use this knowledge in testing, measuring and evaluating their programme. The plan is clearly set
out. May have devised their own templates, or used prepared templates for setting out, monitoring,
recording and evaluating their programme. Has a clear understanding of, and is very capable of,
working safely. Plans and carries out an appropriate warm-up, main activity and cool-down for each
training session. Is very capable of supporting the teacher in leading a warm-up and preparing and
setting out any equipment for the training session. Monitors, records and evaluates each training
session and makes detailed notes. Provides a detailed critical evaluation of their overall PEP and is
able to show and apply their knowledge in explaining how their whole programme has worked and
should progress and fitness levels improve using appropriate principles and methods of training.

Note: In this method of training, fitness levels addressed will include strength, core stability,
flexibility and balance.


Gaelic football

assessment
• Catching: low on chest; overhead.
• Kicking: punt; drop kick; free kick.
• Passing: kick; hand; fist.
• Solo run: side step; hop the ball.
• Pick up.
• Tackling: blocking; shoulder.
• Shooting: right; left.
• Goalkeeping.
• Pressurised practices and games, eg 3 versus 3 or 4 versus 4 illustrating spatial awareness.
• Timing – when to run/pass/kick/shoot.
• Judgement – where to run, which pass to make, controlling possession, positional sense, support,
weighting the pass.
• Roles of different positions.
• Marking.
• Movement off the ball.
• Positions at set plays.
• Tactics.
• Principles of play:
– attack – width, penetration
– defence – width, depth.
• Set plays: throw in at the start of the game, free kicks, kick-out, ‘forty-five’.
Laws of the game and their application, including the officials’ signals.


Assessment criteria for Gaelic football: Practical performance

Able to pass from the hand with limited accuracy. Passes tend to be under or over played. Takes eyes
off ball prior to contact.
Demonstrates reasonable skill with stronger foot. Ball often hit too high or too far in front.
1-2
Lack of ability and consistency in catching the ball.
Participates in game with limited effectiveness. Has difficulty performing basic skills in game
situation. Shows uncertainty in comprehending changes in tactics or concepts of team work.
Passes accurately with correct part of the foot. Occasionally, pass lacks correct weighting.
Demonstrates timing and knowledge of distance in a range of passes.
Good control and technique. Ball kept under control. Uses stronger foot mainly, but able to
3-4 demonstrate limited use of both feet.
Shows better co-ordination at catching and becomes more accomplished.
Starts to become more effective in game situation. May exhibit some individual skills in chosen
position although these may be affected by pressures of game.
Passes with accuracy while on the move. Demonstrates correct technique and timing with the stronger
foot.
Able to use both feet to control the ball while soloing past opponents on either side.
5-6 Good positioning of hands directly behind ball. Can catch while stationary.
Shows some ability to influence the game either in attack or defence. Good command of skills and
tactics in evidence even under pressure. Shows some anticipation of opposition and makes
adjustments. Able to switch quickly from attack to defence.
Passes accurately on the move. Demonstrates variety of passes with either foot. Technique and timing
good.
Demonstrates tight control while soloing past opponents on either side.
7-8
Has very good catching ability while stationary but more inconsistent on the move.
Influences on the game in both attack and defence. Makes few unforced errors and assists team mates.
Shows high level of skill and tactical awareness even under pressure.
Demonstrates all types of pass with accuracy and good timing. Able to apply correct weighting and
pace. Passes accurately with either foot on the move to stationary or moving target
Shows high level of balance and ball control while soloing past an opponent. Able to wrong foot
9-10 opponent while maintaining full control of ball and moving forward.
Shows high level of balance and ability to catch, both while stationary and on the move.
Exerts significant control over the game. Shows outstanding level of skills, technical awareness and
anticipation, making few unforced errors.


Golf

assessment
• Stance:
– set up
– posture
– open
– closed
– position of ball.
• Grip:
– weak/strong
– overlapping
– interlocking.
• Swing:
– take away
– backswing
– downswing
– impact
– follow through.
• Use of: woods, irons and putters.
• Strokes: tee shot; drive; approach shots; chip; pitch; putt.
• Playing from and over hazards: eg bunkers; rough.
Application of advanced skills in a structured game situation
Tactics
• Selection of club.
• Use and control of: draw; fade; backspin; lofting.
• Taking account of conditions: lie; distance; wind and weather.
• Using the run of fairway slopes and the green.
• Rules, etiquette and procedures.
• Types of play: stroke play; match play.


Assessment criteria for Golf: Practical performance

Hands fail to work as one unit. Poor address to the ball. Jerky swing; ball often missed, miss-hit and
not lofted. Unable to select appropriate club to match the lie of the ball. Little attempt to avoid
1-2
hazards or use tactical shot. Putting – little evidence of taking account of variable conditions.
Choice of club often incorrect. Little idea of rules or procedures.
Poor position in relation to the ball. Inhibited movement; little success with pitch and chip. Lacks
distance and control of direction. Limited idea of course layout or ways to avoid hazards. Stilted
3-4
and inconsistent putting. Lacks control of wrist and body in putting action. Inconsistent
achievement. Limited knowledge of the basic rules and etiquette.
Demonstrates correct grip. Ball addressed well in preparation. Correct action. May slice or hook
when trying for distance. Will often lack fluidity in swing with little transference of weight. Fairly
5-6 consistent in controlling direction. Generally tries to use course layout but not always successfully.
Achieves putting success but finds difficulty in taking effective account of terrain and alignment.
Strokes generally effective and consistent. Understands of the common course rules for playing.
Technically correct and effective grip. Good address. May use waggle to advantage. Fluid swing,
may lack height and distance. Accurate approach shots. Consistent. Uses course layout and can
7-8 usually avoid hazards while playing for position. Putting effective and accurate. Takes account of
the lie of the green. Adjusts game to suit conditions. Selects appropriate club. Can match par to
handicap but often drops a shot. Sound knowledge of the procedures and etiquette of the game.
Good, firm and technically correct grip. Correct alignment of feet, body and head. Fluid swing,
taking club through full range. Achieving distance regularly. Effectively uses the course for best
9-10 line. Able to fade/draw to effect. Putting, high percentage of scoring rate, taking account of terrain,
distance, alignment. Regularly makes par to handicap. Chooses appropriate club. Responds to
weather conditions. Excellent understanding and knowledge of the game and course.

Skills and manoeuvres
1 Stance 8 Fairway shots: medium irons
2 Grip 9 Fairway shots: wedge shots
3 Swing 10 Chipping
4 Tee shots: driver and woods 11 Pitch and run
5 Tee shots: long irons 12 Putting
6 Fairway shots: woods 13 Bunker shots
7 Fairway shots: long irons 14 Draw and fade of iron shots


Gymnastics

Agilities
Students should perform as many of the following agilities as they can. These agilities are to be demonstrated
as individual movements and not linked into a routine.
Basic agilities
• Rolls: forward crouch and straddle; circle straddle roll; dive forward.
• Rolls: backward into crouch and straddle.
• Balances: shoulder; knee and elbow (crouch balance); headstand; handstand.
• Cartwheel; round off.
Advanced agilities
• Rolls: forward into straight leg pike.
• Handspring.
• Headspring.
• Somersaults: front and back.
• Flic flac (backflip).
• Backward roll to handstand; handstand forward roll.
• Walkover forward/backward.
Any other agility the gymnast can perform.
Vaulting
Use of the box (minimum 110 cm height) and reuter/spring board or trampette to perform any two of the
following vaults.
Basic vaults Advanced vaults
• Squat vault: long and/or cross box. • Headsrping; handspring piked (Yamashita).
• Straddle vault: long and/or cross box. • Handspring half turn/half on half off.
• Round off over the vault.
Any vault from FIG code of points (the vault must be explained prior to execution).
Students will be allowed two attempts at each vault, the better in each case being assessed.
Routine
Students will select one of the following and produce a routine.
Floor routine
• Boys: a sequence lasting up to 60 seconds and comprising any number/combination of the agilities listed
above, with linking movements.
• Girls: a sequence to music lasting 60 to 90 seconds and comprising any number of agilities listed above.
Note: Floorwork (girls) performed to music (non-vocal) should be joined together by dance movements,
jumps, hops and step patterns.
Pommel horse (Boys): A short sequence showing various leg swings.
Beam routine (Girls): A sequence to last 70 to 90 seconds using the whole beam and including a mount,
running and walking steps, turns, springs and hops, rolls and held position dismount.


Educational gymnastics
Students will be required to perform a sequence of at least one minute’s duration chosen from the following
awareness components and highlighting one or more basic themes.
• Body awareness
• awareness of individual parts and combinations of parts
• parts touching and separating
• transference of weight
• curling and stretching
• simultaneous and successive movements
• angles, curves and twists
• symmetry and asymmetry
• flight.
Time awareness
• moving and stopping
• rhythms in movement
• control of time
• acceleration and deceleration
• accents in movement.
Spatial awareness
• where the body can move
• direction, including changing direction
• ways of facing; different levels
• flight (where body is going through space assisted/unassisted)
• ball, pin and wall shapes (shapes of the body in space).
Weight awareness: awareness of strength and lightness in movement.
Rhythmic gymnastics
• Students should perform a routine using one of clubs/ball/rope/ribbon/hoop.
• Clubs: a short sequence lasting 60 to 90 seconds to include small circles, mill circles, large swings,
throws, tapping/beating, asymmetric movements.
• Ball: a short sequence lasting 60 to 90 seconds to include throws, free rolls over the body or the floor,
bouncing, circles, figures of eight and balancing the ball on part of the body.
• Rope: a short sequence lasting 60 to 90 seconds to include skipping, swings, circles, rotations, figures of
eight and throws.
• Ribbon: a short sequence lasting 60 to 90 seconds to include swings, circles, snakes, coils, figures of eight
and throws.
• The hoop: a short sequence lasting 60 to 90 seconds to include rolling, rotation around the hand or part of
the body, swing curls, figures of eight, turning over, passing through and over and throws.
Students will be required to submit a written outline of the sequence to be performed.


Skills list
Agilities
Basic agilities:
• Rolls: forward and backward into crouch and straddle; circle straddle roll; dive forward.
• Balances: shoulder; knee and elbow (crouch balance); headstand; handstand.
• Cartwheel; round off.
Advanced agilities:
• Rolls: forward into straight leg pike.
• Handspring.
• Headspring.
• Somersaults: front and back.
• Flic flac (back flip).
• Backward roll to handstand; handstand forward roll.
• Walkover forward/backward.
• Any other agility the gymnast can perform.
Vault
Use of box (minimum 110cm height) and reuter/spring board or trampette to perform any two of the
following vaults.

Basic vaults:
• Squat vault: long and/or cross box.
• Straddle vault: long and/or cross box.

Advanced vaults:
• Handspring; handspring piked (Yamshita).
• Handspring half turn/half on half off.
• Round off over the vault.
• Longarm with full twist.
• Any vault from the FIG code of points
(the vault must be explained prior to execution).
Routine
Students will select one of the following and produce a routine:
• floor
• parallel bars/rings/pommel horse/high bar
• educational gymnastics
• rhythmic gymnastics.


Assessment criteria for Gymnastics: Practical performance

Agilities: able to attempt at least five basic agilities, demonstrating some body control. Vault:
experiences some difficulty. Needs assistance with one or both vaults. Poor style. Floor: able to link
together simple movements using limited space. Evidence of some body control. Lacks flow and
1-2 rhythm. Apparatus: needs assistance with mount/dismount. Student will not attempt a routine.
Educational: performs a short routine/sequence with a limited understanding of the chosen theme.
Lacks flow and little evidence of body control. Rhythmic: may lose control of the apparatus. Lack of
momentum/continuity to the routine. Interpretation of the music is incidental.
Agilities: able to attempt all rolls and balances with limited style, but more control. Vault: performs
the two basic vaults with minimal assistance. Limited control and style. Floor: demonstrates basic
agilities and linking movements in a routine. Some degree of control and style. Apparatus: more
competent in the mount; encounters problems with the dismount which tends to be simplistic. Basic
3-4
moves used throughout the routine. Routine will lack continuity. Educational: performs a short
routine/sequence on the chosen theme demonstrating basic agilities and/or vaults. Shows some
control and style. Rhythmic: some continuity of movement with the apparatus. Basic actions
displayed with adequate degree of control. Modest interpretation of the music.
Agilities: able to attempt all basic agilities with control and style. May attempt an advanced agility.
Vault: performs the two basic vaults with control and style. More advanced vault may need some
degree of assistance. Floor: demonstrates basic agilities to a higher degree of control and
performance; limited number of advanced moves, executed poorly. Apparatus: mount and dismount
without assistance. Routine composed mostly of elementary moves with, possibly, one or two more
5-6
advanced elements. Reasonable style and control. Educational: demonstrates through performance, a
routine/sequence on the chosen theme using good interpretation and starts to show awareness of
body/time/weight or space. Linking movements in evidence. Rhythmic: displays a degree of control
and thought. Movements performed with apparatus showing reasonable style and control.
Interpretation of music improves the appearance of the routine.
Agilities: able to perform all basic agilities and at least three of the advanced agilities. Good style and
control. Vault: able to perform a more advanced vault. Some evidence of speed on approach. Secure
landing. Floor: higher degree of advanced moves. Appropriate linking actions. Overall effect of the
routine shows control, flow and style. Apparatus: good mount and dismount. Polished performance
7-8
of basic moves. Some advanced moves offered, but with limited style and control. Educational: able
to perform a routine interpreting the chosen theme with considerable style and control. Evidence of
good linking movements. Rhythmic: routine shows continuity with some original ideas. Thought
given to types of movement required by changes in beat of music.
Agilities: able to perform all basic agilities and five advanced agilities. Excellent control and style.
Vault: performs a difficult vault involving some degree of rotation. Good speed on approach and
secure landing. Floor: appropriate mixture of movements displaying imaginative use of floor space
and ability. Sequence performed with total control. A polished performance. Apparatus:
9-10 demonstrates a series of well-thought out movements with appropriate linking actions. High level of
balance and control in a pleasing routine. Educational: the routine shows thought, imagination and
originality. It is fluent, aesthetically pleasing and shows style and poise. Rhythmic: demonstrates a
series of well thought out movements, linked together by an imaginative series of moves. An
aesthetically pleasing routine.


Handball

assessment
• Passing: shoulder pass; bounce pass; side pass.
• Receiving: side and frontal.
• Dribbling: either hand; using changes of hand; direction and pace.
• Shooting: standing shot; jump shot (for height); jump shot (for length); dive shot.
• Footwork: changes of pace and direction; stopping; side steps.
• Feints: left/right feint; right/left feint; shooting/passing feint.
• Positions: wing; halfback; centre; pivot.
• Defence: defence close to the 6 m area (against halfbacks and wingers); marking player and
communication; defence of the counterattack; 1 versus 1; 2 versus 2; 3 versus 3; approach to opponent;
switching defence; blocking.
• Goalkeeper: defence against, high, middle and low placed shots; long pass as first phase of the
counterattack.
• Attack: give and go; breakthrough; feints; 1 versus 1; 2 versus 2; 3 versus 3; pivot play; screens;
crossovers.

Tactics
• Defence: man to man; zone defence 6:0 defensive; 3:3 offensive (half court); 5:0 +1man marker.
• Goalkeeper: start of counterattack role; cooperation with defence to cover distance shots.
• Attack: 1 versus 1; counterattack; 3:3 attack formation, 4:2 attack formation; 2 versus 1 situations; drive;
crossovers and other trigger movements.
• Special situations: jump ball; quick restart; 9 m free throw situation.


Assessment criteria for Handball: Practical performance

Displays some control. Uses only one hand. Looks at ball. May lack weight and/or direction.
Catching lacks consistency. Does not show for the pass. May travel or hold ball for too long. Shoots
off target. Cannot dribble with head up. Shoots from wrong positions, for example incorrect throw
1-2
from weak side. Poor footwork. May be often off balance. No coordinated jump action. Has limited
effectiveness in a game. Has difficulty with basic skills in the game. Poor defence techniques both in
positioning and stance. Lacks positional sense in attack.
Maintains control. Correct contact with ball. Uses one hand but may have this underneath the ball.
Shows better technique when passing over longer distance. Feet correctly positioned. Catches is more
consistently but does not reach for the ball. Lacks drive. May look at the ball for too long. Jump shot
3-4 may lack height. Shoots are consistently too high. No effective brace step. Poor timing of leg and arm
action. More effective in a game. Can demonstrate basic skills in a game but unlikely to threaten
opponent’s goal regularly. Gets into better defensive positions and shows some idea of attacking
positions.
High level of control. Uses either hand, but one is weaker. Shows good body position. Head up for
maximum vision. Good passing technique. Uses shoulder, bounce and side pass. Catching is
consistent. Uses feints/deception. Timing is effective. Correct footwork. Head up whilst dribbling.
Drives through sometimes on the strong side with correct technique. Jump shot has clear leg and arm
5-6
action but may lack height and accuracy. Effective standing shot. Timing may be poor. May be off
balance. May be used effectively in a game. May threaten opponent’s goal and understands their
defensive role and individual defence, for example stance, approach to an opponent. May have some
understanding of their role in attack.
Able to change speed and direction. Appropriate use of the ball. Passes effectively with good
technique while on the move. Can use a variety of passes with deception. Shows good timing. Good
standard of technique and control. Strong drive in drills. Can break through on weaker side but may
7-8 not finish strongly. Good standard of technique with a good level of success. Very effective jump
shot. Good technique. Very good timing. Shows a good level of skill even under pressure. Can
influence the game in defence and attack. Understands and plays to the team’s tactics. Can exploit
openings and threaten opponents by scoring and/or assisting.
Can drive at speed and with control. Can drive on either side. Excellent technique. Can pass at speed
whilst on the move. Very good accuracy and timing. High levels of success. Can drive through the
defence and shoot. Flowing action with balance and clear follow through. Can shoot correctly with
9-10 power and accuracy from all positions. Very good technique. Very good timing. High level of skill in
their chosen position. Footwork is faultless. Shows significant control over the game. Makes few, if
any, unforced errors. Excellent timing to exploit openings and is able to drive at the goal.
Demonstrates an understanding of tactics in defence and attack.


Horse riding

Skills/manoeuvres
• Approach pony in stable, put on a head collar and tie up.
• Approach and lead a pony in hand.
• Mount and dismount.
• Walk and halt without a leading rein in an enclosed area.
• Put on a saddle and bridle.
• Show simple turns and circles in a walk.
• Show rising trot and knowledge of diagonals.
• Show knowledge of aids for increase and decrease of pace.
• Ride school movements in trot and walk.
• Show phase of canter on both legs and show a change of leg.
• Show forward position over poles.
• Show knowledge of the five phases of the jump, and jump a small cross pole.
• Show a balanced position in all school movements in walk, trot and canter.
• Show correct application of aids in the above manoevres.
• Walk, trot and canter without stirrups.
• Jump a 2 ft 6 ins track or ride with contact and on the bit.
• Make a good attempt at a half pirouette from a trot, halt and rein back.
• Show shortening and lengthening.
• Ride a 2 ft 9 ins cross-country course or ride in a double bridle.
• Ride a good 3 ft track or show lateral movements.
Students will be required to design and ride a short performance of their level of ability and preferred event.


Assessment criteria for Horse riding: Practical performance

Able to mount and dismount, walk and halt but with little or no style.
1-2 Leads a pony by hand but may lack confidence in approaching and leading.
Has little or no knowledge of equitation and designs and rides a very limited routine.
Can put on a saddle and bridle with assistance and can mount and dismount with ease.
3-4 Can walk and rising trot with some style and ride turns and circles with some success.
Displays a limited knowledge of equitation and designs and rides a limited routine.
Demonstrates rising and sitting trot with growing confidence and style but canters with little or no
style. Can ride over poles with confidence.
Can ride in canter, turns and circles, ride in walk independently of the reins and hold the reins in one
5-6
hand in the walk and trot. Can do left and right circle, and ride on the correct diagonal.
Demonstrates a basic understanding of equitation and designs and rides a complex routine with
guidance.
Rides confidently and efficiently in walk, trot and canter with or without stirrups.
Can jump 2 ft 6 fences but the technique may be basic. Has good contact and control of the horse and
7-8 can perform the following movements well: walk, trot on named diagonal, centre on correct leg, ride
school figures in walk, trot and canter and turn on forehand.
Has a good knowledge of equitation and designs and rides a complex routine.
Is a confident rider who performs skills very effectively.
Can jump a variety of fences at 2 ft 9 cross-country or 3 ft show jumping, showing good balance and
effectiveness in the five phases of the jump.
9-10 Or is able to show very good control in performing riding figures in walk, trot and canter, reining
back, turns on forehand demonstrating the ability to ride consistently on the bit and ride the horse to
collection. Should attempt quarter pirouettes.
Has an excellent knowledge of equitation and designs and rides a highly complex routine.


Hurling/camogie

assessment
• Striking.
• Catching: one-handed.
• Lifting: moving ball; stationary ball.
• Blocking: on the ground; in the air.
• Stopping: on the ground; in the air.
• Dribbling: soloing.
• Goalkeeping.
• Pressurised practices and games for example 3 versus 3 or 4 versus 4 illustrating spatial awareness;
timing – when to run/pass; judgement – where to run, which pass to make; controlled possessional play.
• Positional sense; support; weighting the pass.
• Roles of the different positions.
• Marking.
• Positions at set plays.
Tactics
Principles of play:
• attack – width, penetration
• defence – width; depth; aerial and ground hurling.
Set plays: throw in at the start of the game; free taking; puck-out; ‘sixty-five’.
Laws of the game and their application, including officials’ signals.


