Scheme of assessment

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Physical Education include questions that allow students to demonstrate their ability to:

  • draw together their skills, knowledge and understanding from across the full course of study
  • demonstrate their understanding of the relationships between theory and practice
  • provide extended responses.

For example, Papers 1 and 2 contain extended response questions. An extended response is evidence of sufficient length to allow students to demonstrate their ability to construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.

Aims and learning outcomes

Courses based on this specification should encourage students to:

  • be inspired, motivated and challenged, and enable them to make informed decisions about further learning opportunities and career pathways
  • develop knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being
  • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
  • understand how the physiological and psychological state affects performance in physical activity and sport
  • perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
  • develop their ability to analyse and evaluate to improve performance in physical activity and sport
  • understand the contribution which physical activity and sport make to health, fitness and well-being
  • understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

  • AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
  • AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
  • AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for GCSE Physical Education

Assessment objectives (AOs) Component weightings (approx %) Overall weighting (approx %)
Paper 1 Paper 2 Paper 3
AO1 13 12 0 25
AO2 10 10 0 20
AO3 7 8 0 15
AO4 0 0 40 40
Overall weighting of components 30 30 40 100

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component Maximum raw mark Scaling factor Maximum scaled mark
The human body and movement in physical activity and sport 78 1 78
Socio-cultural influences and well-being in physical activity and sport 78 1 78
Practical performance in physical activity and sport 100 1.04 104
Total scaled mark 260

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of this course requires students to develop their ability and aptitude in physical activities, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

  • demonstrate skills in physical activity and sport, applying appropriate technique(s)
  • demonstrate and apply appropriate decision making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
  • demonstrate ideas and problem solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
  • use appropriate physical characteristics/attributes (eg strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
  • demonstrate psychological control (eg arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
  • adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
  • analyse and evaluate performance to bring about personal improvement in physical activity and sport
  • demonstrate their ability in team sports and activities by:
    • applying team strategies and/or compositional ideas taking account of the strengths and weaknesses of fellow team member(s), as appropriate
    • showing awareness of, and responding to, the actions of other player(s)/performer(s)
    • communicating effectively with other player(s)/performer(s)
    • demonstrating their individual role in achieving the collective outcome.

Although students will not be assessed on each of these skills individually, they are all inherent to their overall performance. They will be assessed holistically using levels of response mark schemes provided.

There are two aspects to the NEA:

  1. performance assessment (practical performance)
  2. performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance) – 75 marks

Students are required to be assessed in three different activities in the role of player/performer only.

One of these assessments must be in a team activity, one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Students can only be assessed in activities identified in our specification, which are those stipulated in the Department for Education’s GCSE PE activity list. Students cannot be assessed in any other activity.

Students can only be assessed once in any activity, including where an activity is included in both the individual activity list and the team activity list. Eg they may not be assessed in both doubles tennis and singles tennis.

Students are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Students must be assessed using the specified criteria for each activity. They must be assessed holistically on their overall performance for Part 1 (skills) and for Part 2 (full context) using the levels of response mark schemes provided for each activity.

Students’ performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation.

Part 1 – Skills (10 marks per activity)

Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity.

Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding and progressive drills.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students will be assessed using the levels of response grids provided for each activity.

Part 2 – Full context (15 marks per activity)

Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities.

Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity.

Students must adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students must be assessed using the levels of response grids provided for each activity.

Team activity list

Activity

Comments/restrictions

Association football

Cannot be five-a-side or futsal.

Badminton

Cannot be assessed with singles badminton.

Basketball

 

Camogie

Cannot be assessed with hurling.

Cricket

 

Dance

Can only be used for one activity.

Gaelic football

 

Handball

 

Hockey

Must be field hockey. Cannot be assessed as ice hockey or roller hockey.

Hurling

Cannot be assessed with camogie.

Lacrosse

 

Netball

 

Rowing

Cannot be assessed with sculling, canoeing or kayaking.

This can only be used for one activity.

Rugby League

Cannot be assessed with Rugby Union or rugby sevens.

Cannot be tag rugby.

Rugby Union

Can be assessed as sevens or fifteen-a-side.

Cannot be assessed with Rugby League and cannot be tap rugby.

Squash

Cannot be assessed with singles squash.

Table tennis

Cannot be assessed with singles table tennis.

Tennis

Cannot be assessed with singles tennis.

Volleyball

 

Individual activity list

Activity

Comments/restrictions

Amateur boxing

 

Athletics

 

Badminton

Cannot be assessed with doubles badminton.

Canoeing/kayaking (slalom)

Cannot be assessed in both canoeing and kayaking.

Cannot be assessed with canoeing/kayaking sprint, rowing or sculling.

Canoeing/kayaking (sprint)

Cannot be assessed in both canoeing and kayaking.

Cannot be assessed with canoeing/kayaking slalom, rowing or sculling.

Cycling

Track or road cycling only.

Cannot be assessed in track cycling and in road cycling.

Dance

Can only be used for one activity.

Diving

Platform diving only.

Golf

 

Gymnastics (artistic)

Floor routines and apparatus only.

Cannot be rhythmic gymnastics.

Equestrian

 

Rock climbing

Can be indoor or outdoor climbing.

Sculling

Cannot be assessed with rowing, canoeing or kayaking.

Skiing

Outdoor/indoor on snow.

Cannot be assessed with snowboarding.

Must not be on dry slopes.

Snowboarding

Outdoor/indoor on snow.

Cannot be assessed with skiing.

Must not be on dry slopes.

Squash

Cannot be assessed with doubles squash.

Swimming

Cannot be synchronised swimming.

Cannot be personal survival.

Cannot be lifesaving.

Table tennis

Cannot be assessed with doubles table tennis.

Tennis

Cannot be assessed with doubles tennis.

Trampolining

 

Disability/specialist activities

A number of specialist activities are included in this specification in line with the Department for Education's (DfE) GCSE activity list for physical education. DfE and Ofqual have agreed that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. Students without a disability cannot be assessed in these activities.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Specialist team activity list

Activity

Comments/restrictions

Blind cricket

 

Goal ball

 

Powerchair football

 

Table cricket

 

Wheelchair basketball

 

Wheelchair rugby

 

Specialist individual activity list

Activity

Comments/restrictions

Boccia

 

Polybat

 

Offsite activities

Schools and colleges are required to provide audio-visual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audio-visual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

Health and safety

All schools and colleges must be fully aware of the recommended safety procedures as laid down by the governing body for that sporting activity and as recommended by the Association for Physical Education (AfPE). Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Activities criteria

Students must be assessed using the specified criteria for each activity and the levels of response mark schemes provided for each activity.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Amateur boxing

  1. Jabs.
  2. Hooks – left and right.
  3. Uppercut.
  4. Straight – left and right.
  5. Ring work/evasion skills, including defensive guard.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive boxing bout.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations.  There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0 0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boxing bout 3 x 2 minute rounds, 4 x 2 minute rounds or 3 x 3 minute rounds (males only), demonstrating the appropriate skills against a suitably challenging opponent.

All boxers need to follow the appropriate medical and safety guidelines, as required by England Boxing. An appropriately qualified adult must supervise the bout.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent. The student’s contribution is highly effective, significant and sustained for almost all of the bout. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in the bout. The application of skill is fully appropriate to the positioning of their opponent. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the bout. The student maintains technique, accuracy and consistency in the performance of all skills in the bout. The application of skill is usually appropriate to the position of their opponent, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the bout. There may be significant lapses. The student maintains technique and accuracy in the performance of most skills in the bout but it is not always consistent. The application of skill is not consistently appropriate to the position of their opponent. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent. The student’s contribution is evident within the bout but only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in the bout but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent. The student's contribution is evident within the bout but is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in the bout. The application of skill is rarely appropriate to the position of their opponent. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent and usually being outwitted themselves.

0 0

Nothing worthy of credit.

Association football

Students cannot be assessed in five-a-side football or futsal.

Outfield

Goalkeeper

  1. Passing/receiving – either foot.
  2. Dribbling/moving with the ball – both feet.
  3. Shooting – either foot.
  4. Heading.
  5. Tackling, jockeying, closing down and marking.
  1. Receiving and distributing – either foot/hand.
  2. Kicking – from hand and dead ball.
  3. Shot stopping.
  4. Taking ball at opponent's feet.
  5. Taking crosses and punching.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) association football match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations.  There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Athletics

Track

Jumps

Throws

  1. Starts/finishes.
  2. Arm action – effectiveness and consistency.
  3. Leg action to create appropriate pace – consistency and/or change of pace.
  1. Run-up/speed.
  2. Take-off.
  3. Flight and landing.
  1. Grip, stance and preparation to throw.
  2. Movement into throwing action.
  3. Release, follow-through and recovery.

Students should be assessed in two separate athletic events. These must be from two different groups from the table below, for example a sprint and a jump.

Group 1 – track (sprint)

Group 2 – track (middle)

Group 3 – track (hurdles)

100 m

800 m

80 m hurdles (girls)

200 m

1 500 m

110 m hurdles (boys)

300 m (girls)

 

400 m hurdles

400 m (boys)

   

Group 4 – track (long distance)

Group 5 – jumps

Group 6 – throws

Steeplechase

High jump

Shot put

3,000 m

Long jump

Discus

Cross-country running (not on track)

Triple jump

Javelin

 

Pole vault

Hammer

Students cannot be assessed in a relay event.

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure/intensity and incorporate direct competition in conditioned drills, for example sprint start only in isolation, include the drive phase, incorporate full speed, add some competition out of the blocks or in the long jump take off, start with short run up, longer run up, incorporate speed, add competition. This must not be in a fully competitive athletic competition.

Level Mark Description
5 9–10

The quality of technique is maintained for all skills and throughout all practices in both chosen events. The student is consistently effective in applying their technique in both events, even when faced with more pressure and direct competition. When performing both chosen events, there are very few errors in technique and the student is adaptive when faced with progressively challenging situations, eg can increase pace/intensity/power when necessary. They have an extremely high level of appropriate fitness for both chosen events and almost always produce the intended results/accuracy.

4 7–8

The quality of technique is largely maintained for all skills and throughout all practices in both events, but starts to deteriorate in the most challenging practices. The student is effective in applying their technique in both chosen events, although consistency may start to deteriorate when faced with more pressure and direct competition. When performing both events, there are occasional minor errors in technique but the student is largely adaptive when faced with progressively challenging situations, eg can increase pace/intensity/power when necessary. They have a high level of appropriate fitness for both events and regularly produce the intended results/accuracy.

3 5–6

The quality of technique is maintained for most skills and throughout most practices in both events, but starts to deteriorate in the most challenging practices, particularly for one event. The student shows some effectiveness in applying their technique in both chosen events, although consistency may start to deteriorate in one event in particular when faced with more pressure and direct competition. When performing both events, there are minor errors in technique but the student is largely adaptive in one event when faced with progressively challenging situations, eg can increase pace/intensity/power some of the time. They have developed some appropriate fitness for both events and sometimes produce the intended results/accuracy.

2 3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices for both events. The student is occasionally effective in both or either event, but consistency in both events deteriorates when faced with more pressure and direct competition. There may be frequent errors in both events and the student is only occasionally adaptive when faced with progressively challenging situations, eg difficulty in increasing pace/intensity/power when necessary. They occasionally produce the intended results/accuracy in both/ either event.

1 1–2

The quality of technique is maintained for few skills in both events and often deteriorates in the most challenging practices. The student is generally ineffective in both events and consistency deteriorates when faced with more pressure and direct competition. There are likely to be frequent errors in both events and the student may be unable to adapt when faced with progressively challenging situations, eg difficulty in increasing pace/intensity/power when necessary. They may not produce the intended results/accuracy in either event.

0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level (or higher). Students should demonstrate their ability in both events against suitably challenging opponents.

Level Mark Description
5 13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully appropriate to maximise their performance in both events, achieving very high results. The student’s contribution during both events is highly effective and suitably sustained throughout both competitions. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in both events. The application of skill is fully appropriate to the demands of both events. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in maximising their performance to excel against other very high ability competitors.

4 10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to maximise their performance in both events, with only minor lapses. They achieve a high level of results. The student’s contribution in both events is usually effective and significant and is sustained for the majority of both competitions. The student maintains technique, accuracy and consistency in the performance of all skills in both competitions. The application of skill is usually appropriate to the demands of both events, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often maximising their potential to excel against other high ability competitors.

3 7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in one event in particular and they are occasionally not relevant to maximise performance and result. The student’s contribution is sometimes effective and significant but it is not entirely sustained in both events. There may be significant lapses. The student maintains technique and accuracy in the performance of most skills in both events but it is not always consistent for one event in particular. The application of skill is not consistently appropriate to the demands of both events. The student demonstrates some ability to select and apply appropriate skills, sometimes maximising their potential, though there may be some obvious areas of weakness in one event. They succeed against good, but not high ability performers.

2 4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses in one/both events and inconsistencies in their relevance to maximise performance and result. The student’s contribution is evident within both events but only occasionally effective or significant for both. The student shows some technique and accuracy in the performance of some skills but there are obvious inconsistencies and weaknesses in both events. The application of skill is only occasionally appropriate to the demands of either event. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maximises potential in either event. They find success difficult against proficient performers.

1 1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to maximise potential in either event with limited results. The student's contribution is evident within both events but is seldom effective or significant for either. The student shows only limited technique and accuracy in the performance of a few skills in both events. The application of skill is rarely appropriate to meet the demands of either event. The student demonstrates only very limited ability to select and apply appropriate skills, rarely maximising potential in either event or against even lower level performers.

0 0 Nothing worthy of credit.

Badminton

Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.

  1. Service – high, low, flick (forehand or backhand).
  2. Overhead – clear, drop (forehand and backhand where appropriate).
  3. Underarm – clear, drive, drop (forehand and backhand where appropriate).
  4. Net play.
  5. Smash.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of badminton.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations, maintaining quick and effective footwork. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations, maintaining effective footwork. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations, occasionally lacking effective footwork. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations.  There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations, often finding footwork difficult. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. Footwork is rather static and ineffective. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive game of badminton (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent(s). The student’s contribution is highly effective, significant and sustained for almost all of the game. They maintain quick and effective footwork. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play. The application of skill is fully appropriate to the positioning of their opponent(s). The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent(s), while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent(s), with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. They maintain effective footwork. The student maintains technique, accuracy and consistency in the performance of all skills in game play. The application of skill is usually appropriate to the position of their opponent(s), though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent(s) but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent(s). The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game. There may be significant lapses and they occasionally lack effective footwork. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent. The application of skill is not consistently appropriate to the position of their opponent(s). The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent(s), though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent(s). The student’s contribution is evident within the game but only occasionally effective or significant. They often find footwork difficult. The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent(s). The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent(s) and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent(s). The student's contribution is evident within the game but is seldom effective or significant. Footwork is rather static and ineffective. The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent(s). The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent(s) and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Basketball

  1. Dribbling – using both hands, change of pace and direction.
  2. Passing – chest, javelin, bounce, overhead, use of the fake.
  3. Receiving/intercepting – making a target (signalling), one/two handed catch, stationary and on the move, differing speeds and heights, rebounding, stealing.
  4. Shooting – lay-up, set shot, jump shot, free shot, use of the fake.
  5. Footwork and marking – stopping (jump stop, stride stop), pivoting, getting free, tracking (drop step).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (5 versus 5) basketball match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations.  There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Camogie

Students being assessed in camogie cannot also be assessed in hurling.

  1. Passing/receiving/hand pass/solo run.
  2. Catching – body catch and high catch.
  3. Striking – ground strike, striking from the hand. 
  4. Lifts – roll and jab lift, moving and stationary sliotars.
  5. Challenging attackers/blocking – ground block, hooking, overhead block.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (15 versus 15) camogie match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive camogie match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Canoeing/kayaking (slalom)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (slalom) cannot also be assessed in canoeing/kayaking (sprint), rowing or sculling.

  1. Paddling forward and using sweep (stager).
  2. Breaking in and out – using bow rudder and stern rudder (upstream gate).
  3. Ferry glide – forward and reverse spin.
  4. Negotiating and use of currents and water features – stoppers, standing, waves.
  5. Support strokes – high brace and low brace.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase speed and incorporate further difficulty with gates. This must not be in a fully competitive slalom run.

Level Mark Description
5 9–10 The quality of technique is maintained for all skills and throughout all practices. When faced with speed and gates, decision making in relation to when to perform the skill and at what angle is consistently effective. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with speed and gates, decision making is usually effective in relation to when to perform the skill and at what angle. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most skills but sometimes deteriorates in the most challenging practices. When faced with speed and gates, the effectiveness of decision making is inconsistent. The student makes more effective decisions at slightly slower speeds and on easier gates. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some skills but usually deteriorates in the most challenging practices. When faced with speed and gates, decision making is only occasionally effective. They are significantly more proficient at slower speeds and easier gates. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They infrequently produce the intended results/accuracy.
1 1–2 The quality of technique is maintained for few skills and deteriorates in the most challenging practices. When faced with speed and gates, decision making may be ineffective. Any proficiency is shown at slow speed and on easier gates. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They rarely produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course. This should be on a slalom course with a minimum of 18 gates (green and red). The difficulty of the course chosen should be appropriate to the level of ability of the performer.

Level Mark Description
5 13–15 The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to an appropriate line being chosen. The student’s pace is highly effective, significant and sustained for almost all of the timed run. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even on the most challenging parts of the course. The application of skill is fully appropriate to the position of the gates on the course. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining an excellent time, while hardly ever losing control.
4 10–12 The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to choosing an appropriate line, with only minor lapses. The student’s pace is usually effective and significant and is sustained for the majority of the course. The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the course. The application of skill is usually appropriate to the gates, though there may be some lapses The student demonstrates the ability to select and apply the most appropriate skills, often gaining a good time but occasionally losing control.
3 7–9 The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in the line chosen and they are occasionally not relevant to the demands of the course. The student’s pace is sometimes effective and significant but it is not entirely sustained throughout the course, with the student losing speed during some turns. The student maintains technique and accuracy in the performance of most skills on the course but it is not always consistent on the most challenging parts. The application of skill is not consistently appropriate to the position of the gates. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining a good time, though there may be some obvious areas of weakness and they can lose control.
2 4–6 The student shows some ability to make tactical and strategic decisions in the line chosen but there are significant weaknesses and inconsistencies in their relevance to the demands of the course. The student’s pace is inconsistent throughout the run and only occasionally effective on the most challenging turns. The student shows some technique and accuracy in the performance of some skills on the course but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of the gates. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains a good time and frequently loses control.
1 1–3 The student shows only a limited ability to make tactical and strategic decisions in the line chosen and they are seldom relevant to the demands of the course. The student’s pace is generally slow and is seldom effective or significant when turning. The student shows only limited technique and accuracy in the performance of a few skills on the course. The application of skill is rarely appropriate to the position of the gates. The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining a good time and usually loses control.
0 0 Nothing worthy of credit.

Canoeing/kayaking (sprint)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (sprint) cannot also be assessed in canoeing/kayaking (slalom), rowing or sculling.