Assessment criteria for Hurling: Practical performance

Makes inaccurate passes that consistently fall either short or long. Has poor body position and
misuses power with little or no follow-through.
Lacks balance and unable to carry the ball with the stick in either hand.
Inconsistency even with stationary ball. Too upright a position.
1-2
Unable to catch consistently. Target set poorly. Hand and arm too rigid. Drops ball frequently.
Unable to influence game. Makes very limited contribution and shows little or no skill during play.
Unable to comprehend changes in tactics or concepts of team work. Shows large degree of
uncertainty.
Makes fairly consistent passes from stronger side. Able to pass with reasonable success to moving
receiver. Poor on longer passes
Fair control with hands on stick. Unstable at speed and with change of direction.
3-4 Reasonable ability with stationary ball but inconsistent with moving ball. Control takes time.
Catches on move but not consistently.
Becoming more effective in game situation. May exhibit some individual skills in chosen position
although these may be affected by pressures of game.
Makes consistently accurate passes. Longer passes are fairly accurate, especially when moving on
strong side.
Shows good control with hands on stick at speed but unstable with change of direction.
5-6
Consistent in pick up of both a stationary and moving ball.
Becoming more consistent at catching on the move.
Plays effectively in game situation. Demonstrates good level of skill in chosen position.
Able to pass accurately while in motion, over a long distance from either side to moving receiver.
Has very good control at speed and during change of direction. Keeps head up looking around at
options. Good use of body as a shield.
7-8 Consistent pick up but inconsistent pass especially with moving ball.
Makes consistent catches on move or stationary.
Able to exert an influence on the game both in attack and defence. Makes few unforced errors and
assists team mates. Shows good level of skill and tactical awareness even under pressure.
Able to pass accurately to player moving away from both sides.
Has excellent level of control at speed. Quick delivery of pass while on the move.
Very consistent in pick up at speed and also accuracy of pass.
9-10
Catches pass while in motion away from the ball (over shoulder).
Exerts significant control over the game. Shows outstanding level of skill, technical awareness and
anticipation, making very few unforced errors.


Ice dance

The student is assessed on their ability to choreograph and perform a solo dance with the use of music as a
sound stimulus lasting no more than four minutes. The following regulations apply.
• Choreography and performance of a solo dance routine of a maximum of four minutes.
• Use of music as a sound stimulus.
• The student will produce written programme prior to assessment and moderation.
The formal solo performance should contain the following technical elements:
• jumps
• combination jumps
• step sequences
• spins
• combination spins
• balances.
Assessment is based on a fully choreographed solo performance where the student performs the acquired and
developed skills. The level of success of the performance is measured through the movement phases
identified below:
• shape
– style and aesthetic quality
– consistency and maintaining ambience throughout
– control – movement and use of space
– overall efficiency and flow across the ice
• form
– the quality of the individual elements of the sequence, its accuracy as well as its conformity to
regulations
• consistency
– the continuity/flow of the routine
– the aesthetic quality (artistic impression)
– the quality of the individual elements and the overall sequence in relation to timing,
co-ordination, amplitude and spatial awareness
• control
– success in both the individual elements and the routine as a whole.


Assessment criteria for Ice dance: Practical performance

Shows a moderate level of acquired and developed skills, that leads to a moderate level of
performance. Demonstrates a limited mastery of the basic technical elements and a low level of
1-2 technical accuracy, control and fluency. Able to incorporate some compositional and choreographic
strategies with a limited perception of the requirements of performance. Lacks confidence and
concentration in performance.
Shows an improving level of acquired and developed skills that allows for an average level of
performance. Attempts to select and apply a wide variety of techniques in the dance and under
performance pressure usually achieves accuracy, control and fluency. Has perception of the
3-4
requirements of performance and is able to introduce and use satisfactory compositional and
choreographic strategies. Demonstrates control of bodily movements and a variety of basic technical
elements. Projects with some confidence but focus tends to be inward.
Shows a good level of acquired and developed skills that allows for a sound standard of performance.
A sound level of success in the selection and application of techniques in the ice dance and under
performance pressure the level of accuracy, control and fluency is reliable. Able to introduce and use
5-6 sound sequence compositional and choreographic strategies to show an understanding of the
performance requirements. Demonstrates clarity of expression through a wide variety of technical
elements, showing fluency of movement and rhythmic awareness. Projects with confidence but focus
lacks continuity.
Shows an effective level of acquired and developed skills that allows for a very good standard of
performance. Consistent success in the selection and application of advanced techniques in the
performance. Shows good understanding of perceptual requirements to perform and introduces a
7-8
range of successful sequence compositional and choreographic strategies. Demonstrates clarity of
expression through a wide range of technical skills that show fluency and control with rhythmic
awareness. Projects with confidence and is focused.
Shows a very high level of acquired and developed skills and a consistently high standard of
accuracy, control and fluency. Successfully selects and applies advanced techniques with accuracy,
control and fluency. Introduces strategies at a high level and demonstrates an understanding of
9-10
sequence composition and choreography. Demonstrates clarity of expression by skilful mastery,
fluency and control through varied use of tempo, dynamics and accents of the technical skills. Is
highly confident and well-focused.


Ice hockey

assessment

• Use of the stick: grip, movement of hands, position on the ice.
• Passes:
– normal pass: forehand, backhand (puck must stay on the ice)
– saucer pass (puck must leave the ice)
– the flick: straight, right to left, left to right, footwork (puck will leave the ice).
• Receiving the puck: grip; ‘giving’ motion; position of body; receiving from right and left, in front, behind
and side.
• Stopping the puck: hands on stick, position of feet on ice.
• Stick handling: grip, footwork, body position.
• Tackling: block, lunge, jab from front and side, use of channelling and shadowing.
• Beating an opponent: stick side, non stick side, pull back and touch stop, face-off.
• Shooting: slap shot, wrist shot, snap short, backhand shot.
• Net-minding skills: body saves, double pad stack, use of stick, use of gloves, clearing puck.

• Stick handling past an opponent: both sides, feints and close control.
• Pressurised small games: 3 versus 1, 3 versus 3, 4 versus 2.
• Positional sense; movement on and off the puck; cover; depth ion attack and defence; use of width.
Tactics
• Principles of attack and defence:
– triangular passes
– through and square passes
– zonal defence
– one to one marking
– attacking through left and right.
• Cycling the puck.
• Attacking net-minding; defensive net-minding.
• Systems of play.
• The link system.

Rules of the game and their application, including refereeing signals.


Assessment criteria for Ice hockey: Practical performance

Demonstrates forehand and backhand hit but both lack power and accuracy. Able to receive and control easy
passes when stationary. Makes little effort to move feet to receive in correct position. When moving with the
puck body position is upright and there is little evidence of stick and puck control Able to show action of
1-2 block tackle but rarely wins puck. Little or no movement with the puck evident.
Participates in game with limited effectiveness. Has difficulty performing basic skills in game situation when
under pressure. Rarely moves with the puck. Passing lacks accuracy and direction. Avoids tackling. Net-
minding includes attempts to perform body saves.
Demonstrates competent push and slap hit but both lack power. Able to receive and use basic footwork to
bring puck under control whilst stationary or on the move. When moving with the puck maintains good control
but keeps puck too close to body with no peripheral vision. Mainly uses forehand side of stick – little evidence
of ability to use backhand control. Overall movement slow and awkward.
3-4 Achieves some success when tackling but there is little evidence of timing the tackle or of adopting the correct
body position. Often stick tackles. Becomes more effective in the game. May attempt some skills but these
may be affected by the pressure of the game. Attempts to pass the puck but lacks awareness of other players’
positioning. Often caught in possession of the puck. Has little awareness of basic positioning. Net-minding
includes body saves.
Demonstrates good forehand and backhand passes, adjusting skating to give direction and accuracy. Attempts
saucer pass although not always successful. Can receive puck and bring under control on both forehand and
backhand stick side. Begins to show evidence of use of continuous control whilst moving with the puck. Puck
and stick in front of the body to allow for efficient movement. Able to demonstrate jab, open and reverse stick
side tackles.
5-6
Achieves some success with jab and open but often too slow to execute reverse stick tackle effectively. Plays
competently in the game. Individual skills in evidence when trying to outwit opponents. Passes puck with
some degree of success. Attempts tackling attempted with some success but may not be able to use the puck
effectively after winning it. Shows understanding the main tactics involved in chosen position. Net-minding
includes at least two types of saves, though they may not always be successful.
Performs push, slap hit, hit and flick with accuracy, direction and power. When skating, student brings puck
under control quickly and efficiently to strongest side when receiving. Stick ‘gives’ to cushion the puck.
Makes effective use of a variety of stick handling techniques and is able to get past a defender with either a
dodge or a well-timed pass.
7-8 Adopts a strong, low balanced position when tackling and is able to ‘time’ the tackle thus achieving a good
success rate at winning the puck. Plays effectively in the game, exerting an influence in either attack or
defence. Good level of individual skill performed with accuracy and speed under the pressures of the game.
Demonstrates support play and movement off the puck. Net-minding includes a variety of saves, though they
may not always be successful.
Demonstrates different types of passes appropriate to the situation with accuracy and puck pace. Controls their
skating to receive puck from different directions showing good first touch puck control on both sides of the
stick. When stick handling, the puck in close contact with the stick and shows changes of pace and direction as
well as demonstrating body and stick feints to outwit the opponent.
A strong, balanced body position is evident. Able to select an appropriate tackle to dispossess opponents, and
9-10
then use the puck to their advantage showing vision and good tactical awareness. Uses intelligent positioning
of the body to limit the attacker’s options giving evidence of ‘shadowing’, ‘channelling’ and ‘circling the
puck’. Exerts significant control over the game. Has a high individual skill level few unforced errors and
assists team mates with effective support play. Net-minding includes a variety of saves appropriate to the
situation with an 80 per cent success rate.


Inline hockey

assessment
• Skating: forwards, backwards, crossovers, transitions from forwards to backwards, backwards to
forwards.
• Use of the stick: grip, movement of hands.
• Passes: sweep pass (using both forehand and backhand), snap pass (using both forehand and backhand)
and flip pass.
• Receiving the puck/ball: position of the body; receiving from on both forehand and backhand.
• Puck/ball control: stick grip; skate positioning; movement of the puck using both sides of stick.
• Beating an opponent: on the forehand side; on the backhand side; face off.
• Shooting: wrist shot, sanp shot, slap shot.
• Defensive play: stick poke check, use of shadowing.
• Goalkeeping skills: crease positioning, blocker save, catcher save, stick save, body save.
• Stick handling the puck/ball past an opponent: both sides (dekes) and close control.
• Pressurised small games: 2 on 1, 3 on 2, 3 on 3, 4 on 2.
• Positional sense: movement on and off the puck/ball.
• Tactics: principles of attack and defence, triangular passes; through and square passes, zonal defence;
man marking.
Rules of the game and their application, including refereeing signals.


Assessment criteria for Inline hockey: Practical performance

Demonstrates passing and shooting, but both lack power and accuracy. Able to receive and control
easy passes. Little effort to move skates to receive in correct position. When moving with the
puck/ball, body position is upright and there is little evidence of stick and puck/ball control. Able to
1-2 show action of defensive poke check but rarely wins puck/ball. Little or no evidence of consistent,
competent skating ability. Participates in game with limited effectiveness. Has difficulty performing
basic skills in game situation when under pressure. Rarely moves with the puck/ball. Passing lacks
accuracy and direction. Avoids tackling.
Demonstrates competent passing and shooting, but both lack power. Has basic skating ability. Is in
the correct position to bring puck/ball under control whilst stationary or on the move. When moving
with the puck/ball, maintains good control but puck/ball is kept too close to body with no peripheral
vision. Mainly uses forehand side of stick – little evidence of ability to use both sides of the stick.
3-4 Overall movement slow and awkward. Achieves some success in winning the puck/ball in defensive
situations but there is little evidence of ‘timing’ the poke check or of adopting the correct body
position. Starts to become more effective in the game. Attempts some skills but these may be affected
by the pressures of the game. Attempts to pass the puck/ball but lacks awareness of other players’
positioning. Often caught in possession of the puck/ball. Little awareness of basic positioning.
Demonstrates good passing and shooting adjusting skate position to give direction and accuracy.
Attempts flip pass, although not always successful. Can receive puck/ball and bring under control on
both forehand and backhand stick side. Begins to show evidence of use of both sides of the stick
whilst moving with the puck/ball. Able to demonstrate the defensive poke check tackles. Achieves
5-6 some success with the defensive poke check tackles but often too slow to ‘shadow’ opposition
forward in a defensive situation. Plays competently in the game. Individual skills in evidence when
trying to outwit opponents. Passes puck/ball with some degree of success. Defensive poke check
attempted with some success but may not be able to use the puck/ball effectively after winning it.
Evidence of understanding the main tactics involved in chosen position.
Performs different passes and shots with accuracy, direction and power. Brings puck/ball under
control quickly and efficiently to strongest side when receiving. Stick ‘gives’ to cushion the
puck/ball. Makes effective use of stick handling techniques and is able to get past a defender with
either a deke or a well-timed pass. A strong, low balanced skating position is adopted when
7-8
defending. Is able to ‘time’ the defensive poke check, thus achieving a good success rate at winning
the puck/ball. Plays effectively in the game, exerting an influence in either attack or defence. Good
level of individual skill performed with accuracy and speed under the pressures of the game.
Evidence of support play and movement off the puck/ball.
Different types of passes appropriate to the situation are demonstrated showing accuracy and
puck/ball pace. Is able to receive the puck/ball from different directions showing good first touch,
puck/ball control on both the forehand and backhand stick sides. When stick handling, the puck/ball
should be in constant contact with the stick and the player should show changes of pace and direction,
as well as demonstrating body (dekes) stick feints to outwit the opponent. A strong, balanced skating
9-10
stance should be evident. Is able to position themselves effectively and time the poke check to
dispossess the opponent, and then use the puck/ball to advantage showing vision and good tactical
awareness. Uses intelligent positioning of the body to limit the attacker’s options giving evidence of
‘shadowing’. Exerts significant control over the game. High individual skill level making few
unforced errors and assists team mates with effective support play.


Judo

Kodakan Judo
Students will be assessed on individual skills from those listed below culminating in Randori (informal free
practice).
• Ukemi-waza (breakfalling techniques).
• Nage-waza (throwing techniques)
– Tai-otoshi (body drop).
– O-goshi (major hip).
– O-uchi-gari (major inner reaping).
– O-soto-gari (major outer reaping).
– Seoi-nage (shoulder throw).
– Ko-soto-gari (minor outer reaping).
– Harai-goshi (sweeping hip).
– Uchi-mata (inner thigh).
– Tomoe-nage (stomach throw).
• Uchi-komi (repetition training) Repetition training or throwing techniques i-viii.
• Jigo-tai (defence postures) Defence postures to throwing techniques i-viii.
• Ne-waza (groundwork techniques)
– common groundwork situations.
– getting past the opponent’s legs.
– turning the opponent on all fours.
– arm roll.
– turning over opponent from all fours.
– straddle attack.
– trapped leg.
• Osae-komi-waza (holding techniques)
– Kesa-gatame (scarf hold).
– Kami-shiho gatame (upper four quarter holding).
– Ushiro-kesa-gatame (reverse scarf hold).
– Yoko-shiho-gatame (side four quarter holding).


• Rensoku-waza (successive techniques)
– Tai-otoshi into O-uchi-gari.
– O-soto-gari into Seoi-nage.
– Ko-soto-gari into Harai-goshi.
– Uchi-mata into Tomoe-nage.
• Kaeshi-waza (counter techniques) Appropriate counter techniques to throwing techniques i-viii.
• Randori (informal free practice).
Equipment
• Judogi
– Indication of grades.
– Competition apparatus.
• Etiquette and discipline
– Competition procedure.
– Knowledge of, and response to, referees’ signals and commands.
– Appreciation of scores and penalties.
– Knowledge of weight categories currently in use.

Assessment criteria for Judo: Practical performance

Performs a few of the skills at a basic level. In performance the skills are limited in both range and
1-2
level of competence.
Performs a few of the techniques and skills with a degree of competence. Some skills are at a lower
3-4
level of competence. Shows reasonable competence in randori.
Performs a greater range of techniques and skills with a higher degree of competence. A few skills are
5-6
less well-developed. Shows competence in randori.
Performs the full range of techniques and skills in an effective manner. Where possible skills are
7-8
demonstrated on the move and in an effective manner in randori.
Performs the full range of techniques and skills at an outstanding level. Where possible skills are
9-10
demonstrated on the move and to a high level in randori.


Ju-jitsu

This is based on the knowledge and skill that would be expected from a student who had no previous
experience of ju-jitsu at the beginning of the course, working with a Club Coach (Level 2) over a three to four
month period, two hours per week. Students who already have experience in ju-jitsu would be expected to
perform the techniques at a skill level, and demonstrate the knowledge, appropriate to their grade.
Students will be assessed on the quality and consistency of performance of the following techniques.
• Punches left and right
– Oi zuki (stepping punch) – Gyaku zuki (reverse punch)
– Gyaku zuki (reverse punch)
• Kicks
– Front – scissor
– Side
• Breakfalls
– Side – Rolling
– Front – back
• Breaking front strangles (two techniques)
• Breaking back strangles (two techniques)
• Blocks performed in Kata form
– Inside forearm – Rising block
– Outside forearm – Downward block
• Hip throw (and crossover arm lock).
• Body drop
• Defence against kicks to the head whilst on the ground (2)
• Defence from ground strangles (3)
• Leg throw with lock
• Escapes from hair grabs (2)
Students will also be expected to know and demonstrate:
• mat etiquette
• knowledge of the rules, regulations, health and safety issues and their practical application (to include
dress code and safety signals)
• attitudes and behaviour associated with successful performance in ju-jitsu
• basic principles of warm-up and cool-down appropriate to ju-jitsu
• fitness requirements, appropriate exercises and how fitness levels affect performance
• how to observe and analyse their own and others’ performance in selected activities
• strategies and tactics that result in successful self-defence.


Assessment criteria for Ju-jitsu: Practical performance

Performs a few of the techniques at a basic level. In performance the skills are limited in accepted
form and effectiveness. Shows limited knowledge of rules, regulations, warm-up and fitness
1-2
requirements and has difficulty in observing and analysing skills and in applying the principles of
effective self-defence.
Performs a few of the techniques with a degree of competence. Some techniques are less well-
developed and some performed only at a basic level. Shows a limited knowledge of rules, regulations,
3-4
warm-up and fitness requirements, health and safety considerations, and limited ability to observe and
analyse skills and apply the principles of self-defence.
Demonstrates competence in most of the techniques but a few skills are less well-developed.
Demonstrates knowledge of rules, regulations, warm-up and fitness requirements, and health and
5-6
safety considerations. Observation and analytical skills limited to basic techniques and basic
application of the principles self-defence.
Performs all the techniques to a good standard in both demonstration and in response to attack.
Demonstrates good knowledge of rules, regulations, warm-up and fitness requirements, health and
7-8
safety considerations. Uses observation and analysis to improve performance and the principles of
self-defence.
Performs all the techniques at an outstanding level, in both demonstration and in response to attack.
Demonstrates excellent knowledge of rules, regulations, warm-up and fitness requirements, health
9-10
and safety considerations. Uses observation and analysis to improve performance and the principles
of effective self-defence.


Karate


This is based on the knowledge and skill that would be expected from a student with no previous
experience in Karate, who trains with a qualified Karate coach for at least two one-hour sessions per
week over a three to four month period. Students with previous experience of Karate should demonstrate
a commensurately higher skill level throughout the specification content.
Students will be assessed on the quality of the performance of individual skills from:
Kihon – a range of basic techniques

Kata – formal exercise sequence

Kumite – sparring.

The following specification is Shotokan-based. Acceptable styles of Karate are strictly limited to the
following four styles: Go Ju Ryu, Shito Ryu, Shotokan and Wado Ryu. No other styles or disciplines
will be accepted. Centres must ensure that students are only taught by qualified coaches of the English
Karate Governing Body and/or the Karate Union of Great Britain. Most of the terms used are generic,
and will be understood by qualified coaches and assessors.

Kihon
Punches (Tsuke) and Strikes (Uchi):
Stances (Dachi):
Lunge punch (Oi-tsuki)
Front stance (Zenkutsu-dachi)
Straight punch (Choku-tsuki)
Straddle stance (Kiba-dachi)
Reverse punch (Gyaku-tsuki)
Back stance (Kokutsu-dachi)
Back fist strike (Uraken-uchi)
Blocks (Uke):
Kicks (Keri):
Rising block (Jodan age-uke)
Front kick (Mae-geri)
Inside block (Chudan uchi-uke)
Side thrust kick (Yoko geri-kekomi)
Outside block (Chudan soto-uke)
Side snap kick (Yoko geri-keage)
Downward block (Gedan barai-uke)

Open hand block (Chudan shuto-uke)


Kata
1st Basic Kata (Taikyoku shodan) and 2nd Basic Kata (Heian shodan)
Kumite
3 x Step Sparring (Sanbon kumite)
Students will also be expected to demonstrate, written or verbally, knowledge of:
• the rules of dojo etiquette; the dojo code
• general code of conduct for Karateka (practitioner of karate)
• rules and procedures for Kata and Kumite.


Technique and style
Technique Style → Shotokan Wado Ryu Go Ju Ryu Shito Ryu
↓
Stance (Dachi)
Front stance Zenkutsu-dachi Zenkutsu-dachi Zenkutsu-dachi Zenkutsu-dachi
Straddle stance Kiba-dachi Kiba-dachi Shiko-dachi Shiko-dachi
Back stance Kokutsu-dachi Kokutsu-dachi Kokutsu-dachi Kokutsu-dachi
Blocks (Uke)
Rising block Jodan age-uke Jodan-uke Jodan age-uke Jodan age-uke
Middle level inside Chudan uchi-uke Chudan soto-uke Chudan uchi-uke Chudan uchi-uke
block
Middle level Chudan soto-uke Chudan uchi-uke Chudan uchi-uke Chudan soto-uke
outside block
Downward block Gedan-barai Gedan-barai Gedan harai-uke Gedan-barai
Open-hand block Shuto-uke Shuto-uke Hike-uke Shuto-uke
Punches (Tsuki) and Strikes (Uchi)
Lunge punch Oi-zuki Jun-zuki Oi-zuki Oi-zuki
Straight punch Choko-zuki Tate-zuki Choko-zuki Choko-zuki
Reverse punch Gyaku-zuki Gyaku-zuki Gyaku-zuki Gyaku-zuki
Backfist strike Uraken-uchi Uraken-uchi Uraken-uchi Uraken-uchi
Kicks (Keri)
Front kick Mae-geri Mae-geri Mae-geri Mae-geri
Side thrust kick Yoko-geri kekomi Sokuto Yoko-geri Sokuto
Side snap kick Yoko-geri keage Kansetsu-geri Not applicable Yoko geri-keagi
Kata (Set forms)
1st Basic Kata Kihon kata Pinan-nidan Gekisai-dai-ichi Shihozuki junino
2nd Basic Kata Heian shodan Pinan-shodan Gekisai-dai-ni Pinan-nidan
Kumite (Sparring)
3 x step sparring Sanbon kumite Sanbon kumite San-dan-gi Hokei kumite


Assessment criteria for Karate: Practical performance

Kihon: All techniques at medium speed with reasonable form and coordination.
1-2 Kata: First basic Kata performed with reasonable form and coordination.
Kumite: Basic Kumite performed with reasonable form and coordination.
Kihon: All techniques at medium speed with reasonable form and coordination.
3-4 Kata: First basic Kata at medium speed with reasonable form and coordination.
Kumite: Basic Kumite at medium speed with reasonable form and coordination.
Kihon: All techniques at full speed with good form and coordination.
5-6 Kata: First basic Kata at full speed with good form and coordination.
Kumite: Basic Kumite at full speed with good form and coordination.
Kihon: All techniques at full speed with very good form, power, perfect focus, smoothness of
application.
Kata: First basic Kata at full speed with very good form, power, perfect focus, smoothness of
7-8 application Second basic Kata at full speed with very good form, power, perfect focus, smoothness of
application.
Kumite: Basic Kumite at full speed with very good form, power, perfect focus, smoothness of
application, good timing.
Kihon: All techniques at full speed with very good form, power, perfect focus, smoothness of
application and vigorous attitude.
Kata: First Kata at full speed with very good form, power, perfect focus, smoothness of application
9-10 and vigorous attitude. Second basic Kata at full speed with very good form, power, perfect focus,
smoothness of application and vigorous attitude.
Kumite: Basic Kumite at full speed with very good form, power, perfect focus, smoothness of
application, very good timing, correct distance and vigorous attitude.


Korfball

assessment
• Catching: one-handed (either hand), two-handed, stationary and moving, rebounding (collecting).
• Passing: one-handed passes (shoulder, underarm, bounce, lob); two-handed passes (chest, lob, bounce).
• Footwork: landing on one foot; landing on two feet; stopping, veering – change of pace and direction;
pivot; running sideways and backwards – cross over step; defending shuffle – changing lead leg.
• Shooting: two handed long shot – from the chin (all around the post); underhand penalty shot – from the
waist (2.5 m from the front of the post).
• Techniques of getting free: dodging, stopping, veering, change of pace and direction, continual movement
off the ball in attack.
• Defending: marking the player (face to face) with and without the ball; peripheral vision to watch the
opponent and the ball; denying space, reducing time, supporting, switching with person of same sex;
pressurising, defending the shot.
• Intercepting: at various heights, loose balls; rebound (collect) and steals around the post.
• All positions: the player adopts all roles – attacker, shooter, assist (feed), rebound (collect), defender.
Full game 8 versus 8 or pressurised small games, eg 4 versus 4: demonstrating knowledge of all positions,
continual movement off the ball, veering, timing and accuracy of passes, catching skills. Awareness of space,
team mates and opponents.
Tactics
Attacking:
• set patterns of play
• correct choice and execution of shot – anywhere around the post
• good rebound position around the post
• assist (feed) attacker for the correct type of shot
• free pass technique.
Defending:
• man v man/woman v woman – with and without the ball
• use of peripheral vision
• defending the space around the post to gain a steal
• switching opponents
• defending the free pass near the korf (basket)
• defending the shot.
Role of individual players. Able to play in all positions – attacker, shooter, assist (feed), rebound (collect),
defender.
Rules of the game and their application including refereeing signals.


Assessment criteria for Korfball: Practical performance

Shoulder and chest passes lack accuracy and power. Poor coordination when catching, too tense and
often drops the ball. Lacks understanding of the correct footwork and often travels with the ball.
Unable to get free from opponent – too static and slow and opponent gets free with ease when
1-2
defending.
Two-handed long shot is weak, tends to push the ball from the shoulder rather than the central line.
Limited skills during the game.
Can demonstrate shoulder and chest passes but these lack power, height and speed. More confident
when catching an easy pass but has inconsistent success. Can demonstrate correct footwork when
catching a ball. Lacks change of pace and direction when getting free.
In defence the opponent is often free, makes little effort to face to face mark or defend the ball. Two-
3-4
handed long shot reaches the korf (basket) but makes little effort to jump and follow through with
both arms as the shot is made.
Begins to have a minor influence on the game. Displays some individual skills but the execution often
affected by the pressure of the game.
Passing is accurate but lacks power. Can consistently catch with both hands, able to catch with either
hand but one is weaker than the other.
Demonstrates correct footwork when catching, pivoting, veering and defending. Able to get free from
5-6 an opponent of similar ability but lacks originality. Can face to face mark an opponent and defend the
pass or shot.
Able to execute two-handed long shots around the post. Attempts the underhand penalty shot but the
movement is uncoordinated. Tries to take on the roles of shooter, assist and rebound.
Capable of catching and passing accurately with power. Displays correct footwork and can time
jumps while catching, intercepting and rebounding.
Able to outwit opponent and get free using dodging and veering movements. Demonstrates defence
7-8
technique using defending shuffle. Good pressure marking the ball for a pass or shot.
Effective technique for the two-handed long shot. Well coordinated penalty shot. Good understanding
of positional play. Demonstrates sound skills and knowledge of rules and tactics.
High standard of catching with either hand/both hands. Proficient passing showing control, accuracy
and power to a moving player. Can assist (feed) attacker for the correct type of shot.
Very good footwork when receiving the ball. Fast and agile when dodging, veering and getting free
from player. High standard of defending a player with and without the ball – defending shuffle.
9-10 Excellent technique when defending the shot. Very good peripheral vision.
Correct shooting technique for the two-handed long shot from the chin and the underhand penalty
shot from the waist. Displays significant control over the game, showing high level of spatial
awareness, anticipation and tactical understanding in attack and defence. Very proficient level of skill
in all positions. Very good knowledge of the rules.


Lacrosse

assessment
• Use of the stick; correct grip.
• Keeping possession of the ball: cradling.
• Picking up: a stationary ball; a ball moving towards them; a ball moving at an angle; a ball moving away
from them.
• Receiving on the stick and non stick side: reverse stick catch and opposite hand catching.
• Passing: overarm and underarm.
• Techniques for getting free:
– feint dodge
– roll dodge
– swerve
– pivoting
– change of pace and direction
– twisting to outmanoeuvre an opponent.
• Shooting: overarm, underarm.
• Defending.
• Competing for the ball on the ground.
• The draw.
• Goalkeeping skills: use of hand; use of stick; kicking.
• Either 3 versus 3 game: cutting for space; positioning; timing (when to run, pass, shoot); marking
• Or 5 versus 5 game: cutting for space; positioning; timing (when to run, pass, shoot); defence
interchange.
Tactics
• Attacking: at the centre; cutting for space; at a throw up; patterns of play around the goal; creating space
by drawing a defence out of position.
• Defending: goal side marking; at a throw up; working within the 8 m area; defence interchange.
Laws of the game and their application, including refereeing signals
NB This has been drafted according to the rules of the All England Women’s Lacrosse Association but is
available for both male and female students and should be adapted accordingly.


Assessment criteria for Lacrosse: Practical performance

Lacks of control carrying the ball in stick. Unable to carry ball using either hand. Stick unbalanced.
Inaccurate passes consistently fall either short or long. Poor body position and misuse of power with
little or no follow-through. Scoops stationary ball inconsistently even with stronger hand. Body
position too upright. Inaccurate shot lacks direction and power. Unable to control stick and send ball
1-2
to varying heights. Unable to catch consistently even with dominant hand. Target set poorly. Hands
and arms too rigid. Drops ball regularly. Hands not at top and bottom of stick. Unable to tackle or
check effectively. Becomes more effective in game situation. May exhibit some individual skills but
these are affected by pressures of game.
Shows average control with either hand. Ball becomes unstable at speed and during the change of
direction. Fairly consistent pass with stronger hand. Able to pass with reasonable success to moving
receiver. Poor on longer passes. Scoops with reasonable ability with either hand a stationary or
moving ball, but control of ball takes time. Cannot scoop and pass quickly. Displays reasonable
shooting technique. Able to direct and increase power. Inaccurate with weak hand. Tends not to look
3-4
at goal. Reasonably consistent catch with dominant hand and has some success with weaker hand.
Begins to catch on move but not consistently. Displays reasonable technique with control when
tackling or checking. Body position shows better balance. Stick travels short distance with some
accuracy. Able to check with either hand at top of stick. Becomes more effective in game situation.
May exhibit some individual skills but these are affected by pressures of game.
Shows good control with either hand and at speed. Ball may become unstable during a change of
direction at speed. Makes consistently accurate short passes. Longer passes are fairly accurate,
especially when moving on strong hand. Scoops consistently a moving ball with either hand. Able to
scoop and pass quickly with dominant hand. Shows good shooting technique. Able to vary power and
5-6 direction depending on distance from goal. Looks at goal and finds shooting spaces. Consistently
catches with either hand, on move or stationary. Catches ball thrown off target with dominant hand.
Shows good technique and control with either hand when tackling or checking. Body balanced and
player moves into position quickly. Plays effectively in game situation. Demonstrates good level of
skill in chosen position.
Shows very good control with either hand at speed and during change of direction. Head up looking
for other players. Protects stick and ball with body. Able to pass accurately, while in motion, over a
long distance with either hand to moving receiver. Scoops consistently well a moving or stationary
ball with either hand. Very good shooting. Makes consistent catches with either hand, while
7-8 stationary or on the move. Can catch off-target passes. Shows good technique with control on either
hand when tackling or checking. Body is balanced, is able to move and change direction to be in
position to check quickly. Shows a variety of checks (pokes, taps, etc). Able to exert an influence on
the game both in attack and defence. Makes few unforced errors and assists team mates. Shows good
level of skill and tactical awareness even under pressure.
Demonstrates excellent level of control at speed. Can use either or both hands depending on playing
situation. Able to pass accurately to player moving away. Scoops consistently with either hand. Able
to deliver quick, accurate pass off scoop or flick to space or team mate in order to gain possession.
9-10 Excellent shooting technique. Able to shoot on run. Catches pass while in motion away from ball
(over shoulder). Has excellent tackling and checking technique. Places body in correct position very
quickly. Exerts significant control over game. Shows outstanding level of skill, tactical awareness and
anticipation, making very few unforced errors.


Lawn bowls

assessment
• Grips: size, weight, bias, make, colour and date stamp requirement of bowls.
• Delivery:
– backhand and forehand delivery
– draw
– resting
– resting out
– jack trail
– making use of adjacent bowls
– follow through shot
– fire or drive
– block or stopper
– touchier on the green
– touchier on the ditch.
• Placing the mat and restrictions.
• Delivery of the jack.
• Legal/illegal jack.
• Legal/illegal bowl.
• Speed of the green and its effect on bias.
• Type of game – singles/pairs/triples/rink.
• Roll of the lead/No 2/No 3/Skipper.
• Possession of the mat.
• Build, develop and protect the head.
• Etiquette of play.
• Size restrictions of the green, rinks, ditches and banks.
• Protection of the green surfaces.
• Marking and measuring.
• Scoring.
• Umpiring.
• Understanding the laws of the sport of bowls.


Assessment criteria for Lawn bowls: Practical performance

Has difficulty in performing the full range of bowl deliveries. Able to deliver a forehand and a
backhand shot without accuracy or consistency. Has difficulty comprehending the tactical
1-2 requirement of a bowls position in the building of a head. Participation in the game minimal. Needs
guidance before making a delivery. Is unsure what constitutes a winning delivery and has difficulty
understanding the scoring system.
Shows reasonable technique and ability to perform the full range of bowl deliveries and retains some
consistency under pressure to deliver a required shot. Shows some appreciation of the tactical
3-4
principles of the game and has a good understanding of the positional requirements of a delivered
bowl.
Demonstrates competence in performing the full range of bowl deliveries. Retains a reasonable
5-6 consistency of delivery under pressure. Has competent appreciation of the tactical principles of the
game and understands the delivery requirements needed in the development of the head.
Performs the full range of bowl deliveries with good accuracy and consistency. Under pressure
maintains a good standard of bowls delivery. Has a good awareness of the tactical principles
7-8
necessary for the development of a winning head and game. An able team player with the ability to
play the full variety of shots as and when required.
Demonstrates correct technique for a consistent and accurate delivery, of the full range of shots
available. Plays with confidence and accuracy. Excellent awareness and ability to determine the
correct shots and deliveries to build and develop a winning head. Demonstrates significant control
9-10 over the development of the head as would be required by a rink skipper and shows tactical awareness
as the game develops. A very accomplished player, and an accomplished tactician able to use the
strengths and weaknesses of team members in pairs, triples and rink games to develop a winning
result, with the added ability to respect a skipper’s direction.


Lawn tennis

assessment
• Ground strokes/drives: forehand and backhand flat; forehand and backhand with topspin;
forehand/backhand with slice.
• Service: flat; with topspin; with slice.
• Volley: forehand and backhand flat; forehand and backhand with slice; drop/stop volley; lob volley; half
volley.
• Smash: forehand flat; forehand with slice.
• Lob: forehand and backhand flat; forehand and backhand with topspin.
• Drop shot: forehand and backhand with slice.
Tactics
• Positioning in attack and defence.
• Correct choice and use of the appropriate stroke when attacking or defending.
• Variation: in the length of shots; in the type of spin; in the pattern of play; in the angle of shots.
• Anticipation.
• Deception.
• Serving strategy, ie the service and the receiving of service in relation to the above points.
• Knowledge of court layout.
• Scoring and umpiring.


Assessment criteria for Lawn tennis: Practical performance

Has difficulty in playing basic strokes. Able to play forehand stroke from racquet or hand feed. Shots
lack control, direction and depth. Service in ‘pat’ style with limited control, square on position.
Movement and footwork is poor. Uses incorrect grip in most strokes, particularly the serve. Has
difficulty in maintaining a rally in a competitive situation. Understanding of tactics is poor; content
1-2
just to get ball over the net. Unable to comprehend changes in tactics. Shows large degree of
uncertainty. Participation in game is minimal. Makes few returns. Needs guidance as on where to
stand in the court at the service and which side to stand to serve/receive from. Unsure of scoring
system and court markings for singles/doubles. Appears lost and confused at times.
Able to play forehand basic strokes, including the volley, with a certain amount of control and
direction although they lack depth. Backhand strokes are adversely affected by late preparation and
poor footwork/movement. Service shows reasonable technique, sideways on and throwing action,
although a little slow. A number of first serves are successful. There is no variation between the first
and second serve. Can attempt a forehand lob but is not always accurate. Is unable to use spin
3-4
successfully in any strokes. May exhibit some individual skills although these sometimes break down
under the pressures of a game. Maintains mid-court rallies, showing some control and technique,
particularly when playing forehand strokes. However, often loses rally due to unforced error. Has a
good understanding of positioning at service but during a rally fails to reposition, especially when
playing doubles.
Performs most basic strokes with a competent standard of technique, beginning to show good length
and placement. However, backhand strokes lack necessary control and direction at times. Can play
effective forehand and backhand volleys. Uses lobs to some effect, to avoid a player at the net. Serves
are generally consistent though may lack power. Footwork is generally correct. Demonstrates a
5-6
certain amount of control when under pressure of a game but may make a few unforced errors. Shows
some understanding of positioning in attack and defence. Rallies demonstrate ability to anticipate
opponent’s shot. Moves efficiently around court. Attempts to place shots varying the angle, although
not always successful. In doubles is aware of partner but often repositions too late.
Demonstrates a good standard of technique while performing all basic strokes. Can play a rally of
forehand and backhand drives from the baseline with evidence of some topspin and slice. Plays
volleys are played confidently and with control and direction. Can smash with power and placement.
Serves with correct technique good length and some power. Able to lob with spin but is not always
7-8 accurate. May attempt a drop shot with slice. Good range of strokes and tactics in evidence even
under pressure in rallies. Shows some anticipation of opponent’s shots and ability to deceive. Moves
well around court and prepares in plenty of time for return. Able to vary play with regard to angle and
depth with the effective use of spin. In doubles is aware of partner and anticipates movement in order
to cover the court effectively.
Demonstrates correct technique for full range of strokes. Plays excellent variety of ground strokes at
or behind baseline. Uses top spin and slice. Can perform full range of volleys including drop/stop
volley, lob volley and half volley. Plays smashes with confidence, power and accuracy. Demonstrates
a variety of serves power and placement and effective use of topspin and slice. Demonstrates to a
high standard the principles of movement, footwork, balance and readiness while watching ball.
9-10
Exerts significant control over game. Shows outstanding level of skill, tactical awareness, making few
unforced errors. A very accomplished player who plays with variation, depth and placement. Reacts
quickly to the situation, selecting the correct stroke according to opponent’s shot/position.
Appreciates when to use spin and is able to counteract it. In doubles, interacts well with partner
ensuring the whole of the court is covered at all times.


Life-saving

Skills
• Basic skills: the sidestroke and life-saving kick.
• Throw a lifeline or buoy to an exhausted swimmer 10 m away.
• Shallow water entry.
• Entry from height.
• Shallow water entry, swim 100 m, perform feet-first surface dive and swim 5 m underwater, perform
head first surface dive and, after ‘search’, retrieve brick and return to side from 1.5 m down.
• Tow a person to the side over a distance of 10 metres and, with a recognised method and the help of
another person, lift him/her onto the poolside.
• Show an assisted tow using clothing.
• 15 m tows – chin tow, cross chest tow, extended tow, clothes tow.


Assessment criteria for Life-saving: Practical performance

Basic skills: life-saving kick, if shown at all, is very modest in style and not a strong stroke. NB:
Students at this level should be discouraged from entering the water to attempt to life-save. Throws:
lifeline/buoy throw may not be accurate but student knows how to rewind line and reel in properly.
Entry: Shallow water entry may go too deep and show lack of confidence. 100 m swim: uses
1-2 inappropriate strokes or changes of stroke. Surface dives, search and retrieve: these present
difficulties and may not be fully completed. 10 m tows: probably chin tow or extended tow with a co-
operative swimmer. Student lacks confidence and control and may not be ahead of the dummy. 15 m
tows: probably chin tow or extended tow with a co-operative swimmer. Student lacks confidence and
control and may not be ahead of the dummy.
Basic skills: able to show life-saving kick with some style, but lacks strength. Throws: carries
lifeline/buoy throw/rewinding line and reeling with ease and confidence. Entry: performs shallow
water entry well though may go a little deep on entry. 100 m swim: likely to use one of the most
3-4
appropriate strokes, either front crawl or breaststroke. Surface dives, search and retrieve: able to do
but may lack style, eg seat over head, legs together, vertical descent. 10m tows: performs most of the
tows but may lack style. 15 m tows: may simply repeat what was performed over 10 m.
Basic skills: life-saving kick is correct, no screw kick, hands in correct place. Performs sidestroke
with some power and confidence. Throws: carries lifeline/buoy throw/rewinding line and reeling
with ease and confidence. Entry: performs shallow water entry competently. 100 m swim: uses front
5-6
crawl or breaststroke. Surface dives, search and retrieve: able to do competently but may lack style.
10 m tows: performs tows and with some confidence and style. 15 m tows: performs two tows. If the
assisted tow is shown, is able to take clothing off in the water.
Basic skills: performs the life-saving kick and sidestroke with good style, power and strength.
Throws: carries out lifeline/buoy throw/rewinding line and reeling in with ease and confidence.
Entry: performs shallow water entry and entry from a height with ease and confidence. 100 m swim:
7-8
swims competently and with an appropriate stroke. Surface dives, search and retrieve: able to do
with some style and confidence. 10m tows: performs tows quite quickly and with some confidence
and style. 15 m tows: performs tows competently and with some confidence.
Basic skills: performs the life-saving kick and sidestroke, strength and power, including when towing
a dummy. Throws: carries out lifeline/buoy throw/rewinding line and reeling in with ease and
confidence. Entry: performs shallow water entry and entry from a height with ease and confidence.
9-10 100m swim: swims strongly and competently with an appropriate stroke. Surface dives, search and
retrieve: does them with style and confidence. 10 m tows: shows the full compliment of tows with
style and confidence. 15 m tows: performs the tows without knowing how the dummy will react. May
be able to show a double tow with co-operative dummies.


Mountain biking

subject to the capabilities of the student and the weather/water conditions.

Safety
• Recognition of safety issues/procedures
• Types of terrain/environment
• Natural surroundings and area available

• Impact of mountain biking on the environment.

Skills/manoeuvres
• Setting off
• Pedalling
• Use of gears
• Cornering
• Balance
• Control of machine
• Pace
• Braking
• Stopping

• Equipment/skills/route/course/speed

The assessment must enable the student to demonstrate his/her level of technical ability in order to overcome
increasingly demanding and challenging situations and problems. For higher level marks, these will
necessarily require a range of experiences in the natural environment.
Students will be assessed on their ability to carry out/complete four short challenges/courses over at least two
different types of terrain/environments/lengths of course. Students should select from the list of skill
combinations, on the following page, to demonstrate the range of their ability over the four routes/lengths of
course.
Students will be assessed on their ability to select and apply a range of techniques to complete a planned route
or course/track over a distance, at speed, in competitive situations selected from track, racing, time trial, and
touring.