  1. Starts.
  2. Paddling/strokes – preparatory position, power phase.
  3. Change of pace/rate.
  4. Finishes.
  5. Recovery – refining the stroke, capsize, recovery roll.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Level

Mark

Description

5

9–10 The quality of technique is maintained for all skills and throughout all practices in time with fellow canoeists/kayakers. When faced with opposition and changes of pace/rate, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors in technique (even at pace) and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing with fellow canoeists/kayakers. When faced with opposition and changes of pace/rate, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors in technique (particularly at pace) but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious loses in timing with fellow canoeists/kayakers. When faced with opposition and changes of pace/rate, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors in technique (particularly at pace) and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing with fellow canoeists/kayakers is regularly lost. When faced with opposition and changes of pace/rate, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors in technique as pace starts to increase and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.
1 1–2 The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time with fellow canoeists/kayakers. When faced with opposition and changes of pace/rate, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors in technique at all speeds and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15 The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of opposing boats. The student’s contribution is highly effective, significant and sustained for almost all of the race, due to a highly developed level of suitable fitness. The student maintains a high level of technical consistency in the performance of all skills within the race. The application of skill is fully appropriate to the position of other boats. The student demonstrates a high level of ability to select and apply the most appropriate pace/rate and is usually successful in executing pace/rate changes with their fellow canoeists/kayakers to outwit their opponents, while hardly ever being outwitted themselves.
4 10–12 The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of other boats, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the race, due to a good level of suitable fitness. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the position of other boats, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate pace/rate and can be successful in executing pace/rate changes with their fellow canoeists/kayakers to often outwit opponents, only occasionally being outwitted themselves.
3 7–9 The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of other boats. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the race, with the student’s contribution occasionally lacking due to a slight lack of suitable fitness. The student maintains technique and accuracy in the performance of most skills in the race but it is not always consistent. The application of skill is not consistently appropriate to the position of other boats. The student demonstrates some ability to select and apply appropriate pace/rate and can sometimes be successful in executing pace/rate changes with their canoeists/kayakers, sometimes outwitting opponents and although there may be some obvious areas of weakness and they will sometimes be outwitted themselves.
2 4–6 The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of other boats. The student’s contribution is evident but only occasionally effective or sustained within the race due to a lack of fitness. The student shows some technical consistency in the performance of some skills during the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other boats. The student occasionally demonstrates the ability to select and apply pace/rate changes, but only occasionally executes pace/rate changes in time with their fellow canoeists/kayakers, only occasionally outwitting opponents and often being outwitted themselves.
1 1–3 The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of other boats. The student's contribution is limited, seldom effective or sustained during the race with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the race. The application of skill is rarely appropriate to the position of other boats. The student demonstrates only very limited ability to select and apply pace/rate changes, but rarely executes these changes in time with their fellow canoeists/kayakers, seldom outwitting opponents and usually being outwitted themselves.
0 0 Nothing worthy of credit.

Cricket

  1. Batting (defensive) – front and back foot.
  2. Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
  3. Bowling – medium pace or fast pace or spin (line, length, variation).
  4. Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
  5. Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) cricket match.

Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:

  • bat
  • bowl
  • field/wicket keep.

The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the role being performed. The student’s contribution is highly effective, significant and sustained for almost all of the game and all of their roles. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their role. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the role being performed, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game and all of their roles. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their role, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the role being performed. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their role. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the role being performed. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their role. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the role being performed. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their role. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Cycling (road)

Students being assessed in road cycling cannot also be assessed in track/velodrome cycling.

  1. Flat road technique/pace maintenance – in and out of saddle.
  2. Ascending technique.
  3. Descending technique (including braking).
  4. Chain ganging.
  5. Cornering.
  6. Sprinting.

All skills/techniques should incorporate the efficient use of gear changes.

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Level

Mark

Description

5

9–10

The quality of cycling technique is maintained for all skills and throughout all practices. When cycling with additional riders, decision making is consistently effective in both predetermined and more spontaneous situations. There are very few errors and the student is adaptive with their gear changes and chosen lines when faced with progressively challenging situations. They almost always produce the intended results/accuracy as a result of their excellent fitness level.

4

7–8

The quality of cycling technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with additional riders, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive with gear changes when faced with progressively challenging situations. They regularly produce the intended results/accuracy as a result of their good fitness level.

3

5–6

The quality of cycling technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with additional riders, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations with other riders. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy showing some level of fitness.

2

3–4

The quality of cycling technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with additional riders, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy, although their fitness level is not developed enough to maintain performance levels.

1

1–2

The quality of cycling technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with additional riders, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy, as a result of a distinctive lack of fitness.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive cycling race (at least 10 miles), demonstrating the appropriate skills against suitably challenging opponents and on a suitably challenging route/course/stage. The level of challenge should be taken into consideration when awarding marks.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions (changes of pace/line/gear changes) almost always fully relevant to the position of other cyclists. The student’s contribution is highly effective, significant and sustained for almost all of the race due to a very high level of strength endurance. The student maintains a high level of technical consistency in the performance of all skills during the race. The application of skill is fully appropriate to the positioning of other cyclists and takes into account wind conditions and the terrain effectively. The student demonstrates a high level of ability to select and apply the most appropriate cycling line and is usually successful in timing pace changes to outwit their opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions (changes of pace/line/gear changes) usually relevant to the position of other cyclists, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the race due to a good level of strength endurance. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting wind conditions and the terrain. The student demonstrates the ability to select and apply the most appropriate cycling line, often timing pace changes to outwit their opponents. They are occasionally outwitted by other riders.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions (changes of pace/line/gear changes) but there may be some obvious weaknesses and they are occasionally not relevant to the position of other cyclists. The student’s contribution is sometimes effective and significant but it is not entirely sustained for the whole race due to a slight lack of strength endurance. The student maintains technical consistency in the performance of most skills in race but not always consistently. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of wind conditions and the terrain. The student demonstrates some ability to select and apply an appropriate cycling line, sometimes timing pace changes to outwit their opponents. There may be some obvious areas of weakness and they will sometimes be outwitted themselves by other riders.

2

4–6

The student shows some ability to make tactical and strategic decisions (changes of pace/line/gear changes) but there are significant weaknesses and inconsistencies in their relevance to the position of other cyclists. The student’s contribution is evident within the race but only occasionally effective or significant due to a lack of strength endurance. The student shows some technical consistency in the performance of some skills in the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of wind conditions and the terrain. The student occasionally demonstrates the ability to select and apply an appropriate cycling line, but only occasionally times pace changes to outwit their opponents and is often outwitted by other riders.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions (changes of pace/line/gear changes) and they are seldom relevant to the position of other cyclists. The student's contribution is evident within the race but is seldom effective or significant. Strength endurance is a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills in the race. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret wind conditions and terrain. The student demonstrates only very limited ability to select and apply an appropriate cycling line, rarely timing pace changes to outwit their opponents and usually being outwitted by other riders.

0

0

Nothing worthy of credit.

Cycling (track/velodrome)

Students being assessed in track/velodrome cycling cannot also be assessed in road cycling.

  1. Starts – standing.
  2. Sprint finish.
  3. Track position – use of various coloured lines.
  4. Chain ganging/riding in a group.
  5. Basic riding technique – in and out of the saddle.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Level

Mark

Description

5

9–10

The quality of cycling technique is maintained for all skills and throughout all practices. When cycling with additional riders, decision making is consistently effective in both predetermined and more spontaneous situations. There are very few errors and the student is adaptive when choosing their cycling line when faced with progressively challenging situations. They almost always produce the intended results/accuracy as a result of their excellent appropriate fitness level.

4

7–8

The quality of cycling technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with additional riders, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive in choosing their cycling line when faced with progressively challenging situations. They regularly produce the intended results/accuracy as a result of their good fitness level.

3

5–6

The quality of cycling technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with additional riders, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is only sometimes adaptive in choosing their cycling line when faced with progressively challenging situations. They sometimes produce the intended results/accuracy showing some level of fitness.

2

3–4

The quality of cycling technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with additional riders, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive in a choosing an appropriate cycling line for progressively challenging situations. They occasionally produce the intended results/accuracy, although their fitness level is not developed enough to maintain performance levels.

1

1–2

The quality of cycling technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with additional riders, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt and choose an appropriate cycling line for progressively challenging situations. They may not produce the intended results/accuracy, as a result of a distinctive lack of fitness.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive track/velodrome race, demonstrating the appropriate skills against suitably challenging opponents. The level of competition should be taken into consideration when awarding marks.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions (changes of pace/line) almost always fully relevant to the position of other cyclists. The student performs an excellent standing start and contribution is highly effective in all of the race (including an effective sprint finish) due to a very high level of appropriate fitness. The student maintains a high level of technical consistency in the performance of all skills during the race. The application of skill is fully appropriate to the positioning of other cyclists. The student demonstrates a high level of ability to select and apply the most appropriate cycling line and is usually successful in timing pace changes to outwit their opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions (changes of pace/line) usually relevant to the position of other cyclists, with only minor lapses. The student performs an effective standing start and contribution is usually effective in most of the race (including a good sprint finish) due to a good level of appropriate fitness. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate cycling line, often timing pace changes to outwit their opponents. They are occasionally outwitted by other riders.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions (changes of pace/line) but there may be some obvious weaknesses and they are occasionally not relevant to the position of other cyclists. The student performs a standing start and contribution is effective for parts of the race (including attempting a sprint finish) due to some appropriate fitness levels. The student maintains technical consistency in the performance of most skills in race but not always consistently. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation. The student demonstrates some ability to select and apply an appropriate cycling line, sometimes timing pace changes to outwit their opponents. There may be some obvious areas of weakness and they will sometimes be outwitted themselves by other riders.

2

4–6

The student shows some ability to make tactical and strategic decisions (changes of pace/line) but there are significant weaknesses and inconsistencies in their relevance to the position of other cyclists. The student’s start is attempted and contribution is evident within the race (including a partially effective sprint finish) but only occasionally effective or significant due to a lack of specific fitness. The student shows some technical consistency in the performance of some skills in the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation. The student occasionally demonstrates the ability to select and apply an appropriate cycling line, but only occasionally times pace changes to outwit their opponents and is often outwitted by other riders.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions (changes of pace/line) and they are seldom relevant to the position of other cyclists. The student’s start is often slow and contribution is evident within the race (including a lacklustre attempt to sprint finish) but is seldom effective or significant due to distinctive fitness weaknesses. The student shows only limited technical consistency in the performance of a few skills in the race. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret how to apply these skills effectively. The student demonstrates only very limited ability to select and apply an appropriate cycling line, rarely timing pace changes to outwit their opponents and usually being outwitted by other riders.