Assessment criteria for Mountain biking: Practical performance

Able to perform skills/manoeuvres 1-5. Able to safely navigate a course without causing harm or injury
1-2
to any persons.
Able to perform skills/manoeuvres 1-9. Able to safely navigate a course at speed without causing harm
3-4
or injury to any persons.
Able to perform skills/manoeuvres 1-9. Able to bike down a Blue course. Displays satisfactory control,
consistency, accuracy, precision, expression, co-ordination and technical proficiency, even in most
5-6
demanding situations. Competent at modifying and refining most skills and techniques to improve most
of their performance and effectiveness within the applied conditions.
Able to perform skills/manoeuvres 1-13. Able to bike down a Red course. Displays good control,
consistency, accuracy, precision, expression, co-ordination and technical proficiency, even in most
7-8
demanding situations. The student is competent at modifying and refining most skills and techniques to
improve most of their performance and effectiveness within the applied conditions.
Able to perform skills/manoeuvres 1-17. Able to bike down a Black course. Complex skills are applied
with outstanding control, consistency, accuracy, precision, expression, co-ordination and technical
9-10
proficiency, even in increasingly demanding situations. Highly competent at modifying and refining
skills and techniques to improve their performance and effectiveness within the applied conditions.

Skills/manoeuvres assessed in situations of increasing difficulty to appropriately challenge the level of
performance in a problem solving environment
1 Set up of bike
2 Setting off
3 Pedalling flat land
4 Use of gears on flat
5 A controlled stop on various terrain
6 Balance during descent
7 Pedalling/accelerating down hill
8 Pace to suit terrain and environment
9 Cornering on flat
10 A controlled braking on various terrains
11 Pedalling up hill
12 Use gears on ascent
13 Use of gears on descent
14 Technical riding and keeping balance
15 Cornering on a berm
16 Jumping
17 Static balance on bike


Netball

assessment
• Catching: one handed, two handed, with feet grounded, in flight.
• Passing: one handed (shoulder, high shoulder, underarm, bounce, lob); two handed (chest, overhead,
bounce).
• Footwork: landing on one foot; landing on two feet; pivot; running pass.
• Shooting: one hand; two hands; running shot; forward step shot; backward step shot.
• Techniques of getting free: dodge and sprint; sudden sprint; sprint and stop; sprinting with change of
speed.
• Defending: marking the player; marking the ball; third stage defending; blocking; inside the circle;
outside the circle (ie defending the circle edge against the pass in).
• Intercepting: pass; shot.
• The toss-up.
the individual student.
• Dodge to receive pass; holding the pass (timing); holding the space.
• Pressurised small games, eg 3 versus 3 or 4 versus 4 illustrating spatial awareness; timing – when to
move/pass; judgement – where to move, which pass.
Tactics
Attacking:
• toss-up
• system of centre passes
• holding the space
• set patterns of play
• back up on the circle edge.
• throw-in
Defending:
• throw-in
• blocking
• toss-up
• zoning
• back up on the circle edge.
• defending the space

Role of individual players

Rules of the game and their application, including umpiring signals.


Assessment criteria for Netball: Practical performance

Chest bounce passes lack power and accuracy. Awkward when attempting to catch. Often drops ball.
No signal given. Little evidence of correct footwork. Unable to escape from opponent. Movement
slow and often clumsy.
1-2
Opponent easily gets free. Unable to influence the game. Makes limited contribution with skills not in
evidence during play. Unable to comprehend changes in tactics or concepts of team work. Shows
large degree of uncertainty.
Able to pass with two hands. Passes are high and slow. Has some success in catching easy passes but
lacks consistency. Able to demonstrate footwork rule correctly. Has some difficulty in getting free
3-4 from opponent. Lacks dynamic movement.
Opponent often gets free. Makes little effort to mark the ball. Starts to become more effective in game
situation. May exhibit some individual skills although they may be affected by pressures of game.
Good standard of passing. Accurate but lacking power. Catches effectively using both hands.
Basically static when receiving. Gives tentative signal to pass. Demonstrates correct footwork whilst
catching, including pivoting.
5-6
Able to get free from opponent of similar standard but may lack speed. Success at marking initially
but may lose a good opponent. Some evidence of marking next pass. Plays effectively in game
situation. Demonstrates competent level of skill in chosen position.
Demonstrates a variety of passes, showing accuracy and power. Shows correct footwork when
landing. Gives clear signal indicating where ball required. Evidence of feet leaving ground to gain
height.
7-8 Able to get free from opponent, using a variety of methods. Effective marking to delay receipt of pass
by opponent. Evidence of marking ball for next pass. Able to demonstrate third stage defending. Able
to exert an influence on the game both in attack and defence. Makes few unforced errors and assists
team mates. Shows good level of skill and tactical awareness even under pressure.
Passing shows power, control, accuracy and timing. Demonstrates running pass. Able to pass
accurately to moving target. High quality of catching and control. Takes ball with one or both hands
and demonstrates correct footwork on landing. Good anticipation and timing of oncoming ball
evident. Footwork faultless even in awkward receiving situations. Very fast movement about court.
9-10 Gets free from marker very easily, using fast footwork, anticipation and timing. High standard of
marking. Opponent rarely able to receive pass. Passes marked well and are often intercepted, with
subsequent movement opportunities denied. Excellent use of peripheral vision to watch opponent and
ball. Exerts significant control over game. Shows outstanding level of skill, tactical awareness and
anticipation.


Orienteering

Students should be encouraged to provide written evidence of the route taken when completing an
orienteering activity. The teacher/assessor should choose appropriate skills/manoeuvres for each student from
the following lists, subject to the capabilities of the student and the weather conditions.
Safety
• Follow Country Code.
• Carry whistle for emergencies – six long blasts repeated after a pause; three short blasts to reply when
someone comes to search.
• Carry compass in unknown terrain and know how to follow safety bearing.
• Wear a watch.
• Wear body and full leg cover, sleeveless shirts are allowed.
• Carry windproof jacket for wet and windy conditions.
• Select a course you can complete relative to level of physical fitness.
• Know location of nearest phone and first aid.
• Impact of orienteering on the environment.
Skills/manoeuvres
• Map reading: scale; legend; contours.
• Orientate map to terrain.
• Use line features as handrails.
• Route choice.
• Measure distances.
• Thumb map.
• Rough orienteering long legs with good catching features.
• Fine orienteering short legs with detailed map reading.
• Attack points.
• Aiming off.
• Compass and thumb compass.
• Sense of scale to estimate distance.
• Develop feel for contours.
• Navigate through different types of terrain.
• Compass and pacing.
• Competitive techniques.
• Types of compass, eg Silva. • Colour-coded courses.
• Types of map. • Appropriate footwear.


Assessment criteria for Orienteering: Practical performance

Shows basic understanding of maps. Able to orientate the map well, recognise symbols and navigate
1-2
along a single/track path.
Able to use the features on the map to move from path to path by selecting the correct route. Able to
3-4
measure the distance and thumb the map when moving slowly.
Has confidence taking short cuts off paths. Able to rough orienteer against catching features, fine
5-6
orienteer over short distances using detailed map reading, use attack points and develop aiming off.
Has greater confidence, and performs the skills at greater speed. Able to use the compass to take
7-8 bearings and use thumb compass for direction and reference. Able to use contours and estimate
distances with accuracy.
Is very confident in orienteering. Able to make quick decisions to navigate through different types of
9-10 terrain, and knows when to use the compass and pacing. Able to find difficult controls in competition
events.

1 Map reading; scale, legend, contour lines 9 Attack points
2 Orientate map to terrain 10 Aiming off
3 Use line features as handrails 11 Compass and thumb compass
4 Route choice 12 Sense of scale estimating distance
5 Measure distances 13 Develop feel for contours
6 Thumb map 14 Navigate through different types of terrain
7 Rough orienteering long legs with good 15 Compass and pacing
catching features
8 Fine orienteering short legs with detailed 16 Competitive techniques
map reading

overcome increasingly demanding and challenging situations and problems.
For higher-level marks, these will necessarily require a range of experiences in the natural
environment.


Personal survival

Skills
Dress:
• swimming costume and long-sleeved shirt, trousers and a long-sleeved jumper or
NB Students are not permitted to wear pyjamas.
Clothing must be worn throughout the following series of tests.
• Enter the water from the side of the pool using a technique appropriate for entering from a height of
approximately 1 m into unknown water. Swim 25 m in less than 30 seconds. It is recommended that the
25 m swim should finish in the deep end to enable students to perform the HELP (Heat Escape Lessening
Posture) position without leaving the pool.
• Using any floating object for support (not a swimming aid) take up and hold the HELP for 6 minutes.
• Using any floating object for support (not a swimming aid) participate in a huddle for 2 minutes with at
least two other similarly clothed swimmers (who may be students).
• Tread water for 2 minutes, one arm straight out of water.
• Swim 100 metres – including surface dives and underwater swim
– In band 3-4, and below, no surface dive and no underwater swim
– In band 5-6 students must perform a headfirst or a feet first surface dive and swim 3-4 metres
underwater
– In band 7-8 students must perform a headfirst and a feet first surface dive and swim 4-5 metres
underwater
– In band 9-10 students must perform a headfirst and a feet first surface dive and swim 4-5 metres
underwater, with ease
• Climb out from deep water without using steps or any other assistance.
Students will be required to demonstrate the huddle and may be asked questions about it in the Analysis of
Performance.
Level 1 to 4 students may need a break after the HELP; Level 5-10 students will complete the whole survival
session with no break.
Any student who wishes to be assessed for personal survival must have the clothing stipulated in the
specification, without the clothing stipulated they should be awarded 0.
The clothing required for personal survival is as directed by the Amateur Swimming Association. This is
periodically reviewed. The correct dress is either long-sleeved shirt, trousers and a long-sleeved jumper.
Pyjamas are not acceptable attire.


Assessment criteria for Personal survival: Practical performance

Entry: on entry the body may go too deep. 25 m swim: the stroke is ineffective and changes of stroke
may take place. HELP position: may lack control with student moving position and failing to hold
the required posture. Huddle: not understand the huddle or unable to contribute and relies on the
support of others. Tread water: may be unable to tread water for 2 minutes and the signalling arm
1-2
may not be straight. 100 m swim: may take swimming aid with them. Does not use the most
appropriate stroke and may switch between strokes. Has obvious difficulty with rhythm and form.
Surface dives: unable to show either type of surface dive. Underwater swim: unable to swim
underwater. Climb out unaided: may have difficulty climbing out unaided.
Entry: enters safely and understands the technique. 25 m swim: uses a recognised and effective
stroke but may be slower than 30 seconds. HELP: holds position correctly. Huddle: not fully
understand the huddle and unable to contribute and support others. Tread water: may show lack of
control and not be able to maintain the arm out of the water in a straight position. 100 m swim: may
3-4 take swimming aid with them. Uses the stroke that s/he finds easiest rather than the most appropriate.
May change strokes during the swim. Surface dives: may not be able to show either type of surface
dive or dive lacks technique and efficiency, eg not getting to the required depth. Underwater swim:
may not get to the required depth or swim the required distance and/or have a poor inefficient stroke.
Climb out unaided.
Entry: makes a safe and effective entry which shows a clear understanding of the technique. 25 m
swim: shows good style and effective technique. HELP: holds position correctly and with control.
Huddle: understands the huddle but their contribution in support of others is limited. Tread water:
can tread water for 2 minutes and use the correct straight arm out of the water signal. 100 m swim:
5-6 may take swimming aid with them. Swims under control but may show tiredness and lack of
efficiency in the latter stages. Surface dives: may only perform one of the surface dives or both if
shown will lack efficiency and may not reach the required depth. Underwater swim: will be able to
swim at the required depth and the required distance but lacks technique, efficiency and may not
show confidence and the 100 m swim may be disrupted. Climb out unaided.
Entry: makes a safe and effective entry which shows a clear understanding and confidence in the
technique. 25 m swim: swims with good style and effective head-up stroke (probably breastroke) in
30 seconds and with confidence and in control. HELP: holds position correctly, confidently and with
little unnecessary movement. Huddle: clearly understands the huddle and contributes in supporting
others. Tread water: can use either arm, and can change the arm to signal with a straight arm and can
7-8
change position under control. 100 m swim: may take swimming aid with them. Shows little stress,
good style using an appropriate stroke and full control. Surface dives: performs both of the surface
dives but they may lack efficiency and technique or not reach the required depth. Underwater swim:
able to swim at the required depth but may lack power and efficiency. Able to continue the swim with
little stress or interruption. Climb out unaided.
Entry: makes a confident, clearly correct and effective entry, barely going below the surface with
his/her head. 25 m swim: uses an efficient and speedy head-up stroke, front crawl or butterfly in
under 30 seconds. HELP: holds position absolutely correctly. Huddle: clearly understands the
huddle and able to contribute fully and support others. Tread water: completely relaxed and capable
9-10 and change the signalling arm and keep the arm straight throughout. 100 m swim: may take
swimming aid with them. Swims confidently, using breastroke or front crawl. Surface dives:
performs both types of surface dive confidently and to the required depth. Underwater swim:
performs confidently using a very strong, powerful and efficient stroke, showing good style and
technique. Able to continue the 100 m swim with fluency. Climb out unaided.


Polo

Advanced skills in structured performances to enable students to perform in the context of the
assessment
• Horsemanship – use of hands, legs and seat.
• Control of the pony through the walk, trot, canter and gallop – extended pace.
• Mallet shots – offside fore, back, neck, cut, tail, belly.
• Mallet shots – nearside – fore, back, neck, cut, tail, belly.
• At canter or gallop – the rider must be able to incorporate then use of oval, figure eights, stops, turns and
roll-back.
Application of advanced skills in structured game situation providing the basis for assessment of the
individual student
• Players should be able to execute all shots at canter, or gallop, including the ability to ‘turn the ball’ and
dribble in a 30m circle.
• Mallet hooking and ride-off.
• Protect and use the ‘line of the ball’.
• Specific appropriate requirements for positions: 1, 2, 3, and 4.
• Team work and positioning in attack and defence
Tactics
• Awareness and the implementation of appropriate handicap systems.
• Take the man, turn it.
• Throw-in and the knock-in and effective positioning.
• Use effectively the ‘line of the ball’ and ‘right of way’.
• Knowledge and understanding of fouls and penalty shots.
• Players should initiate attacking plays from the end-line, throw-ins, turnovers, passing.
• Defensively players should demonstrate the ability to execute ride-offs, bumps, hooks and blocks without
incurring a penalty.
• Turn defence into attack
• Use of time-outs.
Rules of the game and their application including umpiring/goal judges/thirdman and appropriate
signals.


Assessment criteria for Polo: Practical performance

Able to demonstrate a range of shots with some accuracy, dribble with limited success and in
demonstrating mallet hooking, ride-off, bumps and blocks they are inconsistent under pressure.
Control and effective use of the pony (horsemanship) is limited, as is the ability to contribute to both
1-2
attack and defence effectively. Knowledge of the rules and regulations of the game is rudimentary.
Has an awareness of safety issues. Demonstrates an ability to play in more than one position on
occasions but to limited effect.
Able to execute a range of shots with some accuracy, dribble with limited success and in
demonstrating mallet hooking, ride-off, bumps and blocks they demonstrate some consistency under
pressure. Control and effective use of the pony (horsemanship) is sound, as is the ability to contribute
3-4
to both attack and defence effectively. Knowledge of the rules and regulations of the game is evident.
Has an awareness of safety issues. Demonstrates an ability to play in more than one position on
occasions.
Able to play a range of shots with accuracy, dribble with success and in demonstrating mallet
hooking, ride-off, bumps and blocks they are reliable under pressure. Control and effective use of the
pony (horsemanship) is good, as is the ability to contribute to both attack and defence effectively.
5-6
Knowledge of the rules and regulations of the game is good and used to improve their performance.
Has a sound awareness of safety issues. Demonstrates an ability to play in more than one position on
occasions to good effect. The player will normally not make tactical decisions for the whole team.
Able to play a range of shots with accuracy, dribble with success and makes only occasional unforced
errors. In demonstrating mallet hooking, ride-off, bumps and blocks, they are reliable and effective
under pressure. Control and effective use of the pony (horsemanship) is very good, as is the ability to
7-8 contribute to both attack and defence effectively. Knowledge of the rules and regulations of the game
is very good and used to improve their performance and that of others. Has a good awareness of
safety issues. Demonstrates an ability to play in more than one position to very good effect and
initiate tactical changes and can call time-outs.
Able to play a range of shots with accuracy and power, dribble with success while under pressure,
making few, if any, unforced errors. In demonstrating mallet hooking, ride-off, bumps and blocks,
they are reliable and effective imposing themselves on the opposition. Control and effective use of the
pony (horsemanship) is excellent, as is the ability to contribute to both attack and defence effectively.
9-10
Knowledge of the rules and regulations of the game is high and used to improve their performance
and that of others. Has a very good awareness of safety issues. Demonstrates the ability to play in
more than one position to very good effect and initiate tactical changes, read the game effectively and
call time-outs to the benefit of their team.


Rounders

assessment
Batting: grips and their uses; stance; hitting in different directions; forehand and backhand.
Bowling: basic action; stepping action; variation of speed, height, angle, spin.
Fielding: underarm throwing and catching; overarm throwing and catching; stopping, chasing and returning.
Positional play: bowler; backstop; post play; deep fielders.
Shot restriction and structured drills.
Tactics
Field placing for attacking/defensive batsmen/left-handed batsmen.
Bowling changes.
Switching/backing up post play.
Umpiring.


Assessment criteria for Rounders: Practical performance

Batting: demonstrates an idea of where to stand when receiving the ball, but rarely makes contact.
Bowling: demonstrates static bowling action. Very inconsistent and bowls a high percentage of no balls.
Fielding: demonstrates basic catching and throwing action over short distances but the technique is poor
1-2 with little consistency. No evidence of returning the ball from deep field with any accuracy. Unable to
demonstrate overarm throwing action correctly. Game: takes part with little effect in the game and
struggles to perform the basic skills with any consistency, looks uncomfortable when batting, bowling or
fielding.
Batting: clearly demonstrates where and how to stand when receiving the ball. A good grip is evident.
Makes contact with less than 50 per cent of the balls. When contact is made there is little control of
direction. Bowling: uses correct stepping action and the delivery of the ball is more consistent with few
no balls being bowled. No evidence of any variation in the delivery. Fielding: demonstrates both
3-4
throwing underarm and overarm with some accuracy and consistency and regularly catches the ball
coming at different heights and speeds. In the field struggles to get the ball back to the base quickly or
accurately due to lack of power. Prefers to field in favourite position. Game: starts to play more
effectively in the game but the pressure of the competitive situation affects the performer’s skills.
Batting: adopts correct stance with good grip. Makes contact between 50 per cent and 70 per cent of the
time and displays evidence of placing the ball according to the field placing. Bowling: stepping action
becoming fluent. The delivery is consistent with very few no balls being bowled. Able to demonstrate a
change of height and speed in delivery to try to outwit the batsperson. No evidence of using spin
5-6 technique. Fielding: demonstrates both overarm and underarm throws with consistent accuracy and
catches confidently. In the field can return the ball quickly and accurately to base. Able to pick the ball
up on the run and can demonstrate the long barrier. Has difficulty catching balls fielded in from deep
field. Game: makes a much more significant contribution to the game and carries out the skills with
consistency even in the competitive situation.
Batting: demonstrates a good ready position and good technique when hitting the ball. Makes contact
between 70 per cent and 80 per cent of the time with good contact. Shows clear evidence of placing the
ball in the field to avoid fielder in differing positions. Bowling: rhythmic stepping action. Demonstrates
an extremely consistent level of bowling with only the occasional no ball. Shows full variation of height
and speed and demonstrates spin to try to outwit his/her opponent. Fielding: demonstrates all skills with
7-8 consistency and anticipates where the ball is going and adjust his/her position to field. Shows clear
evidence of being able to field the ball accurately to the bases. Can show the long barrier technique and
to pick up the ball on the run, either chasing or attacking. Able to consistently catch balls fielded in from
deep field. Game: exerts considerable influence on the game in all areas of batting, bowling and fielding.
In play makes very few errors and performs with increasing confidence. Anticipates the flow of the game
and encourages team mates into position. Shows evidence of backing up and fielding off the base.
Batting: approaches the box with great confidence and adopts a very positive stance. Makes contact with
the ball, ie 80 per cent of the time. Able to place the ball according to the field set and type of delivery
using both forehand and backhand. Displays tactical appreciation to get someone home. Bowling:
demonstrates excellent technique in all variations of height, spin with very few no balls being bowled.
9-10 Able to use the box to vary the angle of attack and places the field to bowl so that he/she can exploit the
batsperson’s weaknesses. Fielding: can play in any fielding position with great authority and exerts
pressure on the batsperson at all times. Game: Exerts significant influence over the game and
demonstrates an outstanding level of skill in all areas of batting, bowling and fielding. Shows a wealth of
tactical awareness and anticipation in all areas. Performs all skills with great confidence and consistency.


Rowing

subject to the capabilities of the students and the weather/water conditions.
• Impact of rowing.
Safety
• Location of nearest telephone and first aid.
• Swimming ability.
• Effects of current, wind and tide.
• Wear appropriate clothing and footwear.
• Recognise hazards.
• Lifting and carrying boat.
• Know weather forecast.
• Check boat.
Advanced skills/manoeuvres
• Launching and landing.
• Rules of the river.
• Forward and backward paddling.
• Stopping forwards and backwards.
• Execute an emergency stop.
• Capsize drill.
• Scull 4000 m.
• Square blades paddling – 10 strokes continuous.
• Show progressive slidework from fixed seat building to full slide.
• Coxing demands getting boated.
• Coxing demands in competitive situations.
• Ten consecutive strokes without touching the water with sculls coming forward.
• Complete full spin turn (360°).
• Either cox or crew a four or an eight in a competitive situation.
• Come into landing point, disembark and release blades without assistance. Put equipment away and wipe
down.
NB Students are expected to carry out only those skills and manoeuvres appropriate to the boat they are
using, ie scull, four or eight.
• History of sport (basic). • Name parts of boat.
• Different types of boat. • Name stroke phases.
• Difference between buoyancy aid and life jacket.