0

0

Nothing worthy of credit.

Dance

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once.

  1. Travel, locomotion, stepping and pathways.
  2. Balance and stillness.
  3. Rotation, turning and weight transference.
  4. Jumps and elevations.
  5. Gestures and motifs.

The style of dance chosen for assessment must enable the student to display each of the core skills/techniques specified, and must enable the student to be assessed against the dance descriptors below. If the style of dance does not meet these criteria, then a student cannot be assessed in that style.

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with moves in isolation but should aim to link moves together. Assessment must not be based on fully competitive competition/performance.

Level

Mark

Description

5

9–10 The quality of technique is maintained for all chosen moves, even when they are linked together. The student performs challenging floor moves and is consistently effective in their performance of these. There are very few errors in technique and the student is adaptive when linking moves together, maintaining fluency. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all chosen moves but may show signs of deteriorating when they are linked together. The student has decided to perform challenging moves and is usually effective in their performance of these. There may be occasional minor errors in technique but the student is usually adaptive when linking moves together, maintaining some fluency. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most floor moves but may deteriorate when they are linked together. The student has decided to perform more basic floor moves and is usually effective in their performance of these. There may be occasional errors in technique and the student is sometimes adaptive when linking moves together, maintaining some fluency. They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some basic floor moves but frequently deteriorates when they are linked together. The student has decided to perform basic moves and is occasionally effective in their performance of these. There may be frequent errors in technique and the student is only occasionally adaptive when linking moves together, causing fluency to deteriorate. They occasionally produce the intended results/accuracy.
1 1–2 The quality of technique is evident for a few basic moves but they cannot be linked together. The student has decided to perform very basic floor moves and is hardly ever effective in their performance of these. There are likely to be frequent errors in technique and the student may be unable to adapt when linking moves together, maintaining little or no fluency. They may not produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform a full routine in a competition/performance. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes. The level of performance should suitably challenge the performer.

Level

Mark

Description

5

13–15 The student shows a high level of ability to perform technically accurate and expressive movement, almost always fully relevant to the demands of a very high level of performance. The student’s contribution is highly effective, sustained and consistent for almost all of the performance due to a highly developed and specific level of fitness. The student maintains a high level of technique, accuracy and consistency in the performance of all skills during the routine. The application of skill is fully appropriate to the very high demands of the performance. The student’s sensitive demonstration of dynamic qualities is highly effective in portraying the artistic intention of the dance. The student demonstrates a high level of ability to perform the most appropriate skills/techniques and is usually successful in outperforming others.
4 10–12 The student shows the ability to perform technically accurate and expressive movement, usually relevant to the demands of a high level of competition. The student’s contribution is usually effective, sustained and consistent for the majority of the performance due to a good level of specific fitness. The student maintains technique, accuracy and consistency in the performance of all skills during the routine. The application of skill is appropriate to the demands of the performance, though there may be some lapses. The student’s sensitive demonstration of dynamic qualities is usually effective in portraying the artistic intention of the dance. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in outperforming others. Occasionally however, they are outperformed.
3 7–9 The student shows the ability to perform technically accurate and expressive movement relevant to the demands of an average level of performance, but there may be some obvious weaknesses. The student’s contribution is sometimes effective and consistent during the performance but not always sustained due to a slight lack of specific fitness. The student maintains technique and accuracy in the performance of most skills during the routine, but they are not always consistent. The application of skill is not consistently appropriate to the demands of the performance. The student’s sensitive demonstration of dynamic qualities is sometimes effective in portraying the artistic intention of the dance but this may not be sustained throughout the performance. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in outperforming others, although only low level performers. However, there may be some obvious areas of weakness and they are often outperformed.
2 4–6 The student shows some ability to perform technically accurate and expressive movements but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of performance. The student’s contribution is occasionally effective and consistent, but is not sustained due to a lack of fitness. The student shows some technique and accuracy in the performance of some skills/techniques during the routine, but they are seldom consistent. The application of skill is not consistently appropriate to the demands of the performance. The student’s sensitive demonstration of dynamic qualities is occasionally effective in portraying the artistic intention of the dance but is inconsistent and not sustained throughout the performance. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in outperforming others. There are likely to be some obvious areas of weakness and they are usually outperformed.
1 1–3 The student shows only a limited ability to perform technically accurate and expressive movements and they are seldom relevant to the demands of a relatively low level of performance. The student’s contribution is seldom effective or consistent and is not sustained due to a distinctive lack of specific fitness. The student shows only limited technique and accuracy in the performance of a few skills/ techniques during the routine. The application of skill is rarely appropriate to the demands of the performance. The student’s sensitive demonstration of dynamic qualities is seldom effective or apparent in portraying the artistic intention of the dance. The student demonstrates only very limited ability to perform appropriate skills/techniques, but seldom outperforms anyone of any standard.
0 0 Nothing worthy of credit.

Diving

Students can only be assessed in platform diving.

  1. Take-off/elevation – forward and backward (two dives).
  2. Take-off/elevation – (one from) inward/reverse/twisting/handstand.
  3. Execution/body position – (corresponding to the two dives chosen in skill 1) pike/straight/free/tuck/twisting.
  4. Execution/body position – (corresponding to the dive chosen in skill 2) pike/straight/free/tuck/twisting.
  5. Entry position of the three dives.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Three dives should be attempted (two from skill 1 and one from skill 2). Progressive practices may start with part of the dive in isolation but should aim to link the component parts (approach, take off, elevation, execution and entry) of the dive together.

Level

Mark

Description

5

9–10 The quality of technique is maintained for all chosen dives, even when component parts are linked together (approach, take off, elevation, execution and entry). The student has decided to perform challenging dives and is consistently effective in their performance of these. There are very few errors in technique and the student is adaptive when linking component parts of dives together, maintaining fluency. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all chosen dives but may show signs of deteriorating when linking component parts together (approach, take off, elevation, execution and entry). The student has decided to perform challenging dives and is usually effective in their performance of these. There may be occasional minor errors in technique but the student is usually adaptive when linking component parts of dives together, maintaining some fluency. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most dives but may deteriorate when linking component parts together (approach, take off, elevation, execution and entry). The student has decided to perform more basic dives and is usually effective in their performance of these. There may be occasional errors in technique and the student is sometimes adaptive when linking component parts of dives together, maintaining some fluency They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some basic dives but frequently deteriorates when linking component parts together (approach, take off, elevation, execution and entry). The student has decided to perform basic dives and is occasionally effective in their performance of these. There may be frequent errors in technique and the student is only occasionally adaptive when linking component parts of dives together, causing fluency to deteriorate. They occasionally produce the intended results/accuracy.
1 1–2 The quality of technique is evident for a few basic dives but they cannot link component parts together (approach, take off, elevation, execution and entry). The student has decided to perform very basic dives and is hardly ever effective in their performance of these. There are likely to be frequent errors in technique and the student may be unable to adapt when linking component parts of dives together, maintaining little or no fluency. They may not produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.

Level

Mark

Description

5

13–15 The student shows a high level of ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty), almost always fully relevant to the demands of a very high level of competition. The student’s contribution is highly effective, sustained and consistent for almost all of the competition due to a highly developed and specific level of fitness. The student maintains a high level of technique, accuracy and consistency in the performance of all parts of the dives (approach, take off, elevation, execution and entry) during the competition. The application of skill is fully appropriate to the very high demands of the competition. The student demonstrates a high level of ability to perform the most appropriate skills/ techniques and is usually successful in outperforming other competitors.
4 10–12 The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty), usually relevant to the demands of a high level of competition. The student’s contribution is usually effective, sustained and consistent for the majority of the competition due to a good level of specific fitness. The student maintains technique, accuracy and consistency in the performance of all parts of the dives (approach, take off, elevation, execution and entry) during the competition. The application of skill is appropriate to the demands of the competition, though there may be some lapses. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in outperforming others. Occasionally however, they are outperformed.
3 7–9 The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty) relevant to the demands of an average level of competition, but there may be some obvious weaknesses. The student’s contribution is sometimes effective and consistent during the competition but not always sustained due to a slight lack of specific fitness. The student maintains technique and accuracy in the performance of most parts of the dives (approach, take off, elevation, execution and entry) during the competition, but they are not always consistent. The application of skill is not consistently appropriate to the demands of the competition. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in outperforming others, although only low level performers. However, there may be some obvious areas of weakness and they are often outperformed.
2 4–6 The student shows some ability to make tactical and strategic decisions (eg tariff/technical difficulty) but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of competition. The student’s contribution is occasionally effective and consistent, but is not sustained due to a lack of specific fitness. The student shows some technique and accuracy in the performance of some parts of the dives (approach, take off, elevation, execution and entry) during the competition, but they are seldom consistent. The application of skill is not consistently appropriate to the demands of the competition. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in outperforming others. There are likely to be some obvious areas of weakness and they are usually outperformed.
1 1–3 The student shows only a limited ability to make tactical and strategic decisions (eg tariff/technical difficulty) and they are seldom relevant to the demands of a relatively low level of competition. The student’s contribution is seldom effective or consistent and is not sustained due to a distinctive lack of specific fitness. The student shows only limited technique and accuracy in the performance of a few parts of the dives (approach, take off, elevation, execution and entry) during the competition. The application of skill is rarely appropriate to the demands of the competition. The student demonstrates only very limited ability to perform appropriate skills/techniques, but seldom outperforms anyone of any standard.
0 0 Nothing worthy of credit.

Equestrian

  1. Rider position – head, shoulder, hip, heel, hands (when walking, trotting, cantering).
  2. Transitions – increase and decrease in pace.
  3. Application of aids – maintaining impulsion, correct bend, contact, feel, outline (when walking, trotting, cantering).
  4. Basic school movements – circles, changes of direction, lines (centre, quarter), looping figures (serpentines, figure of 8), awareness of diagonals (trot) and lead leg (canter).
  5. Basic jumping – impulsion, position, balance, rhythm, stride (minimum height of 75 cm).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but should aim to link them together/increase pace/change direction (as appropriate). This must not be in a fully competitive event. Riding position/technique should be considered when assessing all skills.

Level

Mark

Description

5

9–10 The quality of riding position/technique is maintained for all skills, even when they are linked together/applying transitions (as appropriate). The student is consistently effective in their performance of all skills, including jumping over a series of fences. There are very few errors in riding technique and the student is adaptive when linking skills together/applying transitions (as appropriate) maintaining full control. They almost always produce the intended results/accuracy.

4

7–8 The quality of riding position/technique is maintained for all skills but may show signs of deteriorating when they are linked together/applying transitions (as appropriate). The student is usually effective in their performance of all skills, including jumping over a series of fences. There may be occasional minor errors in riding technique but the student is usually adaptive when linking skills together/applying transitions (as appropriate), maintaining some control. They regularly produce the intended results/accuracy.

3

5–6 The quality of riding position/technique is maintained for most skills but may deteriorate when they are linked together/applying transitions (as appropriate). The student has decided to perform skills in a more basic manner and is usually effective in their performance of these. Jumping ability is relatively basic but can be linked over a series of fences. There may be occasional errors in riding technique and the student is sometimes adaptive when linking skills together/applying transitions (as appropriate), maintaining some control although it is lost on occasions. They sometimes produce the intended results/accuracy.

2

3–4 The quality of riding technique is maintained for some skills but frequently deteriorates when they are linked together/applying transitions (as appropriate). The student has decided to perform skills in a basic manner and is occasionally effective in their performance of these. They can attempt jumps but are often unsuccessful in linking a series of jumps. There may be frequent errors in riding technique and the student is only occasionally adaptive when linking skills together/applying transitions (as appropriate) causing control to be lost. They occasionally produce the intended results/accuracy.

1

1–2 The quality of riding technique is evident for a few skills in basic drills, but deteriorates significantly when they are linked together/applying transitions (as appropriate). The student has decided to perform skills in very basic drills and is hardly ever effective in their performance of these. They attempt jumps but are usually unsuccessful. There are likely to be frequent errors in riding technique and the student may be unable to adapt when linking skills together/changing pace (as appropriate), maintaining little or no control. They may not produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event. The level of competition should suitably challenge the performer and where possible, the official score sheet should be available.

Level

Mark

Description

5

13–15 The student shows a high level of ability to make successful and effective tactical and strategic decisions (eg pace/control transitions), almost always fully relevant to the demands of a very high level of competition. The student’s contribution is highly effective, sustained and consistent for almost all of the competition due to a highly developed ability to control the horse. The student maintains an excellent riding position/technique, with accuracy and consistency in the performance of all skills during the competition. The application of skill is fully appropriate to the very high demands of the competition. The student demonstrates a high level of ability to perform the most appropriate skills/techniques and is usually successful in achieving very high standards of performance.
4 10–12 The student shows the ability to make successful and effective tactical and strategic decisions (eg pace/control/transitions), usually relevant to the demands of a high level of competition. The student’s contribution is usually effective, sustained and consistent for the majority of the competition due to a good level of ability to control the horse. The student maintains a good riding position/technique, with accuracy and consistency in the performance of all skills during the competition. The application of skill is appropriate to the demands of the competition, though there may be some lapses. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in achieving a high standard of performance. Occasionally however, they are outperformed.
3 7–9 The student shows the ability to make successful and effective tactical and strategic decisions (eg pace/control/transitions) relevant to the demands of an average level of competition, but there may be some obvious weaknesses. The student’s contribution is sometimes effective and consistent during the competition but not always sustained due to a slight lack of ability to control the horse. The student maintains a competent riding position/technique with some accuracy in the performance of most skills during the competition, but they are not always consistent. The application of skill is not consistently appropriate to the demands of the competition. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in outperforming others, although only low level performers. However, there may be some obvious areas of weakness and they are often outperformed.
2 4–6 The student shows some ability to make tactical and strategic decisions (eg pace/control/transitions) but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of competition. The student’s contribution is occasionally effective and consistent, but is not sustained due to a lack of ability to control the horse. The student shows some competency in their riding position/technique with some accuracy in the performance of some skills/techniques during the competition, but they are seldom consistent. The application of skill is not consistently appropriate to the demands of the competition. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in outperforming others. There are likely to be some obvious areas of weakness and they are usually outperformed.
1 1–3 The student shows only a limited ability to make tactical and strategic decisions (eg pace/control/transitions) and they are seldom relevant to the demands of a relatively low level of competition. The student’s contribution is seldom effective or consistent and is not sustained due to a distinctive lack of ability to control the horse. The student shows only limited technique and accuracy in the performance of a few skills/techniques during the competition. The application of skill is rarely appropriate to the demands of the competition. The student demonstrates only very limited ability to perform appropriate skills/techniques, but seldom outperforms anyone of any standard.
0 0 Nothing worthy of credit.

Gaelic football

Outfield

Goalkeeper

  1. Passing/receiving – foot/hand pass, chest/overhead catches, one/two handed catches.
  2. Kicking – punt, drop, free kick.
  3. Moving with the ball/soloing, toe to hand, change of pace, pick up.
  4. Shooting – long, short, 45s.
  5. Tackling/intercepting – challenging, blocking.
  1. Distributing/passing – kicking, hand passing, goal kicks.
  2. Shot stopping – high and low, long and short distance.
  3. Taking crosses – ground and air/punching.
  4. Taking the ball at opponent’s feet.
  5. Positioning and narrowing the angle.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full Gaelic football (15 versus 15) match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive Gaelic football match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Golf

  1. Tee shots – driver, hybrid and/or long iron.
  2. Longer fairway irons/hybrid equivalent – a range of at least three clubs between 1 iron and 6 iron.
  3. Shorter fairway irons – a range of at least three clubs between 7 iron and sand wedge.
  4. Pitching/chipping around the green.
  5. Bunker play.
  6. Putting – long, medium, short, break.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques/shots in stable and adaptive situations. The demonstration of each core skill may start with the skill in a stable environment, eg driving range and/or practice fairway, putting green, but should progress to show the shots being played on a variety of golf holes (par 3, 4, 5). This must not be in a competitive game.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all shots and throughout all situations (driving range and/or practice fairway, putting green, golf holes). When faced with challenging par 3, 4 or 5 golf holes, decision making is consistently effective and suitable for the challenge of the hole. There are very few errors and the student is adaptive when faced with progressively challenging shots to play. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all shots on the driving range/practice fairway but may start to deteriorate on the most challenging golf holes. When faced with challenging par 3, 4 or 5 golf holes, decision making is usually effective for the challenge of the hole. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging shots to play. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most shots on the driving range/practice fairway but may deteriorate on the most challenging golf holes. When faced with challenging par 3, 4 or 5 golf holes, the effectiveness of decision making is inconsistent. The student makes more effective decisions on straightforward holes than on holes possessing greater challenge. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging shots to play. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some shots on the driving range/practice fairway but sometimes deteriorates on the most challenging golf holes. When faced with challenging par 3, 4 or 5 golf holes, decision making is only occasionally effective. This tends to occur on the most straightforward holes. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging shots to play. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few shots on the driving range/practice fairway and usually deteriorates further on the golf holes. When faced with challenging par 3, 4 and 5 golf holes, decision making may be ineffective on most holes. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging shots. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive game of golf over 18 holes demonstrating the appropriate skills/shots. The chosen course should suitably challenge the player and his/her handicap.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions (club selection), almost always fully relevant to the demands of each hole. The student is highly consistent for almost all of the game across the range of stroke indexes/par 3, 4 and 5 golf holes. The student maintains a high level of technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is fully appropriate to the demands of each hole. The student demonstrates a high level of ability to perform the most appropriate shots (shot selection) and is usually successful in meeting the demands of the majority of the course.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions (shot selection), usually relevant to the demands of each hole, with only minor lapses. The student is usually consistent for the majority of the game across most of the range of stroke indexes/par 3, 4 and 5 golf holes. The student maintains technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is appropriate to the demands of each hole, though there may be some lapses. The student demonstrates an ability to perform the most appropriate shots and is usually successful in meeting the demands of each hole. Occasionally however, the most challenging holes can cause a problem.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions (shot selection) relevant to the demands of each hole, but there may be some obvious weaknesses whereby decisions are not relevant to the hole being played. The student is sometimes consistent during their game but not always across the range of stroke indexes/par 3, 4 and 5 golf holes. The student maintains technique and accuracy in the performance of most skills during their round of golf, but they are not always consistent. The application of skill is not consistently appropriate to the demands of each hole. The student demonstrates an ability to perform appropriate shots and is sometimes effective in meeting the demands of some holes, usually the least demanding. However, there may be some obvious areas of weakness, particularly apparent during the most challenging holes.

2

4–6

The student shows some ability to make tactical and strategic decisions (shot selection) but there are significant weaknesses and inconsistencies in their relevance to the demands of each hole. The student is occasionally consistent, but does not sustain this throughout the range of stroke indexes/par 3, 4 and 5 golf holes. The student shows some technique and accuracy in the performance of some skills during their round of golf, but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the demands of each hole. The student occasionally demonstrates the ability to perform appropriate shots for some holes, but only occasionally meets the demands of the more challenging holes.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions (shot selection) and they are seldom relevant to the demands of each hole. The student is seldom consistent and most holes/stroke indexes pose a significant challenge. The student shows only limited technique and accuracy in the performance of a few skills in during their round of golf. The application of skill is rarely appropriate to the demands of each hole. The student demonstrates only very limited ability to perform appropriate shots, but seldom meets the demands any hole.

0

0

Nothing worthy of credit.

Gymnastics (artistic)

Students must be assessed in floor routines and apparatus only. Students cannot be assessed in rhythmic gymnastics.

  1. Jumps (choose two) – tucked/piked/straddle/straight/180° turn/others.
  2. Rolls (choose two) – backwards/forwards/others.
  3. Turns/overswings (choose two) – cartwheel/round off/forward or backward walkovers/handspring/back flip/others.
  4. Balances (choose two) – handstand/headstand/arabesque/others.
  5. Apparatus (choose one) – beam (routine)/vault (two vaults)/rings (routine)/pommel horse (routine)/bars (routine).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the floor moves in isolation but should aim to link moves together. All floor moves have the option of ‘others’ to allow experienced performers to choose harder tariff moves, eg backwards roll to handstand.