Assessment criteria for Rowing: Practical performance

Able to perform skills/manoeuvres 1-8. Can name all parts of the boat when prompted. Able to assist
1-2
in launch and land and paddle in a straight line. Knows how to perform an emergency stop.
Able to perform skills/manoeuvres 1-8. Can name all parts of the boat when prompted. Able to assist
3-4
in launch and land and paddle in a straight line. Knows how to perform an emergency stop.
Able to perform skills/manoeuvres 1-10. Can give some assistance in carrying boat off rack and to the
5-6 water. Able to launch and land by self. Competent in capsize. Performs emergency stop with control.
Able to scull/row 4km.
Able to perform skills/manoeuvres 1-14. Good control of self and boat in slide progressions. Able to
7-8 direct others getting into a boat. Has good style and direction in paddling 4 km. Confident in capsize.
Knowledge of racing start and procedures for ‘head’ race and regattas.
Able to perform skills/manoeuvres 1-18. Can name any part of boat. Has good knowledge of rules of
the river and stream conditions. Needs no assistance to launch and put way equipment. Able to scull
9-10 4 km with most strokes not touching the water, showing good balance. Participates in a competitive
situation with style and speed. Know how to get attached to a ‘stake boat’ start, taking into account
influences of water/conditions.

Skills/manoeuvres
1 Name parts of the boat 10 Scull 4000 m
2 Launching and landing 11 Square blades paddling – 10 strokes
continuous
3 Rules of the river 12 Show progressive slidework from fixed
seat building to full slide
4 Forward paddling 13 Coxing demands getting boated
5 Backward paddling 14 Coxing demands in competitive
situations/race start procedure
6 Stopping forwards 15 Ten consecutive strokes without touching
the water with sculls coming forward
7 Stopping backwards 16 Complete full spin turn (360o)
8 Execute an emergency stop 17 Either cox or crew a four or an eight in a
competitive situation
9 Capsize drill 18 Come into landing point, disembark and
release blades without assistance. Put
equipment away and wipe down.


Rugby league

assessment.
• Running with the ball: introductory game. • Catching and passing:
• Advanced handling skills: long; short; quick; – holding the ball
loop; run-around; switch; drop-off; spin; pass in
– basic pass
the tackle.
– receiving the pass
• Tackling: side; rear; front; smother.
– passing backwards
• Play the ball: technique.
– passing from the ground.
• Evading and breaking the tackle: • Gaining possession:
– side-step – falling on a stationary ball
– change of pace – picking up a stationary ball
– swerve – controlling a moving ball
– bumping-off – catching a high ball.
– hit and spin
– hand-off
– breaking the tackle.
• Kicking: punt; drop; place; bomb; grubber; push through; kick-over.
Team skills
Scrummaging: neck strengthening exercises; safety; formation of the front row; second row; loose forward;
booking technique; foot positions; the push; the scrum-half.
the individual student.
Pressurised small games, eg 3 versus 3 or 4 versus 4 illustrating spatial awareness; timing – when to
run/pass/kick; judgement – where to run, which pass to make; set piece play; controlled phased possession.
Tactics
• Thinking and making decisions: skilled performer; use of skill; choice of tactics; small sided game.
• Principles of play: control of the ball; defence; support play; tactical kicking.
• Attacking the opposition with the ball:
– moving the ball wide
– attacking from the ‘play the ball’
– attacking from a tap penalty
– attacking from a scrummage
– attacking from a kick-off.


Assessment criteria for Rugby league: Practical performance

Tackles from the front in a controlled practice. Loses possession easily when tackled. Tackling with
passive opposition, lacks commitment. Liable to punt the ball but with little control and no accuracy.
1-2 Demonstrates little understanding of positional play. Does not involve him/herself in supporting the
attack. Participates in game situation with limited effectiveness. Has difficulty in performing basic
skills in game situation. Shows understanding of basic role of a forward in scrums.
Can pass with some accuracy with stronger hand when running at three quarter pace in passive and
pressure situations. Often fails to select the correct type of pass. Attempts all tackles in a controlled
situation. Does not secure possession when tackled. Efficiently tackles from front but side tackle
lacks commitment and technique. Has a sound positional sense. Is able to play in the forwards or
3-4
backs. Maintains attacking and defending positions throughout the six tackles. Starts to become more
effective in game. Exhibits some individual skills but these are affected by pressures of game. Can set
up positional play. Able to gain ground with ball but tends to release pass when challenged by an
opponent.
Passes on the run off both hands with control at a reduced pace. Passes at speed off dominant hand.
Passes the ball along a back line at pace. Demonstrates swerve and change of pace. Executes all
tackles cleanly in a controlled situation using dominant shoulder. Tackles effectively in a controlled
drill. Produces a variety of kicks with dominant foot in a controlled situation. Can drop kick and place
5-6
kick with limited effectiveness. Performs from dummy half. Uses ball effectively as a forward or a
back. Shows some ability to influence game specialising in either attack or defence. Good command
of skills and tactics in evidence, even under pressure. Shows some anticipation of opposition and
makes adjustments.
Passes accurately at pace off dominant hand and is confident off both hands. Controls timing of
passes in set piece moves. Demonstrates ability to side step. Tackles to a consistently high standard
from front, side and rear. Tackles cleanly with dominant shoulder. Produces all types of kick to place
opponents under pressure. Kicks for touch with control and gains ground. Has good appreciation of
7-8 the use of the ball. Maintains possession. Supports other runners and times passes well. Able to link
set moves using loop and scissor plays. Exerts an influence over game in both attack and defence,
making few unforced errors and assists team mates. Displays high level of skill and tactical awareness
even under pressure. Has knowledge of several positions and specialises in at least one,
demonstrating a good understanding of its requirements.
Passes accurately using both hands over increasing distances. Is able to pass accurately at full pace.
Takes ball across body, transferring weight effectively. Able to time 2 versus 1 pass at pace. Able to
spin pass static ball off the ground. Tackles from front, rear and side with either shoulder, at pace. Is
able to secure the ball for possession in the act of being tackled. Executes all tackles cleanly and
moves to next situation. Performs accurately and maintains body balance on range of kicks; punt,
9-10 drop and place. Controls an ‘up and under’. Accurately shows a screw kick. Has good handling and
running skills to adapt to forward and to back play. Is influential in the six tackles and/or controls
from dummy half or outside half. Exerts significant control over game. Shows outstanding level of
skill, anticipation and tactical awareness, making very few unforced errors. Can play in several
specialist positions. Able to dominate in at least one specialist position, showing outstanding
individuality.


Rugby union

assessment
Passing:
• grip on ball • passing at speed
• body position • lob and reverse
• accuracy of pass • pendulum pass
• orthodox • diving and spin passes.
• short and long

Receiving: high balls; balls at speed; ground pick-up.
Tackling: basic technique; low tackle from side, rear, front and smother; hand off.
Kicking: place; punt; drop; screw; grubber.

Beating opponents:
• scissors
• side-step
• switch
• feint
• loop
• swerve
• kick ahead.
• change of pace and direction
• dummy pass
Team skills
Set scrummaging: binding; position of feet; angle of drive for front row, second row and back row.
Line out play: jumping and catching; binding; throwing in.
Rucking and mauling.


Pressurised small games, eg 3 versus 3 or 4 versus 4 illustrating spatial awareness; timing – when to
run/pass/kick; judgement – where to run, which pass to make; set piece plays; controlled phase possession.
Tactics
• Forward play: scrum; line-out; rolling maul play.
• Three quarter play: handling; kicking; running; tackling.
• Role of individual players.
• Positional play.
• Continuous phase play.


Assessment criteria for Rugby union: Practical performance

Catches and passes with limited effectiveness. Unable to demonstrate accurate passing in moving
situations. Punts the ball with little control and no accuracy. Either forward play: has limited
understanding of the role of forwards in set pieces; little involvement in open play. Or back play:
1-2 limited participation in phased play. Avoids contact situations, does not support other players. Poor
effectiveness in game situations. Basic skills are not sufficiently established to produce a performance
of any standard. Unable to read any specific game situation. Can participate in scrum and line-out
play, but shows very limited skill and technique. Positional play poor.
Passes with some accuracy with stronger hand when running at three quarter pace in passive and
pressure situations. Often fails to select the correct type of pass. Begins to be able to swerve.
Attempts all tackles in a controlled situation. Does not secure possession when tackled. Effectively
tackles from rear, but front and side tackles lack commitment and technique. Able to punt and field
the ball in controlled practices. Unable to perform a range of kicks with control. Either forward play:
3-4
supports players in set pieces and open play without controlling possession. Or back play: exhibits
some individual skills but does not link effectively with the back unit. Prone to handling errors.
Becomes more effective in the game, basic skills are more evident, but is unable to use them
effectively under pressure in the game situation. Able to gain ground with the ball, but tends to
release the ball too early when challenged by opposition.
Passes on the run from both hands with control at reduced pace. Can pass at speed from dominant
hand. Can pass the ball along a back line at pace. Demonstrates swerve and change of pace. Executes
all tackles cleanly in a controlled situation using dominant shoulder. Tackles effectively in a
controlled drill. Produces a variety of kicks with dominant foot in a controlled situation. Can drop
kick and place kick with limited effect. Either forward play: takes part in line-out and scrums with an
ability to secure possession. Able to ruck and maul in a structured practice. Or back play: shows
5-6
confidence in passing on the run in non-contact situations. Demonstrates control whilst running with
the ball. Passes the ball to the winger along the line. Shows understanding of attacking and defensive
positional play. Reading of the game is more apparent, becoming more vocal and involved in the
game. Ability to influence the game evident, with increasing and better decision making under
pressure. Basic skills and techniques well established. Shows some anticipation of opposition moves
and makes adjustment. Increased involvement for the contact situation in attack and defensive role.
Passes accurately at pace from dominant hand; is confident off both hands. Controls timing of passes
in set piece moves. Avoids tackles using hand off and side-step off dominant foot. Tackles to a
consistently high standard from front, side and rear. Tackles cleanly with dominant shoulder.
Produces all types of kick to place opponents under pressure. Kicks for touch with control and gains
ground. Either forward play: effective in set piece play and able to support rucks and mauls in
7-8 controlled phase possession play. Or back play: link effectively first to second phase possession
integrating basic overlap moves. Able to loop and scissor at pace. Demonstrates very good overview
of the game and exerts an influence in both attack and defence. Very aware of teamwork, makes few
unforced errors. Displays a high level of skill and tactical awareness even under pressure. Shows
knowledge of set plays, tactical plays, eg start line-out, penalty moves. Has ability, knowledge to play
in a number of positions; demonstrates high level of skill and understanding in chosen position.


Passes accurately using both hands over increasing distances. Able to pass accurately at full pace.
Takes ball across body, transferring weight effectively. Can time 2 versus 1 pass at pace. Performs
accurately, maintains body balance on range of kicks; punt, drop, place. Can spin pass static ball off
the ground. Controls an ‘up and under’ Can accurately show a screw kick. Either forward play:
specialist in a given position. Outstanding set piece play. Fully able to ruck and maul in open play.
9-10 Provides controlled phase possession. Or back play: executes a range of back moves at pace. Able to
side step and to dummy a pass. Able to field a high ball and link a counter-attack. Avoids tackles by a
full range of moves, eg dummy, swerve, side-step. Demonstrates excellent tactical awareness, applies
the laws correctly in the context of the game situation. Exerts significant control over game by taking
the best and correct option in given situation. Has excellent leadership qualities, decision making as
individual and in team. Has high level of individual skill maintained under pressure.


Sailing

subject to the capabilities of the student and the weather/water conditions.
Safety
• Swimming ability. • Knowledge of hypothermia/first aid/
resuscitation.
• Fit buoyancy aid/lifejacket safely.
• Know dangers of tides.
• Wear correct clothing for the conditions.
• Know weather forecast.
• Inspection of hull and rigging.
• Dangers of offshore winds.
• Impact of sailing on the environment.
• Skills/manoeuvres
• Rig a training dinghy. • Helm moving across wind.
• Reef ashore. • Sail onto a lee shore.
• Name parts of the boat and sails. • Sail away from a lee shore.
• Rope work – knots. • Coming alongside a moored boat.
• Launching and recovery. • Rules of the road – port and starboard, windward
boat, overtaking boat.
• The five essentials – sail setting, balance, trim,
centreboard and course made good. • Sailing close to other dinghies.
• Crew a two-man boat. • Man overboard recovery.
• Sail away from a jetty. • Capsize procedure.
• Helm moving upwind. • Racing, course and starting procedure.
• Helm moving downwind.
• Equipment
• Rope work: figure of eight, bowline, round turn and two half hitches, clove hitch.
• The five essentials: sail setting, balance, trim, centreboard and course made good.
• Difference between buoyancy aid and lifejacket.
• Parts of the boat and sails.


Assessment criteria for Sailing: Practical performance

Able to rig a training dinghy and reef ashore with assistance. Able to name the parts of the boat and
1-2
the sails but has some difficulty tying knots.
Can assist in launching and recovery. Knows some of the five essentials – sail setting, balance, trim,
3-4
centreboard and course made good.
Able to crew and helm a two man boat when sailing away from a jetty moving upwind, downwind
5-6
and moving across wind with good control at the helm.
Able to sail onto and away from a lee shore. Competent in coming alongside a moored boat, and
7-8
knows the rules of the river – port and starboard, windward boat, overtaking boat.
Is competent performing all manoeuvres and sailing close to another dinghy. Able to recover a man
9-10 overboard and show the capsize procedure. Confident in a racing situation and shows knowledge of
the course and starting procedures.

Skills/manoeuvres
The assessment must enable the
1 Rig a training dinghy student to demonstrate his/her level of
2 Reef ashore technical ability in order to overcome
increasingly demanding and
3 Name parts of the boat and sails challenging situations and problems.
4 Rope work knots For higher-level marks, these will
5 Launching and recover necessarily require a range of
experiences in the natural
6 The five essentials: sail setting, balance, trim, environment.
centreboard and course made good
7 Crew a two man boat
8 Sail away from a jetty
9 Helm moving upwind
10 Helm moving downwind
11 Helm moving across wind
12 Sail onto a lee shore
13 Sail away from a lee shore
14 Coming alongside a moored boat
15 Rules of the river – port and starboard,
windward boat, overtaking boat
16 Sailing close to other dinghies
17 Man overboard recovery
18 Capsize procedure
19 Racing, course and starting procedure


Skiing

Students will be assessed on individual skills from the list of skills/manoeuvres and on a free ski run. The
teacher/assessor should choose appropriate skills/manoeuvres for each student from the following lists,
subject to the capabilities of the student and the weather conditions.
Safety
• Procedure taken in case of an accident.
• Carrying of skis.
• Handling and care on tows.
• Clothing.
• Awareness of the dangers of a mountain
• Ski way code.
environment.
• Impact of skiing on the environment.
Skills/manoeuvres
• Swing to the hill from traverse left and right.
• Basic stance.
• Linked basic swing.
• Ability to get up after a fall.
• Parallel stop.
• Straight descent.
• Use of ski lift.
• Basic side step up and turn.
• Carved turn left and right.
• Snow plough stop.
• Linked turns.
• Snow plough then left and right.
• Parallel turn.
• Stop by turning uphill.
• Carved turns.
• Linked snow plough turns.
• Short swings.
• Traverse.
• Jump.
• Traverse joined by snow plough turns.
• Side stepping.

• Equipment
• Types of: skis; bindings; poles; boots; clothing (style, comfort and safety).
• Use of: wax, bindings (correct setting), ski brakes.
• Maintenance of: ski soles; edges.
• Appreciation of the different types of competitive skiing.


Assessment criteria for Skiing: Practical performance

Knows the basic stance, and is able to get up from a fall. Able to show a straight descent, then an
1-2
ascent by side stepping. Can do a snow plough stop at the end of a 10-20 metre run.
Able to show a straight snow plough then snow plough turns left and right down a gentle slope and
3-4
stop by turning uphill. They should be able to use a ski lift.
Able to do linked snow plough turns, then traverses joined by snow plough turns without falling.
5-6
Shows reasonable style and control whilst performing a slalom on a blue ski run.
7-8 Able to ski down a red slope showing style and control using unweighted parallel turns.
9-10 Able to ski down a black run and ski through a mogul field. Able to keep close to the fall line.

Skills/manoeuvres
1 Basic stance 11 Traverse joined by snow plough turns
2 Ability to get up after a fall 12 Side stepping
3 Straight descent – ascent by side stepping 13 Swing to the hill from traverse left and right
4 Basic side step and turn 14 Linked basic swing
5 Snow plough stop 15 Parallel stop – skid to halt
6 Snow plough then left and right 16 Carved turn left and right
7 Stop by turning uphill 17 Linked turns
8 Use of ski lift 18 Linked parallel turn
9 Linked snow plough turns 19 Carved turns
10 Traverse 20 Short swings

For higher-level marks, these will necessarily require a range of experiences in the natural environment.
Please see Appendix 3 for an example skiing assessment form.


Snowboarding

Students will be assessed on individual skills/manoeuvres and on a free run. The teacher/assessor should
choose appropriate skills/manoeuvres for each student from the following list, subject to the capabilities of
the student and the weather conditions.
Safety
• Snowboard equipment (hard or soft bindings and boots).
• Importance of the leg leash.
• Knowledge of stance (regular or goofy).
• Clothing.
• Procedures taken in case of accidents.
• Handling and care on tows and lifts.
• Awareness of dangers of the mountain environment.
• Impact of snowboarding on the environment.
Skills/manoeuvres
• Basic stance (regular or goofy).
• Ability to get up from a fall.
• Side slip front side.
• Straight descent.
• Toe edge turn.
• Carve to stop.
• Turn to the left and turn to the right (heel edge and toe edge turns).
• Heel edge stop.
• Scoot front foot in.
• Use of ski lift.
• A series of linked turns.
• Toe traverse.
• Heel traverse.
• Carved turns left and right.
• Linked carved turns.
• Crouch in turns.
• Snowboard fakie (reverse) in controlled manoeuvre.
• Short swings.


Assessment criteria for Snowboarding: Practical performance

Shows basic stance and is able to get up from a fall. Able to descend using side slipping and able to
1-2
descend in a straight run for up to 20 metres with a controlled stop at the end.
Able to do a straight run and turns to the left and right on a gentle slope. Maintains control throughout
3-4
and displays a sound level of style. Able to carve to stop.
Able to turn one way, traverse and then turn the other way whilst completing a run of blue gradient
5-6
and maintaining complete control, showing reasonable style throughout.
7-8 Able to board down a red run showing style and maintaining complete control using carved turns.
Able to board down a black run, keeping close to the fall line, but does not necessarily attempt
9-10
moguls.

Skills/manoeuvres
1 Basic stance (regular or goofy) 9 Scooting front foot in
2 Ability to get up after a fall 10 Use of ski lift
3 Side slip (toe edge and heel edge) 11 Linked turns
4 Straight descent 12 Heel traverse
5 Toe edge turn 13 Toe traverse
6 Carve to stop 14 Carved turn left and right
7 Heel edge stop 15 Snowboard fakie in a controlled manner
8 Turn left and right (toe edge and heel edge) 16 Short swings

For an example student assessment sheet for snowboarding, please see Appendix 4.


Softball

assessment
Batting:
• grips and their uses; stance; follow through • Baserunning:
• hitting the ball to all fields • stopping or turning at first base
• bunting. • leading off/stealing
• retreat slide, bent leg slide.
Pitching:
• basic slowpitch technique (backspin, forehand, variation of arc height)
• pitching to location (inside/outside, top/bottom of strike zone).
• basic fastpitch technique (slingshot and/or windmill, variation of speed)
(Note: students are expected to cover both fastpitch and slowpitch techniques and are required to offer one of
these for assessment)
Fielding:
• basic glove positioning
• throwing
• fielding a ground ball
• catching fly balls
• force outs
• tag outs.
Positional play:
• pitcher
• catcher
• infield (1st base; 2nd base; 3rd base; shortstop)
• outfielders.
• Shot restriction and structured drills.
Tactics
• Defence: field placings, bunt defence, steal defence.
• Offence: stealing bases, hit and run, sacrifice bunt, sacrifice fly.
• Umpiring.
• Scoring.


Assessment criteria for Softball: Practical performance

Batting: has some idea of basic stance but rarely makes contacts with the ball.
Baserunning: has some idea of baserunning but often forgets when to run or makes several
baserunning errors.
1-2 Pitching: has some basic mechanics but is unable to pitch consistent strikes with either slowpitch or
fastpitch.
Fielding: demonstrates basic glove work. Able to make basic throws and catches.
Participates in game with limited effectiveness. Has difficulty performing basic skills.
Batting: has some success in making contact with the ball but strike lacks power and distance.
Baserunning: demonstrates awareness of the role of baserunning during games. Makes some simple
baserunning errors.
Pitching: able to pitch consistent strikes (50 per cent) with either slowpitch or fastpitch.
3-4
Fielding: able to anticipate the direction of the ball and field a ground ball. Able to catch ‘easy’ balls
and throw accurately over short distances.
Starts to play more effectively in the game. May exhibit some individual skills although these may be
affected by the pressures of the game.
Batting: hits with some power but unable to direct it. Often hits high catchable fly balls.
Baserunning: runs bases effectively, paying attention to basecoaching. Is able to demonstrate bent
leg slide.
Pitching: either slowpitch: able to vary height of arc and to pitch strikes with both backspin and
5-6
forehand technique. Or fastpitch: able to pitch strikes with windmill and/or slingshot pitch. Able to
change pace or spin.
Fielding: able to catch and throw consistently. Able to adjust to the speed and direction of the ball.
Positive contribution to the game in either offence or defence.
Batting: consistently makes contact with the ball and is able to keep the ball low and hit to the left
and right field.
Baserunning: runs bases effectively, exploiting the fielders’ weaknesses and sliding as necessary.
Takes an aggressive lead off and employs retreat slide. Able to steal bases.
Pitching: either slowpitch: able to use a variety of pitches and to pitch accurately to location
7-8
(inside/outside, high/low, strike zone). Or fastpitch: able to pitch accurately to location
(inside/outside, high/low, strike zone).
Fielding: able to field and throw competently and make accurate throws over long and short
distances. Exerts considerable influence on the game in at least two of the three areas of
batting/pitching/fielding. Makes few unforced errors and assists team mates.
Batting: consistently makes contact with the ball. Places shots to maximum advantage.
Baserunning: runs intelligently and aggressively. Manufactures extra bases and runs by exploiting
the opposition’s weaknesses. Able to steal bases and use appropriate running and sliding techniques.
Pitching: Able (in either slowpitch or fastpitch) to use a variety of pitch speed, spin and location with
9-10
consistency and accuracy to exploit the batter’s weaknesses.
Fielding: demonstrates outstanding ability and is able to play at least two contrasting positions.
Exerts significant influence over game. Shows outstanding level of skill, technical awareness and
anticipation in all areas and makes very few errors.