One piece of apparatus should also be chosen to perform the following:

  • beam – short routine, linking moves
  • vault – two vaults
  • rings – short routine, linking moves
  • pommel horse – short routine, linking moves
  • bars – short routine, linking moves.
This must not be in a fully competitive gymnastics event. The difficulty tariff of moves selected by the student should be considered in assessment.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all chosen floor moves (even when they are linked together) and for both/all apparatus attempts. The student has decided to perform challenging floor moves and is consistently effective in their performance of these. Similarly, challenging moves are attempted on the apparatus. There are very few errors in technique and the student is adaptive when linking floor moves together, maintaining fluency. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all chosen floor moves but may show signs of deteriorating when they are linked together. Technique is maintained for all/both apparatus attempts. The student has decided to perform challenging floor moves and is usually effective in their performance of these. Similarly, challenging moves are usually effective when attempted on the apparatus. There may be occasional minor errors in technique but the student is usually adaptive when linking moves together, maintaining some fluency. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most floor moves but may deteriorate when they are linked together. Technique may be noticeably better on one attempt on the apparatus more than the other. The student has decided to perform more basic floor moves and is usually effective in their performance of these. Similarly, more basic moves are usually effective when attempted on the apparatus. There may be occasional errors in technique and the student is sometimes adaptive when linking moves together, maintaining some fluency. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some basic floor moves but frequently deteriorates when they are linked together. Technique on the apparatus is evident for basic attempts. The student has decided to perform basic floor moves and is occasionally effective in their performance of these. Similarly, basic moves are occasionally effective when attempted on the apparatus. There may be frequent errors in technique and the student is only occasionally adaptive when linking moves together, causing fluency to deteriorate. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is evident for a few basic moves on the floor and apparatus but they cannot be linked together on the floor. The student has decided to perform very basic floor moves and is hardly ever effective in their performance of these. Similarly, very basic moves are chosen and hardly ever effective when attempted on the apparatus. There are likely to be frequent errors in technique and the student may be unable to adapt when linking moves together, maintaining little or no fluency. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive gymnastics event. Students can choose to perform in a floor or apparatus competition demonstrating the appropriate skills. The level of competition should suitably challenge the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography), almost always fully relevant to the demands of a very high level of routine/vaults. The student’s contribution is highly effective, sustained and consistent for almost all of the routine/vaults due to a highly developed and specific level of fitness. The student maintains a high level of technique, accuracy and consistency in the performance of all skills during the routine/vaults. The application of skill is fully appropriate to the very high demands of the routine/vaults. The student demonstrates a high level of ability to perform the most appropriate skills/techniques and is usually successful in completing very high tariff moves/vaults.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography), usually relevant to the demands of a high level routine/vaults. The student’s contribution is usually effective, sustained and consistent for the majority of the routine/vaults due to a good level of specific fitness. The student maintains technique, accuracy and consistency in the performance of all skills during the competition. The application of skill is appropriate to the demands of the routine/vaults, though there may be some lapses. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in completing a high tariff routine/vaults. Occasionally however, there may be errors.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography) relevant to the demands of an average level of a routine/vaults, but there may be some obvious weaknesses. The student’s contribution is sometimes effective and consistent during the routine/vaults but not always sustained due to a slight lack of specific fitness. The student maintains technique and accuracy in the performance of most skills during the routine/vaults, but they are not always consistent. The application of skill is not consistently appropriate to the demands of the routine/vault. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in an average tariff routine/vaults. However, there may be some obvious areas of weakness.

2

4–6

The student shows some ability to make tactical and strategic decisions (eg tariff/technical difficulty/choreography) but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of routine/vaults. The student’s contribution is occasionally effective and consistent, but is not sustained due to a lack of fitness. The student shows some technique and accuracy in the performance of some skills/techniques during the routine/vaults, but they are seldom consistent. The application of skill is not consistently appropriate to the demands of the routine/vaults. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in a routine/vaults. There are likely to be some obvious areas of weakness.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions (eg tariff/technical difficulty/choreography) and they are seldom relevant to the demands of a relatively low level routine/vaults. The student’s contribution is seldom effective or consistent and is not sustained due to a distinctive lack of specific fitness. The student shows only limited technique and accuracy in the performance of a few skills/techniques during the routine/vaults. The application of skill is rarely appropriate to the demands of the routine/vault. The student demonstrates only very limited ability to perform appropriate skills/techniques, but seldom performs them in a routine/vaults.

0

0

Nothing worthy of credit.

Handball

Outfield

Goalkeeper

  1. Passing – shoulder, cross body, side wrist, bounce, underhand, drop, feint (stationary and on the move).
  2. Receiving – making a target (signalling), one/two handed catch – stationary and on the move, intercepting.
  3. Shooting – shoulder, jump, 6 metre jump/break, fall, drive, low, side, hip, penalty, reverse (left/right hand).
  4. Moving with the ball – dribbling/dodging.
  5. Jockeying/marking/blocking.
  1. Positioning and narrowing the angle, anticipating.
  2. Catching the ball at a variety of heights.
  3. Blocking.
  4. Killing the ball.
  5. Passing/throwing, directing, starting attacks.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full handball match (7 versus 7).

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive handball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Hockey

Students must be assessed in field hockey. They cannot be assessed in ice hockey or roller hockey.

Outfield

Goalkeeper

  1. Dribbling/moving with the ball – open and reverse stick, change of pace, dodging.
  2. Passing – push, hit, slap.
  3. Shooting – placement and power.
  4. Receiving – stationary, on the move, open and reverse stick.
  5. Marking/intercepting/tackling/jockeying – open and reverse stick tackles, jab tackle.
  1. Distributing/passing – kicking.
  2. Shot stopping – use of pads/feet, stick, shots from open play and short corners.
  3. Taking crosses.
  4. Taking the ball from an attacking player – diving, spreading body in front of attacker.
  5. Positioning and narrowing the angle.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full hockey match (11 versus 11).

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive hockey match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Hurling

Students being assessed in hurling cannot also be assessed in camogie.

  1. Passing/receiving/hand pass/solo run.
  2. Catching – body catch and high catch.
  3. Striking – ground strike, striking from the hand. 
  4. Lifts – roll and jab lift, moving and stationary sliotars.
  5. Challenging attackers/blocking – ground block, hooking, overhead block.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full hurling match (15 versus 15).

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive hurling match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Lacrosse

Outfield

Goalkeeper

  1. Running with the ball – grip/holding the stick, cradling, dodging.
  2. Passing – right handed, left handed, reverse stick (over arm, underarm) to stationary and moving targets.
  3. Receiving/catching – right handed, left handed, reverse stick (towards and across, stationary and on the move), picking up a stationary ball, picking up a ball moving away.
  4. Shooting – right handed, left handed, reverse stick (over arm, high, low, long and close range).
  5. Tackling/checking/intercepting/marking.
  1. Distributing/clearing.
  2. Saving – use of pads, stick and hands in stopping the ball at different heights.
  3. Positioning.
  4. Spread of body in front of attackers.
  5. Narrowing the angle.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a full (men 10 versus 10 or women 12 versus 12) lacrosse match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive lacrosse match (men 10 versus 10 or women 12 versus 12), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Netball

  1. Passing and receiving (chest pass, shoulder pass, one/two handed passing).
  2. Dodging – single/double/sprint.
  3. Marking a player.
  4. Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players).
  5. Footwork and movement – landing on one/two feet, pivoting.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full netball match (7 versus 7).

Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Rock climbing

Students can be assessed indoor or outdoor.

  1. Bottom/top rope climbing, hand/finger/foot jams, 2/3 point contact.
  2. Rope work.
  3. Overhang/mantle shelf.
  4. Traversing.
  5. Abseiling.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase in difficulty by linking skills together and by increasing the difficulty of the route. This must not be in a full climb.

Level Mark Description
5 9–10 The quality of technique is maintained for all skills and throughout all practices, even when they are linked together. When faced with a harder route, decision making in relation to when to perform the skill is consistently effective. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all skills but may start to deteriorate when they are linked together in the most challenging practices. When faced with a harder route, decision making is usually effective in relation to when to perform the skill and at what angle. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most skills but may deteriorate when they are linked together in the most challenging practices. When faced with a harder route, the effectiveness of decision making is inconsistent. The student makes more effective decisions on slightly easier routes. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some skills but frequently deteriorate when they are linked together in the most challenging practices. When faced with a harder route, decision making is only occasionally effective. They are significantly more proficient on easier routes. There may be frequent errors and the student is only occasionally adaptive with progressively challenging situations. They infrequently produce the intended results/accuracy.
1 1–2 The quality of technique is maintained for few skills but they cannot be linked together in the most challenging practices. When faced with harder routes, decision making may be ineffective. Any proficiency is shown on easier routes. There are likely to be frequent errors and the student may be unable to adapt with progressively challenging situations. They rarely produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform a climb, either in competition or against a suitably challenging environment, demonstrating the skills appropriate to their chosen route. The difficulty of the climb should be appropriately challenging for the performer.

Level Mark Description
5 13–15 The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to their position on the wall/rock face. The student’s contribution is highly effective, significant and sustained for almost all of the climb, due to a highly developed level of suitable fitness. The student maintains a high level of technical consistency in the performance of all skills within each climb. The application of skill is fully appropriate to their position on the wall/rock face. The student demonstrates a high level of ability to perform the most appropriate skills/techniques and is usually successful in outperforming others/the environment.
4 10–12 The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to their position on the wall/rock face, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the climb, due to a good level of suitable fitness. The student maintains technical consistency in the performance of all skills in the climb. The application of skill is usually appropriate to their position on the wall/rock face, though there may be some lapses. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in outperforming others/the environment. Occasionally however, they are outperformed.
3 7–9 The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to their position on the wall/rock face. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the climb, with the student’s contribution occasionally lacking due to a slight lack of suitable fitness. The student maintains technique and accuracy in the performance of most skills in the climb but it is not always consistent. The application of skill is not consistently appropriate to their position on the wall/rock face. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in outperforming others/the environment, although only low level performers. However, there may be some obvious areas of weakness and they are often outperformed.
2 4–6 The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to their position on the wall/rock face. The student’s contribution is evident but only occasionally effective or sustained within the climb due to a lack of fitness. The student shows some technical consistency in the performance of some skills during the climb but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position on the wall/rock face. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in outperforming others/the environment. There are likely to be some obvious areas of weakness and they are usually outperformed.
1 1–3 The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to their position on the wall. The student’s contribution is limited, seldom effective or sustained during the climb with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the climb. The application of skill is rarely appropriate to their position on the wall/rock face. The student demonstrates only very limited ability to perform appropriate skills/techniques, but seldom outperforms anyone/the environment.
0 0 Nothing worthy of credit.

Rowing

Students being assessed in rowing cannot also be assessed in canoeing, kayaking or sculling.

  1. Catch.
  2. Drive phase.
  3. Extraction/finish position.
  4. Recovery and preparation for the catch.
  5. Paddling with square blades.
  6. Change of pace/rate.

Students can be assessed in any of the following sized boats:

  • pairs
  • fours
  • eights.

Students cannot be assessed in the role of cox.

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices in time with fellow rowers. When faced with opposition and changes of pace/rate, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors in technique (even at pace) and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing with fellow rowers. When faced with opposition and changes of pace/rate, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors in technique (particularly at pace) but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing with fellow rowers. When faced with opposition and changes of pace/rate, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors in technique (particularly at pace) and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing with fellow rowers is regularly lost. When faced with opposition and changes of pace/rate, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors in technique as pace starts to increase and the student is only occasionally adaptive with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time with fellow rowers. When faced with opposition and changes of pace/rate, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors in technique at all speeds and the student may be unable to adapt with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of opposing boats. The student’s contribution is highly effective, significant and sustained for almost all of the race, due to a highly developed level of suitable fitness. The student maintains a high level of technical consistency in the performance of all skills within the race. The application of skill is fully appropriate to the position of other boats. The student demonstrates a high level of ability to select and apply the most appropriate pace/rate and is usually successful in executing pace/rate changes with their fellow rowers to outwit their opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of other boats, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the race, due to a good level of suitable fitness. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the position of other boats, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate pace/rate and can be successful in executing pace/rate changes with their fellow rowers to often outwit opponents, only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of other boats. The student’s contribution is sometimes effective and significant and it is not entirely sustained throughout the race, with the student’s contribution occasionally lacking due to a slight lack of suitable fitness. The student maintains technique and accuracy in the performance of most skills in the race but it is not always consistent. The application of skill is not consistently appropriate to the position of other boats. The student demonstrates some ability to select and apply appropriate pace/rate and can sometimes be successful in executing pace/rate changes with their fellow rowers, sometimes outwitting opponents and although there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of other boats. The student’s contribution is evident but only occasionally effective or sustained within the race due to a lack of fitness. The student shows some technical consistency in the performance of some skills during the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other boats. The student occasionally demonstrates the ability to select and apply pace/rate changes, but only occasionally executes pace/rate changes in time with their fellow rowers, only occasionally outwitting opponents and often being outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of other boats. The student's contribution is limited, seldom effective or sustained during the race with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the race. The application of skill is rarely appropriate to the position of other boats. The student demonstrates only very limited ability to select and apply pace/rate changes, and rarely executes these changes in time with their fellow rowers, seldom outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Rugby League

Students being assessed in Rugby League cannot also be assessed in Rugby Union. They cannot be assessed in tap/tag rugby.

  1. Handling – holding and protecting the ball, running with the ball, changing pace and direction (swerve and side-step).
  2. Passing and receiving – long and short, at varying pace, spin, switch and scissors.
  3. Tackling – front, rear, side, smother.
  4. Retaining possession – in the tackle and on the floor.
  5. Kicking (at least two from punt/spiral, grubber, drop kick/re-start, up and under, penalty/conversion) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full Rugby League match (13 versus 13).

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive Rugby League match (13 versus 13), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Rugby Union

Students can be assessed in either 15-a-side or 7-a-side (rugby sevens). They cannot be assessed in both.

Students being assessed in Rugby Union cannot also be assessed in Rugby League. They cannot be assessed in tap/tag rugby.

  1. Handling (passing and receiving, long and short, at varying pace, quick, spin, switch and scissors).
  2. Tackling (front, rear, side, smother).
  3. Retaining ball in maul.
  4. Retaining possession on floor/setting ruck.
  5. Kicking (at least two types from punt/spiral, grubber, drop kick/re start, up and under) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full Rugby Union match (15 versus 15 or 7 versus 7).

Students can choose to kick or scrummage to suit their preferred position.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive Rugby Union match (15 versus 15 or 7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Sculling

Students being assessed in sculling cannot also be assessed in canoeing, kayaking or rowing.

  1. Catch.
  2. Drive phase.
  3. Extraction/finish position.
  4. Recovery and preparation for the catch.
  5. Paddling with square blades.
  6. Change of pace/rate.

Students can only be assessed in a single scull.

Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition and changes of pace/rate, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors in technique (even at pace) and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices, resulting in marginal losses in timing. When faced with opposition and changes of pace/rate, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors in technique (particularly at pace) but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices with obvious losses in timing. When faced with opposition and changes of pace/rate, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors in technique (particularly at pace) and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices and timing is regularly lost. When faced with opposition and changes of pace/rate, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors in technique as pace starts to increase and the student is only occasionally adaptive with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills, often deteriorates in the most challenging practices and is seldom in time. When faced with opposition and changes of pace/rate, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors in technique at all speeds and the student may be unable to adapt with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of opposing boats. The student’s contribution is highly effective, significant and sustained for almost all of the race, due to a highly developed level of suitable fitness. The student maintains a high level of technical consistency in the performance of all skills within the race. The application of skill is fully appropriate to the position of other boats. The student demonstrates a high level of ability to select and apply the most appropriate pace/rate and is usually successful in executing pace/rate changes to outwit their opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of other boats, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the race, due to a good level of suitable fitness. The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the position of other boats, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate pace/rate and can be successful in executing pace/rate changes to often outwit opponents, only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of other boats. The student’s contribution is sometimes effective and significant and it is not entirely sustained throughout the race, with the student’s contribution occasionally lacking due to a slight lack of suitable fitness. The student maintains technique and accuracy in the performance of most skills in the race but it is not always consistent. The application of skill is not consistently appropriate to the position of other boats. The student demonstrates some ability to select and apply appropriate pace/rate and can sometimes be successful in executing pace/rate changes, sometimes outwitting opponents and although there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of other boats. The student’s contribution is evident but only occasionally effective or sustained within the race due to a lack of fitness. The student shows some technical consistency in the performance of some skills during the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other boats. The student occasionally demonstrates the ability to select and apply pace/rate changes, but only occasionally executes pace/rate changes, only occasionally outwitting opponents and often being outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of other boats. The student's contribution is limited, seldom effective or sustained during the race with fitness a distinctive weakness. The student shows only limited technical consistency in the performance of a few skills during the race. The application of skill is rarely appropriate to the position of other boats. The student demonstrates only very limited ability to select and apply pace/rate changes, but rarely executes these changes, seldom outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Skiing

Students being assessed in skiing cannot also be assessed in snowboarding.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

  1. Basic turning – turning both ways using parallel or carved.
  2. Stopping/parallel stop/skid to halt – stopping to the left and right.
  3. Linked turns over distance – whole indoor snow zone run or outdoor run including narrow and wide turns at different angles.
  4. Traversing in both directions – different speeds/angles.
  5. Skiing at speed – slalom through gates/round poles or moguls or tight turns.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase speed and incorporate further difficulty in gradient. This must not be in a fully competitive skiing run.

Skills 1, 3 and 5 have options to allow the skier to choose what is appropriate to their ability or what is available to them.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with speed and/or harder gradient, decision making in relation to when to perform the skill and at what angle is consistently effective. There are very few errors and the student is adaptive when faced with progressively challenging situations/speed/gradient. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices at speed/gradient. When faced with speed and/or harder gradient, decision making is usually effective in relation to when to perform the skill and at what angle. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations/speed/gradient. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but sometimes deteriorates in the most challenging practices at speed/gradient. When faced with speed and/or harder gradient, the effectiveness of decision making is inconsistent. The student makes more effective decisions at slightly slower speeds and/or on easier gradients. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations/speed/gradient. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but usually deteriorates in the most challenging practices/speed/gradient. When faced with speed and/or harder gradient, decision making is only occasionally effective. They are significantly more proficient at slower speeds/ easier gradients. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations/speed/gradient. They infrequently produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and deteriorates in the most challenging practices at speed/gradient. When faced with speed and/or harder gradient, decision making may be ineffective. Any proficiency is shown at slow speed/easier gradients. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations/speed/gradient. They rarely produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform two timed runs on appropriately challenging slopes against the clock. These can be in an indoor snow zone around 10 poles or on an outdoor slope. If outdoor, the colour of the run chosen should be appropriate to the level of ability of the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to an appropriate line being chosen. The student’s pace is highly effective, significant and sustained for almost all of the timed run. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even on the most challenging parts of the slope. The application of skill is fully appropriate to the position of the poles/gradient of the slope. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining an excellent time, while hardly ever losing control.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to choosing an appropriate line, with only minor lapses. The student’s pace is usually effective and significant and is sustained for the majority of the run. The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the slope. The application of skill is usually appropriate to the poles/gradient, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often gaining a good time but occasionally losing control.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in the line chosen and they are occasionally not relevant to the demands of the slope. The student’s pace is sometimes effective and significant but it is not entirely sustained throughout the run, with the student losing speed during some turns. The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the most challenging parts. The application of skill is not consistently appropriate to the position of the poles/gradient. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining a good time, though there may be some obvious areas of weakness and they can lose control.