Squash

assessment
Grips and their uses
Basic shots: The service:
• the forehand and backhand drives • forehand lob (floating service)
• grip • forehand hard hit service
• swing • backhand service
• racquet head up • return of service.
• follow through.
Attacking and defensive shots (forehand and backhand): the volley; the boast; the drop shot; the lob.
Fundamentals of movement:
• watching
• footwork
• balance
• readiness
• returning to the ‘T’
• anticipation
• deception.
Tactics
• Use of side walls and angles to out-manoeuvre an opponent.
• Width and length (switching).
• Anticipation.
• Deception.
• Knowledge of court layout and use. • Marking and refereeing.


Assessment criteria for Squash: Practical performance

Poor technique when playing either forehand or backhand drives. Shots lack power and often land in
the middle of the court. Serves are erratic and student has difficulty in getting the ball to land in the
correct area. Unable to influence game. Makes very limited contribution with skills not in evidence
1-2
during play. Understanding of tactics is poor. Is content just to get the ball back. Participation in game
minimal. Only returns shots within reach. Needs guidance on where to stand in the court to
serve/receive from. Has difficulty in maintaining a rally and returning serve, especially on backhand.
Able to play forehand and backhand drives with recognisable technique although the power and
accuracy may be inconsistent, especially on the backhand side. Uses the boast but with limited effect.
Volleys are attempted and some may work. Serve played to intended area though with some errors.
3-4
Able to maintain rally but technique under pressure is poor. Has tendency to maintain rally by playing
forehand shots (even when on backhand side of court). Stands correctly to receive serve, but
placement of ball and subsequent movement is poor. Can score, but not sure of lets/strokes.
Grip is usually correct and effective. Able to rally continuously on either wing though some drives
may lack distance and accuracy. Can use the boast to outwit opponent but is less successful when the
ball is close to the back wall. May use volleys to maintain a rally, but success on the backhand side
5-6 may be limited. Shows good variety of serves accurately placed with power. Lobs and drop shots may
lack distance and control. Uses a variety of shots although still a measure of responding to opponent
rather than creating/engineering opportunities. Pressure of game causes loss of accuracy. Displays
some tactical awareness of use of the ‘T’.
Good grip and racket movement. Technically correct, low drives to both sides with good length and
showing the ability to change the direction of the ball (playing a straight drive from a boast). Uses
volley effectively though with some errors, in an attempt to dominate the ‘T’. Shows variety of serve
to forehand and backhand with good length and weight. Makes effective use of the boast, drop shot
7-8 and lob. Volleys played at appropriate times to speed up game or prevent ball reaching the back of the
court. Brings disguise into game, especially when positioned at the front of the court. Exerts
considerable influence on the game. Plays full range of shots with accuracy. Shows tactical awareness
by creating a winning opportunity. Can vary the pace of the game according to the strength and
weakness of the opponent.
Good technique for all shots and correct grip. Excellent straight drives, both forehand and backhand,
are played close to the sidewalls. Can ‘kill’ the ball both straight and X court. Makes effective use of
the boast to retrieve the ball from the back corners and thus regain control of the rally. Uses a variety
of volleys to dominate the rally and move the other player around the court. Good effective serves are
played to vary pace of game and allow the server to dominate the ‘T’. Varies serve and choice of shot
9-10
depending on opponent’s weaknesses. Able to change the pace of the game by using the lob, drop and
boast to out-manoeuvre opponent, giving time to recover or capitalise on opponent’s weaknesses.
Able to wrong-foot opponent by using disguise. When playing an opponent of similar ability the
student is content to play long rallies wearing down his/her opponent and waiting for right
opportunity to play the winning shot. Makes very few unforced errors.


Surfing

subject to the capabilities of the student and the weather/sea conditions.
Safety
• Swimming ability.
• Wear correct clothing for conditions.
• Preparation of equipment.
• Know lifeguard signals.
• Know importance and dangers of tides, rips and winds.
• Know and recognise importance of weather forecasting.
• Knowledge of hypothermia/first aid/resuscitation.

• Impact of surfing on environment – positive impact of SAS (Surfers Against Sewage).

Skills/manoeuvres
• Wax and leash a board.
• Jump to feet on dry land, regular or goofy.
• Push through white water in control of board.
• Catch a wave, stay prone, trim right and left.
• Paddle out and catch waves.
• Paddle out and catch waves and get to feet.
• Get to feet and surf across a wave.
• Show basic manoeuvres of: bottom turn; cut back; kickout – when surfing forehand and backhand.
• Show progression to: off the lip; floater and other more advanced and fun manoeuvres.
• Be able to attempt these in larger surf.

• Surfing terminology.
• Some prediction of conditions.
• Board styles and performances.
• Wave priority and safety.


Assessment criteria for Surfing: Practical performance

Able to perform skills/manoeuvres 1-5. Is in control of board pushing through surf, is able to turn,
1-2
catch a broken or unbroken wave, trim left or right when surfing prone.
Able to perform skills/manoeuvres 1-6. Is in control of board pushing through surf, able to turn, catch
3-4
a broken or unbroken wave, get to feet and surf for a short distance.
Able to perform skills/manoeuvres 1-7. Is in control of board in smaller surf and is able to turn, catch
5-6
and get to feet on an unbroken wave and surf a short distance across it.
Able to perform skills/manoeuvres 1-8. Is confident in the smaller surf, is in control of board paddling
7-8
out and when catching waves. Able to get to feet and surf across the wave amongst other surfers.
Able to perform skills/manoeuvres 1-10. Has excellent water fitness and board skills to ‘get out’ in
9-10 larger surf, is very confident in smaller surf and has a high degree of skill in the basic manoeuvres. Is
very quick to feet and have excellent wave selection, surfing forehand and backhand equally well.

Skills/manoeuvres
1 Wax and leash a board
2 Jump to feet on dry land, regular or goofy
3 Push through white water in control of board
4 Catch a wave, stay prone, trim right and left
5 Paddle out and catch waves
6 Paddle out and catch waves and get to feet
7 Get to feet and surf across a wave
8 Show basic manoeuvres of: bottom turn; cut back; kickout – when surfing forehand and backhand
9 Show progression to: off the lip; floater and other more advanced and fun manoeuvres
10 Be able to attempt these in larger surf

environment.


Synchronised swimming

Students will be assessed on individual skills in strokes, sculling and a short sequence.
Strokes:
• 10 metres breaststroke with head held above surface of water.
• 10 metres ‘controlled’ back crawl.
• 10 metres front crawl with head held above surface of water.
• show a smooth transition from one stroke to another.
• 10 metres performing own artistic variation on one of the three strokes.
Sculling:
Students should attempt all the basic sculling skills and as many of the advanced skills as possible.
Basic sculling: Advanced sculling:
• travelling head first on back • torpedo scull for 10 metres
• travelling feet first on back • canoe scull for 10 metres
• back layout held for 10 seconds. • front layout held for 10 seconds.
Sequence:
All students will be expected to perform a short sequence, including:
• neat entry into the water from the poolside.
• two different types of stroke performed as under ‘strokes’.
• a sculling action.
• at least two figures from the following list:
1 tub
2 oyster
3 mushroom float
4 three-quarter front tucked somersault (from glide to standing/upright position)
5 three-quarter back tucked somersault (from kicking on back to standing/upright position)
6 front piked somersault (from layout)
7 back piked somersault (from layout)
8 single ballet leg
9 porpoise.
NB Students wishing to offer additional and more difficult figures may do so. Students will be
required to submit a written outline of the sequence to be performed.


Assessment criteria for Synchronised swimming: Practical performance

May offer two strokes but lacks height and purposeful movement through water. Unable to produce
1-2 correct sculling action, resulting in a low body position in the water. Probably finds travelling
difficult. Performs small routine including very basic skills.
Offers three strokes with at least one performed well and with relative ease. Holds face above water
and without sideways movement. Basic sculling action correct but lacks the strength to support the
3-4 body fully during travel. Body extensions questionable. Shows clear attempt to combine skills using
relatively smooth transitions. Lacks height throughout performance. Incorporates two elementary
figures, ie numbers 1-5.
Performs three strokes and in two of the three shows control and height. Lacks technique in front
crawl. Can perform simple transitions. Demonstrates all basic sculling actions with ease and is able to
5-6 successfully perform one technique from the advanced list. Good body tension. Sequence to include
at least one figure from 6-9. Transitions from strokes and figures are continuous. Strokes performed
with poise and some height.
Performs all strokes well, showing good control and purposeful travel. Sculling is utilised well to
provide smooth propulsion along the surface of the water. Able to perform all basic and advanced
7-8 sculling, ie head first and feet first on back, torpedo, canoe and front layout. Sequence to include two
figures from 6-9. Displays good style and control along with evidence of originality and awareness of
use of pool space.
Demonstrates all strokes smoothly with rhythm and control. Disturbance of the water is minimal,
breathing regular. Able to use strokes to produce travel, whilst at the same time incorporating
9-10 originality. Performs correct sculling action within the following three figures: ballet leg, dolphin
(head first), front somersault (piked). Performs a sequence to a very high standard, showing height
throughout all skills. Smooth transitions and imaginative use of pool space.


Table tennis

assessment
• Push shots: backhand push; forehand push.
• Top spin drives: backhand drive; forehand drive.
• Services: short and long; forehand and backhand.
• Return of service:
– from a short serve
– from a long serve
– forehand and backhand.
• Movement: between backhand and forehand strokes.
• Loop: forehand loop; backhand loop.
• The block.
• Stroke restriction and table restriction drills.
Tactics
• Effects of spin (topspin and backspin).
• Against an attacking player; against a defending player.
• Positioning in attack and defence.
• Variation.
• Anticipation.
• Deception.
• Tactics in doubles – serving and receiving.
• Scoring and umpiring.
• Knowledge of table and regulations.


Assessment criteria for Table tennis: Practical performance

May not hold bat correctly and does not use the correct action. Demonstrates forehand and backhand
push shots in rally but played high and often long. Demonstrates correct service action but service
lacks pace and direction. Some movement of feet but body movement awkward, jerky and lacking in
1-2 rhythm. Participates in game with limited effectiveness. Has difficulty performing basic skills in
game situation. Static play. Rallies won mainly by unforced errors.
Little evidence of any understanding of the fitness requirements of the activity.
Beginning to hold bat correctly and to use the correct action. Plays basic forehand and backhand
strokes competently, showing control and some direction. Ball beginning to travel closer to net.
Shows correct service action with at least two different types of service. Demonstrates technically
correct footwork. Becoming more effective in game situation. May exhibit some individual skills
3-4 although they may be affected by pressures of game. Able to maintain a steady rally in game
situations. Wins some rallies with effective shots. Unforced errors apparent, usually as a result of
over-hitting ball.
Has some understanding of the physical demands of the game and displays reasonable fitness levels
in long rallies though may not do so in continuous games.
Good grip to suit style of play and good action for shots. Good range of strokes evident, showing
power, control and accuracy. Demonstrates backspin and topspin in many strokes, particularly in
forehand drive and backhand chop. Demonstrates variety of service, some using spin. Good, lively
footwork resulting in effective execution of strokes. Shows some ability to influence game either in
5-6 attack or defence. Good command of skills and tactical play in evidence, even under pressure. Shows
some anticipation of opposition and makes adjustments. Able to switch effectively from attack to
defence.
Has some understanding of the physical demands of the game and displays good fitness levels in long
rallies though may not do so in continuous games.
Good grip allowing a variety of shots to be played with good technique. Full range of shots evident
showing power, control and accuracy. Imparts spin, including sidespin. Demonstrates a variety of
serves, most using spin. Able to vary height and direction. Correct footwork with speed, balance and
rhythm in evidence, resulting in long rallies being maintained. Able to exert influence on the game in
7-8 both attack and defence. Makes few unforced errors. Shows high level of skill and tactical awareness
even under pressure. Anticipation of opponent’s intentions evident.
Has good understanding of the physical demands of the game and displays good fitness levels in long
rallies though not frequently in continuous games.
Excellent use of grip and bat movement for all actions. All strokes with spin in evidence. Shows
power and accuracy when attacking, control and accuracy when defending. Shows a variety of spin
service. Demonstrates correct quick footwork with rhythm and balance. Makes very few errors when
maintaining rallies. Rallies and winning shots played at speed. Exerts significant control over game.
9-10 Shows outstanding level of skill, tactical awareness, anticipation and deception, making very few
unforced errors. Tactically able to vary speed, direction and spin.
Has an excellent understanding of the physical demands of the game and displays excellent fitness
levels in long rallies and in continuous games.


Tae kwon do

This is based on the knowledge and skill that would be expected from a student with no previous experience
in Tae kwon do, who trains with a qualified Tae kwon do instructor for at least two one-hour sessions per
week over a three to four month period. Students with previous experience of Tae kwon do should be able to
demonstrate a commensurately higher skill level.
Students will be assessed on the quality of the performance of individual skills from:
• Gibson Yonsup – fundamental exercises
• Tul – patterns
• Matsogi – sparring
• Theory and terminology.
There is only one acceptable style of Tae kwon do, which is ITF (International Tae kwon do Federation). No
other styles will be acceptable. Centres must ensure that students are only taught by qualified ITF coaches.
All of the terms used are generic, and will be understood by qualified coaches and assessors.
Gibson Yonsup (fundamental exercises)
Stances (Sogi) Blocks (Makgi)
Attention stance (Charyot sogi) Middle block (Kaunde makgi)
Bow (Kyong ye) Low block (Najunde makgi)
Sitting stance (Annun sogi) High block (Nopunde makgi)
Walking stance (Gunnun sogi) Rising block (Chookyo makgi)
Parallel stance (Narani sogi) Forearm guarding block (Palmok daebi makgi)
L stance (Niunja sogi) Knifehand guarding (Sonkal daebi makgi)
block
(Sang palmok makgi)
Punches (Jirugi) Twin forearm block
Middle punch (Kaunde jirugi) (Taerigi)
Strikes
High punch (Nopunde jirugi) (Sonkal yop taerigi)
Knifehand side strike
Obverse punch (Baro jirugi)
(Tulgi)
Reverse punch (Bandae jirugi)
Thrusts
(Opun sonkut tulgi)
Flat fingertip thrust
Kicks (Chagi) (Dung joomok)
Back fist
Front snap kick (Ap cha busigi)
Side piercing kick (Yop cha busigi)
Turning kick (Dollyo chagi)
Back piercing kick (Dwit cha jirugi)


Tul (patterns)
4 directional punch and 4 directional block.
Chon-ji, dan-gun, do-san, won-hyo, yul-gok, joong-gun, toi-gye, hwa-rang, choong-moo and all black belt
patterns.
Matsogi (Sparring)
3 step sparring (Sambo matsogi)
2 step sparring (Ibo matsogi)
1 step sparring (Ilbo matsogi)
Semi free sparring (Ban jayu matsogi)
Free sparring (Jayu matsogi)

2 versus 1 sparring
Theory and terminology
Verbal questions in front of examiner relating to each level.
Students will also be expected to demonstrate student rules and regulations, including Tae kwon do etiquette.

Assessment criteria for Tae kwon do: Practical performance

Fundamental movements: performs the movements using correct tools and showing some co-
1-2 ordination. Patterns: performs some appropriate pattern/s using correct tools and showing some co-
ordination. Sparring: performs appropriate type of sparring using attacking and defending tools.
Fundamental movements: performs the movements using correct technique, tools and co-
ordination. Starting to use sine wave and breath control. Patterns: performs appropriate pattern/s
3-4 using correct technique, tools and co-ordination. Starting to use sine wave and breath control.
Sparring: performs appropriate type of sparring using correct attacking and defending tools and
starting to show self control.
Fundamental movements: performs the movements using correct technique and tools. Uses sine
wave, breath control and showing focus. Patterns: performs appropriate pattern/s using correct
5-6 technique, tools and co-ordination. Use sine wave, breath control and shows focus. Sparring:
performs appropriate type of sparring using correct attacking and defending tools and always showing
self control.
Fundamental movements: performs the movements using correct technique, tools and motion. Use
sine wave, breath control, balance and focus at all times. Patterns: performs appropriate pattern/s
7-8 using correct speed, technique, tools and motion. Uses sine wave, breath control, balance and focus at
all times. Sparring: performs appropriate type of sparring using correct attacking and defending tools
and always showing self control and respect.
Fundamental movements: performs the movements using correct technique, tools and motion. Uses
sine wave, breath control, power, speed, balance and complete focus at all times. Patterns: performs
appropriate pattern/s using correct speed, technique, tools and motion. Shows sine wave, breath
9-10
control, power, speed, balance and complete focus at all times. Sparring: performs appropriate type
of sparring using correct attacking and defending tools and always showing self control and respect.
Aims for an appropriate vital spot.


Trampolining

All students should be able to assist a trained trampoline teacher to fold and unfold a trampoline. No
student should be required to get out or put away a trampoline without the physical involvement of a
qualified trampoline teacher.
Safety
• all students are required to mount and dismount in a safe and recognised manner
• all students must spot safely
• all students should perform in correct and suitable clothing.
Basic and advanced skills
Basic jumps:
• checking/stopping
• good controlled straight bouncing
• tuck jump
• pike jump
• straddle jump
• half-twist jump.
Twists (basic): Advanced twists:
There are two ways to initiate a twist: • back drop, half twist to front drop
• whilst in contact with the bed – with feet or other • back drop, full twist to feet
body part
• full twist to back drop
• when in the air – eg when exiting from a shape
• back drop, halftwist to back drop (cradle) – early
• full twist jump – decreasing and increasing twist = contact, late twist = aerial
inertia – contact
• half and full turntable
• seat drop, half twist to feet – contact
• back drop, fulltwist to back drop (cat twist)
• half twist to seat drop – contact
• seat drop, full twist, seat drop (roller)
• tuck jump with half twist out of the shape to feet
• one and a half twist jump.
– aerial.


Basic landing positions: Shaped drops:
• seat drop • front drop – tucked
• front drop • front drop – piked
• back drop. • back drop – piked with extension for landing
• back drop – tucked, with extension for landing.
Combinations (basic): Combinations (twisting and rotation)
• seat drop to front drop • front drop, half twist to feet
• front drop to seat drop • half twist to front drop
• seat drop, half twist to seat drop – swivel hips. • back drop, half twist to feet
• half twist to back drop.
Basic somersaults: Advanced somersaults
• back drop to front drop – 180° forward rotation • front somersault – piked
• hands and knees forward turnover to back • back somersault – piked
• hands and knees forward turnover with tuck and • back somersault – straight
extenuation to seat
• barani – any shape.
• three quarter front somersault to back, to feet –
the ¾ front and the ¼ to feet = 360° rotation
• front somersault to feet
• front drop to back drop – 180° backward rotation
• back pull over to front drop
• back pull over to feet
• back somersault to feet.
Candidates will be required to submit a written outline of the routine to be performed.


Assessment criteria for Trampolining: Practical performance

Performs all the basic jumps, one of the basic landing positions and one of the combinations. Students
at the higher end of the mark band shows more control, especially in the shaped jumps and in the tuck
jump has a tighter shape with the body/thigh angle more than 90°. In both the pike and the straddle,
the body folds immediately on take-off and there is insufficient leg lift. The half and full twist may
1-2
lack body tension, legs may open and arm action is poorly co-ordinated. In the seat drop, the landing
position may show rounded upper body, with hands not set behind the hips in the landing and toes not
pointing. There is no apparent push from the hands on to the bed to assist the recovery. The move
lacks tension. Able to perform a 6-bounce routine, see examples on the next page.
Performs two of the basic landing positions and two of the combinations. The simple shaped moves
are performed with some style; the straight bounces show some sign of the arrow shape. The seat
drop is controlled and shows tension, though in the front drop, travel may be apparent, and
elbows/arms may take too much of the weight. There may be some over or under rotation. In the back
3-4
drop, travel may be apparent, with landing either too high or too low. Again the movement may lack
tension and style. There may be poor co-ordination of leg and arm beat and no displacement of the
hips. The combination moves may lack height, style and control and may need to be attempted more
than once. Able to perform an 8-bounce routine, see examples on the next page.
Performs all the basic jumps, all basic landing positions, four combinations and one of the basic
5-6 twists. The simple moves, either as isolated actions or in the routine are good in terms of both style
and technique. Able to perform a 10-bounce routine, see examples on the next page.
Performs all the combinations, two of the basic twists, one of the advanced twists, and two of the
basic somersaulting moves. The more difficult combinations, eg the roller, may show insufficient lift
or the body may turn into a pike position. The twist may be initiated too early or the landing may not
7-8
be in the correct line down the bed. The somersaulting moves may be too open, resulting in under
rotation. Rotation may start too early or the move may be too low. Able to perform a 10-bounce
routine, see examples on the next page. Demonstrates an out bounce and controlled stop.
Performs all the combinations, two of the advanced twists and two of the basic somersaulting moves,
one of which should be either a front or back somersault (tucked). Shows very good style and control
in the simple moves and combined moves in isolation. Works at very good height. Somersault moves
9-10 are technically correct ie ‘good form’ in terms of good lift on take off, good phasing of moves, drive
after lift, good lines and tension and minimal travel. Able to perform a 10-bounce routine. An
example is shown on the next page. Demonstrates an out bounce and controlled stop. Student may
wish to show a more difficult routine.


Examples of bounce routines
6 bounce routines (1-2 marks)
1 Seat drop 1 Seat drop
2 To feet 2 To front drop
3 Tuck jump 3 To feet
4 Pike jump 4 Half-twist
5 Straddle jump 5 Tuck jump
6 Half twist 6 Pike jump
8 bounce routines (3-4 marks)
1 Seat drop 1 Full-twist 1 Full-twist
2 To feet 2 Straddle jump 2 Straddle jump
3 Tuck jump 3 Seat drop 3 Seat drop
4 Pike jump 4 Half-twist to seat drop 4 Half-twist to seat drop
5 Straddle jump 5 To feet 5 Half-twist to feet
6 Half-twist 6 Tuck jump 6 Pike jump
7 Front drop 7 Front drop 7 Back jump
8 To feet 8 To feet 8 Half-twist to feet
10 bounce routines
5-6 marks 7-8 marks 9-10 marks
1 Half-twist 1 Half-twist to front drop 1 Full-twist
2 Tuck jump 2 To feet 2 Pike jump
3 Seat drop 3 Half-twist 3 Seat drop
4 Half- twist to seat drop 4 Tuck jump 4 Half-twist to seat drop
5 To feet 5 Seat drop 5 To feet
6 Pike jump 6 Half-twist to seat drop 6 Straddle jump
7 Back drop 7 Half-twist to feet 7 Back drop
8 To feet 8 Pike jump 8 To feet
9 Straddle jump 9 Straddle jump 9 Tuck jump
10 Full-twist. 10 Full jump. 10 Front somersault (tucked).

Please see Appendix 2 for an example trampolining assessment sheet (page 209), which may help you
when assessing students.


Trekking

The inclusion of trekking is to support and complement the aims and objectives of the national curriculum. It
provides increased opportunities to generate key skills and promote citizenship. The criteria are designed so
that schools can successfully integrate the requirements with other nationally recognised awards. It is strongly
advised that centres adopt the principle of safe practice and ensure that all health and safety criteria are
examined and documented prior to starting any adventurous activities. All treks must be completed in British
Summer Time.
The task requires that each participant completes an initial training of theoretical and practical skills, leading
to the ability to journey safely in the countryside in a group of between four and seven participants. Training
in safety procedures, first aid, navigation, camp craft, Country Code and environment appreciation must take
place. In addition a practice trek must be completed in a different location to that of the final assessment
journey but over equally demanding terrain and of the same time and distance. This trek should be
accompanied by an adult and used as the basis for the controlled assessment mark. Instructors with the
necessary skills, qualification and experience or as deemed suitable by the school’s operating authorities must
provide training. Students may complete additional treks to facilitate team building and consolidate
experience and fitness prior to the final assessment journey. It is recommended that all treks are documented
and that each student keeps a logbook detailing their experiences.
For their final assessment students are expected to complete a self-reliant journey over two days in unfamiliar
countryside. There must be a minimum of six hours’ planned activity each day and participants must
complete a total minimum distance on foot of 24 km. The route must avoid built-up areas and roads. It is
essential to plan the route utilising tracks and footpaths; following of a signposted route (for example the
South Downs Way) is discouraged and high-performing students will be expected to pay regard to this when
planning a final journey. Overnight accommodation must be under canvas and, students should carry all
equipment. A completed post-trek report should be made available for inspection and verification by the
visiting moderator. The report could include photographic evidence or a formal presentation to the examiner
using slides/PowerPoint/video.


Assessment criteria for Trekking: Practical performance

Has completed the basic training but has not completed an assessment expedition. May have found
the practice journey difficult or not completed it fully. Has a basic knowledge of skill levels 1-2. Has
a basic knowledge of first-aid and able to administer action in case of emergency. Demonstrates
1-2
simple camp craft skills and has knowledge of safety precautions when cooking. Understands how to
obtain weather forecasts and is aware of the important issues regarding environmental impact of
outdoor activities.
Able to perform skills 1-4 and has will have completed a practice journey. Understands basic
3-4 navigational skills but does not have the confidence to apply them to situations or lead from the front.
Has a limited experience of trekking.
Able to perform skills 1-6. Has contributed to the production of the expedition report and completed a
practice journey and assessment trek. May well rely on others to navigate and lacks initiative when
5-6
forced to cope with more difficult circumstances. Has a basic knowledge of the wildlife in the
surrounding environment and the importance of conservation.
Has a positive and determined attitude and is able to perform skills 1-8. Able to navigate and adapt
plans according to circumstances. Has a good understanding of safety issues and is sympathetic to the
needs of the group. Is a good communicator and shows evidence of decision making. Evidence can be
7-8
recorded in log book and expedition reports. Is part of the driving force behind the successful
completion of both journeys. Has researched expedition training and have a sound knowledge of
where to access further information or resources.
Able to perform skills 1-10. Has shown planning and forethought and has been an inspiration to the
group. Has camped for at least five nights camping on three separate occasions in unfamiliar territory
and has a log book detailing their trekking experience. It is likely that the student will have completed
9-10
additional documented treks with the scouts, cadets or while attending a residential outward-bound
centre. A competent navigator and knowledgeable trekker, and one of the key persons responsible for
the organisation and planning of the journey.

Students will not be assessed on the day of the Final Practical Assessment (but will be required to present
log books as evidence).
Video evidence will not be required for the Final Practical Assessment of the activity.


Safety/environmental
Map skills Navigation Camp craft
issues
Read and interpret a Be aware of different Demonstrate principles Action to take in an
1:25000 pathfinder map. maps (Landranger, of packing a rucksack. emergency. The
Understand scale and orienteering). Waterproofing contents. treatment of simple
1 distance. Orientate map Understand marginal Explain factors affecting wounds. Recognise
to terrain. Identify information. pitching and striking of more serious conditions
features and contours. tents. such as breaks,
dislocations and sprains.
Determine grid Estimate time/distance Choose a campsite. Be aware of the spirit
references. Give simple and locate position from Arrange water supplies. and content of the
explanation of gradient a map. Determine Arrange refuse disposal. Country Code and the
2
effects on journey. geographical direction Understand the dangers impact of outdoor
and direction of travel of a trangia type stove. activities on the
from map. environment.
Give a verbal Locate features on Explain the fire Know how and from
description of a route on ground from map. precautions and where to take weather
the journey. Understand contours. sanitation requirements forecasts. Have a basic
3
for a camp. knowledge of
forecasting and
recognising changes.
Identify features and Follow a planned route Safety precautions when Explain the advantages
help plan a 24 km route identifying and relating cooking and knowledge of different tent designs
4 using footpaths and major features on map of fuel safety. and the influence of new
tracks only. to position. Contribute to the technology on their
expedition report. construction.
Set a map using two Plan a simple route card. Have a working Explain choice of
different methods. Produce cards as knowledge of two clothing and what
evidence of journeys different types of cooker personal equipment
5
completed. and the safe operation of must be carried on a
fuel bottles. trek. Demonstrate
treatment of sprains.
Set a map using a Explain procedures in Cook an individual meal Demonstrate a
compass without use of case of getting lost. and demonstrate knowledge and
magnetic variation. Describe contents of knowledge of planning a understanding of
6 first-aid kit. menu. expedition fitness and
how to prepare a
training programme for
an expedition.


Safety/environmental
Map skills Navigation Camp craft
issues
Estimate speed of travel Explain information Understand principles of Explain symptoms and
and arrival times taking required when setting good nutrition for treatment of exposure to
account of contours off for medical expeditions. heat/cold. Evaluate
crossed. assistance. Knowledge conditions and show
7 of accident reporting awareness of potential
procedure. hazards to group
integrity when
climate/conditions
change.
Determine the magnetic Produce a gradient plan Produce or contribute Understand the role and
direction of a path or of route. Demonstrate significantly to a report. responsibilities of a
similar feature. Enter procedures of timing Evidence maybe leader. Be able to work
8
direction of each leg on and pacing. presented as written, together as a cohesive
route cards. photographic or video of group.
trek.
Obtain a grid bearing Know about magnetic Plan a balanced Identify and record as
and allow for magnetic variation and the nutritional menu for a evidence any species of
variation when relationship between two-day trip. wildlife seen. Record
9 travelling on a bearing. true, magnetic and grid four types of fauna/wild
Obtain fixed position north. flowers identified on
with three resection trek.
bearings.
Have a thorough Recognise main Plan and cook a Demonstrate an
understanding of pressure systems from substantial meal for understanding of the
contours and recognise map and explain group. Show knowledge need for restricted
major landforms such as weather patterns of dehydrated foods, access and conservation.
spurs, ridges and associated from them. correct food hygiene and Give examples of
valleys. Interpret height, Explain actions in event efficient cooking National Parks, AONBs
10 gradients and terrain and of thunderstorm. methods. and the concept of a
explain Naismith’s rule. Understand danger of minimum impact
wind chill. approach. Demonstrate
an awareness of the
basic geology of the
land formations on
route.


Volleyball

assessment
• Service: underarm; tennis (frontal, floating, side floating).
• Receiving service.
• Dig: two armed; one armed (diving).
• Set: front volley; reverse volley; jump volley.
• Smash: spike; hard; soft; tactical; dump.
• Blocking.
• Shot restriction and court restriction drills.
Team skills/tactics
• 2 : 2 : 2 system
• 5 : 1 system
• role of individual players
• team formation when serving
• team formation when receiving
• switching and penetration
• setting up smash and block
• defending smash and block.
• Umpiring.
• Court layout.


Assessment criteria for Volleyball: Practical performance

Shows little control with basic underarm serve l. Ball clears net sometimes. Remains static with the
serve. Has difficulty in controlling the ‘set’. Displays lack of leg bend. Arms straight but hands raised
above shoulder. Incorrect ball contact on arm. Has difficulty co-ordinating timing of jump and smash,
1-2
making incorrect contact with forearm. Able to jump when attempting to block but does not land on
same spot. Participates in game with limited effectiveness. Has difficulty performing basic skills in
game situation.
Starting to show control and reasonable accuracy of placement with underarm serve. Displays correct
body and feet placement with step-in. Displays technically correct contact on volley. ‘Set’ shot lacks
sufficient height. Performs leg extension and shoulder ‘shrug’ well in static practice conditions. Can
3-4 time ball but contact and control is poor. Approach steps accurate from set routine. Can perform
blocking technique and put hands over the net but timing is inaccurate. Starting to become more
effective in game situation. May exhibit some individual skills although they may be affected by
pressures of game.
Displays sound level of technique and accuracy in the serve. Shows good control and accurate
placement anywhere on the court with the underarm serve. Able to vary length and height of serve.
Displays good level of skill giving control and accuracy of pass. Able to change the direction of ball
from hand feed and ‘ideal’ positions. Plays ball with good height and accuracy when digging in static
5-6 practice conditions. Shows good control and accuracy of passing. Can smash accurately from static
position but is less accurate with approach run. Displays good technique in block with good timing
and jump. Makes some contribution to the game. Good command of skills and tactics in evidence
even under pressure. Shows some anticipation of opposition and makes adjustments. Able to switch
from attack to defence.
Performs underarm and tennis services with high level of accuracy. Shows control and accurate
placement when using both types of serve. Displays good technical skill in volley, directing pass with
accuracy and correct height. Is able to achieve correct position in volley through speedy footwork.
Able to dig from anywhere on court. Can direct ball accurately towards setter. Times approach run
7-8
and jumps accurately; hits ball with some power to specific position. Performs blocking technique
accurately, with good timing and co-operating with another blocker. Able to ‘read’ hitter. Exerts
considerable influence on game in both attack and defence. Makes few unforced errors and assists
team mates. Shows high level of skill and tactical awareness even under pressure.
Able to serve to any position on court using underarm and tennis serves. Displays high level of
technical skill. Able to volley from all positions on court. Demonstrates reverse volley and high, low
and reverse set. Able to direct pass accurately to any target. Performs dig to high standard from
anywhere on court, showing accuracy of pass, ability to cope with powerful serve or smash. Able to
9-10
perform double handed on either side. Accurately times approach run for smash. Hits ball with power
and direction. Blocks very effectively. Reacts to play ball off net. Exerts significant control over
game. Shows outstanding level of skill, tactical awareness and anticipation, making very few
unforced errors.


Wakeboarding

Students will be assessed on individual skills from the list of skills/manoeuvres. The teacher-assessor should
choose appropriate skills/manoeuvres for each student from the following lists, subject to the capabilities of
Safety
• Awareness and use of protective clothing (wetsuit, buoyancy aid and helmet).
• Stretching and warm-p/down routine.
• Check board and protective clothing before use.
Skills
Skills can be developed and assessed using boat or cable tow systems based on the following guidelines.
Boat Cable
• Dock start. • Sitting dock start.
• Cross the wake four times. • Cut from side to side (wide).
• Surf the wake on both sides. • Carve from side to side, surf style (narrow).
• Lip slide or side slide. • Side slide.
• Ollie. • Ollie.
• Heelside wake jump, one wake, out – in. • Surface 180 front to back.
• Toeside wake jump, one wake, out – in. • Surface 180 back to front.
• Surface 180. • Ride switch for one length of cable.
• Ride switch behind the boat and in control for • Ride switch for one length carving from side to
one pass. side.
• Switch back in control. • Reverse fin release.
• Ollie 180. • Ollie 180.
• Heelside wake to wake jump. • Ollie nose grab (heelside).
• One wake jump, with backhand grab. • Ollie 180 (toeside).
• Toeside wake to wake jump. • Ollie tail grab (heelside).
• Air 180, one wake. • Switch Ollie 180.
• Switch 180, one wake. • Surface 360 (handle pass).
• Wake to wake jump, with 180. • Heelside Ollie with an indy grab.
• Wake to wake jump, with back hand grab. • Blind 180 surface.
• Toeside wake to wake jump, with grab. • Ollie nose grab 180.
• Understand the terminology (regular, goofy, heelside, toeside, switch, Ollie)
• Awareness of what British Water Ski Association does.
• Understand the differences between types of: boards; bindings; handles/ropes.
• Understand the basic rules for competitive wakeboarding.


Assessment criteria for Wakeboarding: Practical performance

Should demonstrate balance and control by making small jumps and minor rotations of the board.
1-2
Can do skills 1-3.
Boat Cable
Should be able to use the wake to complete a Should be balanced and controlled to the extent
jump and have sufficient control to complete a that switching the board in both directions is
3-4
full 180 rotation. Can do skills 1-6. consistent and riding switch in control is natural.
Can do skills 1-6.
Should maintain control of the board in so much Progression to toeside and heelside Ollies with
as being able to confidently ride and land switch. grabs, demonstrating a good foundation for more
5-6
Controlled use of the wake to achieve a full wake advanced tricks. Can do skills 1-10.
to wake jump. Can do skills 1-10.
An advanced progression of basic skills. An advanced progression of basic skills.
Demonstrating a solid foundation of Demonstrating a solid foundation of
7-8 wakeboarding, including some athletic wakeboarding and including some athletic
progression. Grabs are encouraged. Can do skills progression. Grabs are encouraged. Can do skills
1-13. 1-13.
Excellent board control and an expressive style Excellent board control and an expressive style
9-10
of execution. Can do skills 1-17. of execution. Can do skills 1-15.


Skills/manoeuvres Skills/manoeuvres
Boat Cable
1 Dock start 1 Dock start
2 Lip slide or side slide 2 Lip slide or side slide
3 Ollie 3 Ollie
4 Heelside wake jump, one wake, out – in 4 Surface 180 front to back
5 Toeside wake jump, one wake, out – in 5 Surface 180 back to front
6 Surface 180 6 Ride switch for one length carving from side to
side
7 Ride switch behind the boat an in control for 7 Reverse fin release
one pass
8 Switch back in control 8 Ollie 180
9 Ollie 180 9 Ollie 180 (toeside)
10 Heelside wake to wake jump 10 Ollie tail grab (heelside)
11 One wake jump, with backhand grab 11 Switch Ollie 180
12 Toeside wake to wake jump 12 Surface 360 (handle pass)
13 Air 180, one wake 13 Heelside Ollie with an indy grab
14 Switch 180, one wake 14 Blind 180 surface
15 Wake to wake jump, with 180 15 Ollie Nose grab 180
16 Wake to wake jump, with back hand grab
17 Toeside wake to wake jump, with grab

environment.


Water polo

assessment
• Swimming with ball: dribbling, control, style.
• Passing and shooting: lob, high, bounce, push, back flip, scoop, throw.
• Set pieces: corner throw, goal throw, neutral throw, free throw, penalty.
• Goalkeeping: positioning, anticipation.
Application of advanced skills in a game situation providing the basis for the assessment of the
individual student
• Pressurised practices and games, eg 3 versus 3 or 4 versus 4 illustrating spatial awareness; timing –
positional sense; support; weighting the pass.
• Roles of the different positions.
• Marking.
Tactics
• Defence: front mark, area mark, one-to-one, double mark, man down.
• Attack: lanes, use of 4 m area and 2 m area, man up, pit marker, use of wings and decoys.
• Rules.
• Fouls: ordinary and major, personal fault.
• Officials and rules governing goalkeeper.

Assessment criteria for Water polo: Practical performance

Does not pass accurately, lacks control over ball, has difficulty dribbling. Participates with limited
1-2
effectiveness. Has no tactical awareness.
Passes accurately over a reasonable distance with preferred hand. Can swim with the ball and
3-4
demonstrates a variety of shots. Begins to be more effective. Can perform skills if given space.
Shoots and passes well with either hand, swims effectively with the ball. Can attack and defend
5-6
effectively. Tactically more aware and uses players in space in attack.
Passes and shoots with power and accuracy using a variety of styles. Good ball control with either
7-8
hand. Exerts influence on the game, able to create and use opportunities in attack, defends well.
Has outstanding skills to suit the situation. Has excellent ball control. Dominates the game, able to
9-10 perform all advanced skills under pressure. Is tactically aware and able to create and use
opportunities.


Water skiing

Students will be assessed on individual skills from the list of skills/manoeuvres. The teacher-assessor should
choose appropriate skills/manoeuvres for each student from the following lists, subject to the capabilities of
Safety
• Awareness and use of protective clothing (wetsuit, buoyancy aid, helmet).
• Stretching and warm-up/down routine.
• Check skis and protective clothing before use.
Skills
Two skis
• Unassisted deep water start on two skis.
• Complete one lap of the lake (including corners).
• Carry out six even wake crossings on two skis, equal distance on both sides of the wake.
Mono
• Drop a ski and continue the length of the lake.
• Lift a ski for the length of the lake (having decided which leg student is most comfortable on).
• Ski the length of the lake in the correct position (knees forward, back straight, arms straight, back knee in
behind front knee).
Trick
• Complete one lap of the lake on one ski.
• Carry out six even wake crossings.
• Side slides in both directions.
• Wake jumps in both directions.
• 180s and 360s in both directions.
Slalom
• Complete five consecutive deep water starts on one ski.
• Run the slalom course at any speed, with the gates.
Jump
• Carry out six even wake crossings.
• Stand just outside the wake, lift the ski closest to the wake (keeping the tip up) and cross both wakes.
• Three consecutive successful jumps at lowest height setting.
• Awareness of what British Water Ski Association does.
• Understand the differences between types of: skis, bindings, handles/ropes.
• Understand the basic rules for competitive water skiing.


Assessment criteria for Water skiing: Practical performance

Maintains control and stability on two skis without assistance from the coach or boat driver. Can do
1-2
skills 1-3.
Has a basic degree of stability on one ski and have mastered the deep water start for one ski. Can do
3-4
skills 1-7.
Should be a competent water skier using one ski and have a degree of balance which enables a strong
5-6 cut across the boat wake at speed and a minimal amount of errors and falls. Able to get up and stay
up, in control on a trick ski. Can do skills 1-7, and a choice of two out of 8-11.
An advanced level of water skiing which requires confidence, control and balance on the trick ski and
7-8 the ability to almost run the full slalom course. Uses an advanced ski and maintain an edge all the
way through the boat wake. Can do skills 1-10, and a choice of two out of 12-15.
Excellent skills required in all three disciplines with the ability to enter a three event competition and
score points. Able to complete the slalom course with a well-established balance and the ability to
9-10
make technical adjustments to fine tune performance. Can do skills 1-15, and a choice of two from
16-18.

Skills/manoeuvres
1 2 skis: unassisted deep water start on two skis 10 Tricks: carry out six even wake crossings
2 2 skis: cross both wakes and return to behind 11 Jump: carry out six even wake crossings
the boat
3 2 skis: complete one lap of the lake (including 12 Slalom: run the ¾ course
the corners)
4 Mono: drop a ski and continue the length of 13 Tricks; side slides in both directions
the lake
5 Mono: carry out six even wake crossings one 14 Tricks: wake jumps in both directions
ski, equal distance on both sides of the wake
6 Mono: complete one lap of lake (including 15 Jump: stand just outside the wake, life the
corners) one ski ski closest to the wake (keeping the tip up)
and cross both wakes
7 Mono: complete five consecutive deep water 16 Tricks: 360s in both directions
starts on one ski
8 Slalom: run the half course 17 Slalom: run the slalom course, with or
without the gates
9 Tricks: complete one lap of the lake on one ski 18 Jump: three consecutive successful jumps
at lowest height setting


Weightlifting

The teacher/assessor must ensure that each student uses the appropriate weights for his/her capabilities.
The teacher/assessor for this activity should be BWLA-trained.
Safety
• Wear appropriate clothing and footwear.
• Check weights are of correct value.
• Check weights are secured to bar.
• Presence of safety spotters.
• Appreciate dangers involved.
• Suitable protection for flooring.
Advanced Skills
• Snatch.
• Clean and jerk to be assessed on technique and the relation between weight lifted and body weights as
detailed below.
Tactics
For example, selecting differing lifts and weights in competition.
Knowledge
• History of sport.
• Different kinds of lift.
• Parts of the equipment.
• Safety issues.
• Rules applicable to the event.


Weightlifting: General performance levels
1-2 Weight lifted ÷ (body weight x 1.1) boys < 0.3
girls < 0.2
girls < 0.3
girls < 0.4
girls < 0.5
girls < 0.6

The lifts are assessed on their technical merits, but also include the actual weight lifted on the clean and
jerk as a national standard.


Assessment criteria for Weightlifting: Practical performance

Snatch lift: swings bar during pull phase out from the body, throws the shoulders back on the top
pull. Makes no attempt to extend up onto the toes or shrug the shoulders during the pull phase. Able
to fix the bar at arm’s length with some evidence of a press out. Fixation of the bar occurs on straight
legs with no knee bend. Clean lift: the pull movement is slow and away from the body, resulting in
the shoulders moving away from the bar as the pull reaches the knees and above. Able to rack the bar
1-2
onto the chest, but the elbows are not brought up to allow resting on the shoulders. Bar is supported
by the forearms only. Catches the bar on straight legs with no knee bend evident. Jerk lift: during
drive phase, the bar travels forwards due to poor control of the trunk during the dip; dip and drive are
slowly executed. Able to fix the bar overhead with some arm bend/press out. No foot movement at all
with the legs remaining locked as the bar is fixed.
Snatch lift: can fix the bar at arm’s length with some control/balance, slight press out still evident.
Makes no attempt to move under the bar, and poor attempt at shoulder shrug and extension onto toes.
Clean lift: start position has hips slightly high with slight rounding of the back evident. The pull is
kept closer to the body, but not eased in at the start of the lift. Makes some effort to shrug the
3-4 shoulders and extend onto the toes, but no hip drive is seen to occur. Bar is racked cleanly with
elbows coming up under the bar slightly due to the lack of mobility. Legs bend slightly as the bar is
received onto the chest/shoulders. Jerk lift: starts to fix the bar overhead with no arm movement or
press. Dip is excessive in depth and is slow on the recovery. Able to jump forwards or backwards to
keep the bar in line when overhead. Makes no attempt to split the feet under the bar.
Snatch lift: able to maintain this position until the lifter recovers to an upright position ensuring good
posture during the movement. Some extension of the shoulders and toes at the top of the pull phase.
Feet are moving out on completion of the pull to allow some movement under the bar. The bar is
fixed with some bending of the knees to receive. Clean lift: flat back position at the start with the
shoulders in front of the bar. The pull is eased in slightly and kept close throughout the pull phase.
Makes some attempt at a hip drive with good extension of the toes and shrugging of the shoulders (no
5-6
throwing back of the shoulders). The bar is racked cleanly with the elbows pulled around the bar
quickly. Movement under the bar occurs with a fast drop into a half squat position as the bar is
cleaned. Jerk lift: the dip is short and followed by a quick drive onto the toes. The trunk position is
erect throughout the sequence. A shallow split under the bar occurs with the front foot slightly short
and the back leg in a straight position. The bar is fixed strongly overhead with no press out, and in
line with the centre of the body. Makes recovery to feet together off the back foot.


Snatch lift: very fast and precise fixation of the bar, after a first and second pull phase which has
been kept very close to the body during the movement. Full extension of the shoulders at the top of
the pull, combined with a good drive off the toes simultaneously. Fast movement under the bar into a
half squat where the bar is received. Makes smooth recovery to a standing position, which is balanced
and under control. Clean lift: has excellent start position with the shoulders well in front of the bar.
7-8 Pull phase is executed with great speed, following a shallow S curve and kept close to the body
throughout. A hip drive occurs as the bar passes the knees, allowing full extension onto the toes in
unison with a rapid shoulder shrug. Jerk lift: performs dip and drive sequence very quickly with a
smooth movement under the bar. Split is lower and the feet are positioned well apart, with a slight
bend in the back leg, and the front shin position not quite vertical to the ground. Recovery is made
from the front foot first.
Snatch lift: able to perform a fluid movement with great speed in all phases. Receiving position is in
a very deep squat, which demonstrates excellent mobility and balance. Maintains this position should
be maintainable until the lifter recovers to an upright position ensuring good posture during the
movement. Clean lift: performs movement with great speed and fluidity. Pull phase is again kept
very close to the line of the body, with a rapid hip drive and extension onto the toes combined with a
powerful shoulder shrug. The movement under the bar is very fast into a deep seated receiving
9-10 position, with the bar racked securely due to good elbow positioning with speed. Can sit in the
position until he/she is able to effect a clean recovery with emphasis on maintaining an erect trunk
position. Jerk lift: performs jerk rapidly, maintaining a very erect trunk position throughout drive
sequence. A very fast extension onto the toes with a wide, fast split under the bar with the feet.
Maintains fixation of the bar whilst the holding a low split position, with the back leg well bent and
on the toes, and the front foot well forward and flat on the floor with the shin vertical to the ground.
Recovery starts off the front foot, and finishes with both feet in a parallel position.


Windsurfing

subject to the capabilities of the student and weather/water conditions.
Safety
• Swimming ability. • First Aid.
• Use of buoyancy aid. • Dangers (eg offshore winds and tides).
• Correct clothing for the conditions. • Weather forecasts (obtaining, analysing,
understanding).
• Inspection of equipment (including board and
rig). • The seven ‘Common senses’.
Skills/manoeuvres
• Basic simulator drill – secure position, static turn, • Sailing to an upwind goal in non-planing
sail across the wind. conditions.
• Rig a training sail and attach to board. • Sailing to a downwind goal in planing conditions.
• De-rig the sail. • Perform a beach start.
• Balance on the board without a rig. • Land board on a beach (leaving equipment safely
shore).
• Self-rescue a board and rig.
• Sailing on a reach, upwind and downwind in
• Appropriate ropework/knots.
planing conditions, tacking and gybing as
• Uphaul to the secure position. appropriate.
• Complete a static turn. • Use a harness and footstraps.
• Get into the sailing position. • Demonstrate the basic rules of sailing – port and
• Sail away in light winds. starboard, windward board, overtaking board.
• Show the basics of the carve gybe and waterstart.
• Stopping emergency and under control.
• Basic launching and landing.
• Rig a fully-battened sail and set it for the
conditions.
• Windsurfing terminology (including board and rig terminology).
• Board and rig styles/types.
• Sources for weather forecasts.
• Points of sailing (including No Go Zone).
• Windsurfing competition.
• Basic aerodynamic theory.
• Competition opportunities.
• Environmental issues (impact of windsurfing on the environment, access to sailing venues, use of
products from crude oil).


Assessment criteria for Windsurfing: Practical performance

Able to rig and de-rig a training sail with assistance. Able to name the key components of the board
1-2 and rig. Uses a basic simulator, and under the supervision of an instructor, demonstrates uphauling,
secure position, static turn and sailing position. Aware of a self-rescue method. Can do skills 1-3.
Able to balance on a board. They can launch the board and attach the rig. In light winds, using a
3-4 training board and rig, can uphaul, sail across the wind, returning to start. Demonstrates a static turn
and emergency stop under control, on the water. Can do skills 1-12.
Able to rig a fully battened sail for the conditions at the time. Can launch the board and rig. In light
winds they can uphaul and sail across the wind. Can make progress upwind and downwind, tacking
5-6
and gybing as appropriate. Shows the beginnings of the harness and the beach start and can land the
board on a beach. Can do skills 1-18.
Able to beach start, get underway and use the harness with some confidence. Can sail in stronger
7-8 winds, on some points of sailing; across the wind, upwind and downwind, tacking and gybing with
some confidence. Can do skills 1-19.
Is a competent performer. Can sail in planing conditions, using the harness and footstraps.
9-10 Confidently sails on all points of sailing, tacking and gybing when appropriate. Shows the beginnings
of the waterstart and carve gybe. Can do skills 1-22.

Skills/manoeuvres
1 Basic simulator drill – secure position, 12 Basic launching and landing
static turn, sail across the wind
2 Rig a training sail and attach to board 13 Rig a fully battened sail and set it for the
conditions
3 De-rig the sail 14 Sailing to an upwind goal in non-planing
conditions
4 Balance on the board without a rig 15 Sailing to a downwind goal in planing conditions
5 Self-rescue a board and rig 16 Land board on a beach (leaving equipment safely
shore)
6 Appropriate ropework/knots 17 Perform a beach start
7 Uphaul to the secure position 18 Use of a harness
8 Complete a static turn 19 Sailing on a reach, upwind and downwind in
planing conditions, tacking and gybing as
appropriate
9 Get into the sailing position 20 Use of footstraps
10 Sail away in light winds 21 Demonstrate the basic rules of sailing – port and
starboard, windward board, overtaking board
11 Stopping emergency and under control 22 Show the basics of the carve gybe and waterstart
overcome increasingly demanding and challenging situations and problems. For higher-level marks,
these will necessarily require a range of experiences in the natural environment.


C Assessment

Controlled assessment
In controlled assessments, control levels are set for three linked processes: task setting, task taking and task
marking. The control levels (high, medium or limited dependent on the subject) are set for each process so
that the overall level of control secures validity and reliability, provides good manageability for all involved
and allows teachers to authenticate the student work confidently.
The summary of the controlled conditions for the GCSE in PE is shown below.

Summary of conditions for controlled assessment
• Tasks set by centres must allow students to demonstrate/complete the requirements of the controlled
assessment, for example demonstrating the required skills, knowledge and understanding in Section 2.1:
Practical performance or completing the five components of the task in Section 2.2: Analysis of
performance.
• Controls relating to task taking are set for:
– authenticity control – externally defined by Edexcel
– feedback control – externally defined by Edexcel
– time control – externally defined by Edexcel
– collaboration control – internally defined whilst maintaining other given controls
– resources – internally defined.
• The teacher/assessor must mark all work using the published assessment criteria for the task.
The teacher/assessor must make all assessment decisions; including being present for performances, or using
suitable, clear, evidence.


Internal standardisation
Teachers must show clearly how the marks have been awarded in relation to the assessment criteria. If more
than one teacher in a centre is marking students’ work, there must be a process of internal standardisation to
ensure that there is consistent application of the assessment criteria.

Authentication
All students must sign an authentication statement. Statements relating to work not sampled should be held
securely in your centre. Those which relate to sampled students must be attached to the work and sent to the
moderator. In accordance with a revision to the current Code of Practice, any student unable to provide an
authentication statement will receive zero credit for the component. Where credit has been awarded by a
centre-assessor to sampled work without an accompanying authentication statement, the moderator will
inform Edexcel and the mark will be adjusted to zero.

Further information
For more information on annotation, authentication, mark submission and moderation procedures, please
refer to the Edexcel GCSE Short Course and GCSE in Physical Education: Instructions and administrative
documentation for internally assessed units document, which is available on the Edexcel website.
For up-to-date advice on teacher involvement, please refer to the Joint Council for Qualifications (JCQ)
Instructions for conducting coursework/portfolio document on the JCQ website: www.jcq.org.uk. For up-to-
date advice on malpractice and plagiarism, please refer to the Joint Council for Qualifications (JCQ)
Suspected Malpractice in Examinations: Policies and Procedures and Instructions for conducting
coursework/portfolio documents on the JCQ website (www.jcq.org.uk).


D Appendices

Appendix 1 Controlled assessment record sheets 207
Appendix 2 Example trampolining student assessment sheet 209
Appendix 3 Example skiing student assessment sheet 211
Appendix 4 Example snowboarding student assessment sheet 213
Appendix 5 Analysis of performance matrix 215


Appendix 1 Controlled assessment record
sheets
Controlled assessment record sheet (5PE04)
GCSE (Short Course) in Physical Education

Examination year:

Centre name: Centre number:

Candidate name: Candidate number:

Task 2.1: Practical performance

Performance 1 Role: Activity: /10


Task 2.2: Analysis of performance

2.2.1: Rules, regulations and terminology /4

2.2.2: Observe and analyse performance /4

2.2.3: Evaluate performance /4

2.2.4: Plan strategies, tactics and practices /4

2.2.5: Plan a Personal Exercise Programme (PEP) /4

Sub-total for Task 2.2 /20

Derived total for Task 2.2 (sub-total/2)* /10

Total for Unit 2 /30

* this must be a whole number, halves should be rounded up

Candidate (name) (signature) Date:

Teacher (name) (signature) Date:

Please attach this sheet to the student’s work before submitting it to the moderator.


Controlled assessment record sheet (5PE02)
GCSE in Physical Education

Examination year:

Centre name: Centre number:

Candidate name: Candidate number:

Task 2.1: Practical performance





Task 2.2: Analysis of performance

2.2.1: Rules, regulations and terminology /4

2.2.2: Observe and analyse performance /4

2.2.3: Evaluate performance /4

2.2.4: Plan strategies, tactics and practices /4

2.2.5: Plan a Personal Exercise Programme (PEP) /4

Sub-total for Task 2.2 /20

Derived total for Task 2.2 (sub-total/2)* /10

Total for Unit 2 /50

* this must be a whole number, halves should be rounded up

Candidate (name) (signature) Date:

Teacher (name) (signature) Date:

Please attach this sheet to the student’s work before submitting it to the moderator.


Appendix 2 Example trampolining student assessment sheet
Candidate name:
Skills Tick 1-2 3-4 5-6 7-8 9-10
Basic jumps ALL ALL ALL ALL ALL
i checking/stopping
ii good controlled bouncing
iii tuck
iv pike
v straddle
vi half twist
vii full twist
Basic drops 1 of 2 of All of All of All of
i seat drop
ii front drop
iii back drop
Basic combinations 1 of 2 2 of 4 of All All
i seat drop to front drop
ii front drop to seat drop
Combination twisting and rotation
i seat, half twist to feet
ii half twist to seat drop
iii front drop, half twist to feet
iv half twist to front drop
Basic twists 1 of 2 of ALL
i swivel hips
ii back, half twist to feet
iii half twist to back drop
Advanced twists 1 of 2 of
i roller
ii back drop, full twist to feet
iii cradle
iv half turntable
v cat twist
vi full turntable
Basic somersaults 2 of 1 of
i hands and knees drop, forward turnover to back
ii hands and knees drop, forward turnover to feet with
tuck
iii back pullover to feet
iv back pullover to front drop
v front drop to back drop
vi back drop to front drop
vii ¾ front somersault to back drop
viii front somersault tucked 1 of
ix back somersault tucked


Appendix 3 Example skiing student assessment sheet
Candidate name:

Skills Tick 1-2 3-4 5-6 7-8 9-10
Basic stance
Ability to get up after a fall
Straight descent – ascent by side stepping
Basic side step and turn
Snow plough stop
Snow plough then left and right turn
Stop by turning uphill
Use of ski lift
Linked snow plough turns
Traverse
Traverse joined by snow plough turns
Side stepping
Perform a slalom on a blue run
Swing to the hill from left and right
Linked basic swing
Parallel stop – skid to halt
Turn left and right
Linked turns
Linked parallel turns
Ski down a red run using parallel turns
Carved turns
Short swings
Ski through moguls down a black run
Running close or taking to the fall lines

The assessment must enable the candidate to demonstrate their level of technical ability, in order to


Appendix 4 Example snowboarding student assessment sheet

Candidate name:

Skills Tick 1-2 3-4 5-6 7-8 9-10
Basic stance (regular or goofy)
Ability to get up after a fall
Side slip (toe edge and heel edge)
Basic side step and turn
Straight descent
Toe edge turn
Carve to stop
Heel edge stop
Turn left and right – toe edge and heel edge
Scooting front foot in
Use of ski lift
Linked turns
Heel traverse
Toe traverse
Descend a blue run showing complete control
Carved turn left and right
Snowboard fakie in a controlled manner
Descend a red run showing complete control
Short swings
Snow board jump
Descend a black run showing complete control, but do not
necessarily attempt moguls

The assessment must enable the candidate to demonstrate their level of technical ability, in order to


2099ma030609LTPDSupportUG021013 Edexcel GCSE in PE-Controlled Assment Gd.doc.1-225/4


Criteria 1 2 3 4
Component Students demonstrate some Students demonstrate a sound knowledge but Students demonstrate a clear understanding of Students demonstrate a clear understanding of
knowledge of the basic rules and may falter on the more complex rules and/or the rules and regulations of competition. They the rules and/or regulations of competition and
2.2.1: Rules, regulations and their roles in physical regulations of the activity. They have an will, on the whole, use correct terminology. the ability to apply them. They show a clear
regulations and activity and make use of simple understanding of the basic terminology but understanding of the technical terms
terminology Where students present work in a written
terminology appropriate to the falter on the more technical aspects. appropriate for the activity at this level.
format it will, on the whole, be grammatically
activity. Where students present work in a written sound and spelling and punctuation will be Where students present work in a written
format it may show weaknesses in grammar, accurate. Technical language will be largely format grammar, spelling and punctuation will
Appendix 5

spelling and punctuation. Technical language accurate. be accurate. Appropriate technical language
will be used, but not always accurately. will be correctly used.

Component Students may describe what they have Students will make a sound observation and Students will make a detailed observation and Students will observe and analyse performance
seen but not analyse the performance. are able to analyse simple, but not technical, analyse performance making use of a variety and make and use a variety of recognised
2.2.2: Observe aspects of techniques, movements, tactics or of recognised techniques applicable to the techniques. They link detailed analysis of all

and analyse strategies. activity. aspects into comprehensive feedback.
performance
Where students present work in a written Where students present work in a written Where students present work in a written
format it may show weaknesses in grammar, format it will, on the whole, be grammatically format grammar, spelling and punctuation will
spelling and punctuation. Technical language sound and spelling and punctuation will be be accurate. Appropriate technical language
will be used, but not always accurately. accurate. Technical language will be largely will be correctly used.
accurate.

Component Students will identify and evaluate Students will evaluate performances and Students will make a good assessment of the Students will evaluate, the strengths and
only the very basic strengths and areas compare one with another, indicating strengths strengths and areas for improvement in limitations of performances accurately against
2.2.3: Evaluate for improvement in performance. and areas for improvement. They will refer to performances. They can evaluate and give a the perfect model. They provide a detailed
performance the perfect model, but sometimes inaccurately. good explanation against the perfect model. evaluation that will link all aspects of the
Where students present work in a written Where students present work in a written analysis into comprehensive and detailed
feedback.
format it may show weaknesses in grammar, format it will, on the whole, be grammatically
spelling and punctuation. Technical language sound and spelling and punctuation will be Where students present work in a written
will be used, but not always accurately. accurate. Technical language will be largely format grammar, spelling and punctuation will
accurate. be accurate. Appropriate technical language
will be correctly used.

Component Students will suggest simple strategies Students will suggest simple practices to Students will make sound suggestions to Students demonstrate a very good knowledge
and practices to improve skills and/or improve basic skills in order to improve improve skills and/or performance. They will of and ideas for practices to improve

UG021013 – Controlled assessment guide – Edexcel GCSE Short Course/GCSE in Physical Education –
2.2.4: Plan
Analysis of performance matrix

performance. performance. They can plan simple strategies suggest and discuss tactics to take performance. They plan more complex
strategies, tactics and explain basic tactics. performance to a higher level. They will have strategies and explain advanced tactics to
and practices sound evidence of a structured quantitative improve performance. They have very good
Where students present work in a written
format it may show weaknesses in grammar, analysis for some aspect of their physical and clear documentation for the analysis. They
activity. will evaluate the evidence and suggest ways to
spelling and punctuation. Technical language
improve performance on the basis of this
will be used, but not always accurately. Where students present work in a written
format it will, on the whole, be grammatically evidence.
sound and spelling and punctuation will be Where students present work in a written
accurate. Technical language will be largely format grammar, spelling and punctuation will
accurate. be accurate. Appropriate technical language
will be correctly used.

Component Students will show little Students will produce a Personal Exercise Students will show clear evidence of planning Students will produce clear and ample
understanding of planning, Programme to improve their personal fitness improvement in fitness to take their own evidence of a well-designed Personal Exercise
2.2.5: Plan a performing, monitoring and over a six-week period of planned, personal practical performance to a higher level. Programme which shows improvement in their
Personal evaluating their fitness and training. training and can discuss their programme in personal fitness over a six-week period, taking
Exercise Students’ work will, on the whole, be
Students’ work will show weaknesses relation to performance. their performance to a higher level.
Programme grammatically sound and spelling and
in grammar, spelling and punctuation, Students’ work may show weaknesses in punctuation will be correct. The use of Students’ work will show sound grammar,
(PEP) and if technical language is used it
grammar, spelling and punctuation, and the technical language will, mostly, be accurate. spelling and punctuation and appropriate
may not be correct or used accurately.
use of technical language may not be accurate. technical language will be used accurately.

215

Edexcel, a Pearson company, is the UK's largest awarding body, offering academic and vocational qualifications
and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over
100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational
qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education
institutions worldwide.
We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As
part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations
and assessment system. This includes the ability to provide detailed performance data to teachers and students
which help to raise attainment.

Acknowledgements
This guide has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and
other interested parties. Edexcel would like to thank all those who contributed their time and expertise to its
development.

References to third-party material made in this guide are made in good faith. Edexcel does not endorse, approve or
accept responsibility for the content of materials, which may be subject to change, or any opinions expressed
therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard
Prepared by Dominic Sutton and Ria Bhatta
Publications code UG021013
All the material in this publication is copyright
© Edexcel Limited 2009

Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts NG18 4FN

Telephone 01623 467467
Fax 01623 450481
Email: publications@linneydirect.com

Publications Code UG021013 June 2009

For more information on Edexcel and BTEC qualifications please
visit our website: www.edexcel.com

Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07

controlled assessment guide

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