2

4–6

The student shows some ability to make tactical and strategic decisions in the line chosen but there are significant weaknesses and inconsistencies in their relevance to the demands of the slope. The student’s pace is inconsistent throughout the run and only occasionally effective on the most challenging turns. The student shows some technique and accuracy in the performance of some skills on the slope but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of the poles/gradient. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains a good time and frequently loses control.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions in the line chosen and they are seldom relevant to the demands of the slope. The student's pace is generally slow and is seldom effective or significant when turning. The student shows only limited technique and accuracy in the performance of a few skills on the slope. The application of skill is rarely appropriate to the position of the poles/gradient. The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining a good time and usually loses control.

0

0

Nothing worthy of credit.

Snowboarding

Students being assessed in snowboarding cannot also be assessed in skiing.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

Students cannot be assessed on tricks.

  1. Basic regular turns – on heel edge and toe edge/skid turns/narrow and wide.
  2. Stopping on toe and heel edge.
  3. Linked turns over distance – on a full indoor snow zone run or outdoor slope including fakie/switch turns and/or carved turns with narrow and wide turns.
  4. Traversing at speed – different speeds/gradients.
  5. Snowboarding at speed – through gates/round poles or moguls or tight turns.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase speed and incorporate further difficulty in gradient. This must not be in a fully competitive snowboarding run.

Skills 3 and 5 have options to allow the snowboarder to choose what is appropriate to their ability.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with speed and/or harder gradient, decision making in relation to when to perform the skill and at what angle is consistently effective. There are very few errors and the student is adaptive when faced with progressively challenging situations/speed/gradient. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices at speed/gradient. When faced with speed and/or harder gradient, decision making is usually effective in relation to when to perform the skill and at what angle. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations/speed/gradient. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but sometimes deteriorates in the more challenging practices at speed/gradient. When faced with speed and/or harder gradient, the effectiveness of decision making is inconsistent. The student makes more effective decisions at slightly slower speeds and/or on easier gradients. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations/speed/gradient. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but often deteriorates in the more challenging practices/speed/gradient. When faced with speed and/or harder gradient, decision making is only occasionally effective. They are significantly more proficient at slower speeds/easier gradients. There are frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations/speed gradient. They only occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and usually deteriorates in the more challenging practices at speed/gradient. When faced with speed and/or harder gradient, decision making is usually ineffective. Any proficiency is shown at slow speed/easier gradients. There are frequent errors and the student is usually unable to adapt when faced with progressively challenging situations/speed/gradient. They very rarely, if at all, produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform two timed runs on an appropriately challenging slope against the clock. These can be in an indoor snow zone around poles (10) or on an outdoor slope. If outdoor, the colour of the run chosen should appropriately challenge the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to an appropriate line being chosen. The student’s pace is highly effective, significant and sustained for almost all of the timed run. The student maintains a high level of technique, accuracy and consistency in the performance of all skills even on the most challenging parts of the slope. The application of skill is fully appropriate to the position of the poles/gradient of the slope. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in gaining an excellent time, while hardly ever losing control.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to choosing an appropriate line, with only minor lapses. The student’s pace is usually effective and significant and is sustained for the majority of the run. The student maintains technique, accuracy and consistency in the performance of all skills on most of the more challenging parts of the slope. The application of skill is usually appropriate to the poles/gradient, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often gaining a good time but occasionally losing control.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in the line chosen and they are occasionally not relevant to the demands of the slope. The student’s pace is sometimes effective and significant but it is not entirely sustained throughout the run, with the student losing speed during some turns. The student maintains technique and accuracy in the performance of most skills on the slope but it is not always consistent on the more challenging parts. The application of skill is not consistently appropriate to the position of the poles/gradient. The student demonstrates some ability to select and apply appropriate skills, sometimes gaining a good time, though there may be some obvious areas of weakness and they will sometimes lose control.

2

4–6

The student shows some ability to make tactical and strategic decisions in the line chosen but there are significant weaknesses and inconsistencies in their relevance to the demands of the slope. The student’s pace is inconsistent throughout the run and only occasionally effective on the most challenging turns. The student shows some technique and accuracy in the performance of some skills on the slope but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of the poles/gradient. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally gains a good time and frequently loses control.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions in the line chosen and they are seldom relevant to the demands of the slope. The student's pace is generally slow and is seldom effective or significant when turning. The student shows only limited technique and accuracy in the performance of a few skills on the slope. The application of skill is rarely appropriate to the position of the poles/gradient. The student demonstrates only very limited ability to select and apply appropriate skills, rarely gaining a good time and usually loses control.

0

0

Nothing worthy of credit.

Squash

Students can be assessed in singles format or in doubles format. They cannot be assessed in both squash singles and in squash doubles.

  1. Service – forehand, backhand, variations.
  2. Drives – forehand and backhand.
  3. Volleys – forehand and backhand.
  4. Boasts.
  5. Lobs/drops.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of squash.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations, maintaining quick and effective footwork. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations, maintaining effective footwork. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations, occasionally lacking effective footwork. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations, often finding footwork difficult. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. Footwork is rather static and ineffective. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Swimming

Students cannot be assessed in synchronised swimming.

  1. Starts (dive or backstroke start) and finishes.
  2. Arm action.
  3. Leg action.
  4. Turns.
  5. Body position and breathing.

Students should be assessed in two different strokes from the following:

  • backstroke
  • breaststroke
  • butterfly
  • front crawl.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive swimming race/event.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices in both chosen strokes. The student is consistently effective in applying their technique in both strokes, even when faced with more pressure and direct competition. When performing both chosen strokes, there are very few errors in technique and the student is adaptive when faced with progressively challenging situations, eg can increase pace/intensity/power when necessary. They have an extremely high level of appropriate fitness for both chosen strokes and almost always produce the intended results/accuracy.

4

7–8

The quality of technique is largely maintained for all skills and throughout all practices in both strokes, but starts to deteriorate in the most challenging practices. The student is effective in applying their technique in both chosen strokes, although consistency may start to deteriorate when faced with more pressure and direct competition. When performing both strokes, there are occasional minor errors in technique but the student is largely adaptive when faced with progressively challenging situations, eg can increase pace/intensity/power when necessary. They have a high level of appropriate fitness for both strokes and regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills and throughout most practices in both strokes, but starts to deteriorate in the most challenging practices, particularly for one stroke. The student shows some effectiveness in applying their technique in both chosen strokes, although consistency may start to deteriorate in one stroke in particular when faced with more pressure and direct competition. When performing both strokes, there are minor errors in technique but the student is largely adaptive in one stroke when faced with progressively challenging situations, eg can increase pace/intensity/power some of the time. They have developed some appropriate fitness for both strokes and sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices for both strokes. The student is occasionally effective in both or either stroke, but consistency in both strokes deteriorates when faced with more pressure and direct competition. There may be frequent errors in both strokes and the student is only occasionally adaptive when faced with progressively challenging situations, eg difficulty in increasing pace/intensity/power when necessary. They occasionally produce the intended results/accuracy in both/either stroke(s).

1

1–2

The quality of technique is maintained for few skills in both strokes and often deteriorates in the most challenging practices. The student is generally ineffective in both strokes and consistency deteriorates when faced with more pressure and direct competition. There are likely to be frequent errors in both strokes and the student may be unable to adapt when faced with progressively challenging situations, eg difficulty in increasing pace/intensity/power when necessary. They may not produce the intended results/accuracy in either stroke.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in two fully competitive swimming racesraces/events. The two events chosen must involve two different strokes from the table below.

Front crawl

Breaststroke

Backstroke

Butterfly

50 m

50 m

50 m

50 m

100 m

100 m

100 m

100 m

200 m

200 m

200 m

200 m

400 m

800 m

1 500 m

The strokes can be assessed through competitive swimming at school or at club level (or higher). Students should demonstrate their ability in both races/events against suitably challenging opponents.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully appropriate to maximise their performance in both events, achieving very high results. The student’s contribution during both events is highly effective and suitably sustained throughout both competitions. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in both events. The application of skill is fully appropriate to the demands of both events. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in maximising their performance to excel against other very high ability competitors.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to maximise their performance in both events, with only minor lapses. They achieve a high level of results. The student’s contribution in both events is usually effective and significant and is sustained for the majority of both competitions. The student maintains technique, accuracy and consistency in the performance of all skills in both competitions. The application of skill is usually appropriate to the demands of both events, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often maximising their potential to excel against other high ability competitors.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in one event in particular and they are occasionally not relevant to maximise performance and result. The student’s contribution is sometimes effective and significant but it is not entirely sustained in both events. There may be significant lapses. The student maintains technique and accuracy in the performance of most skills in both events but it is not always consistent for one event in particular. The application of skill is not consistently appropriate to the demands of both events. The student demonstrates some ability to select and apply appropriate skills, sometimes maximising their potential, though there may be some obvious areas of weakness in one event. They succeed against good, but not high ability performers.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses in one/both events and inconsistencies in their relevance to maximise performance and result. The student’s contribution is evident within both events but only occasionally effective or significant for both. The student shows some technique and accuracy in the performance of some skills but there are obvious inconsistencies and weaknesses in both events. The application of skill is only occasionally appropriate to the demands of either event. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maximises potential in either event. They find success difficult against proficient performers.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to maximise potential in either event with limited results. The student's contribution is evident within both events but is seldom effective or significant for either. The student shows only limited technique and accuracy in the performance of a few skills in both events. The application of skill is rarely appropriate to meet the demands of either event. The student demonstrates only very limited ability to select and apply appropriate skills, rarely maximising potential in either event or against even lower level performers.

0

0

Nothing worthy of credit.

Table tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both table tennis singles and in table tennis doubles.

  1. Service – forehand and backhand (with and without spin as appropriate).
  2. Drives – forehand and backhand (with and without topspin as appropriate).
  3. Push – forehand and backhand (with and without backspin as appropriate).
  4. Smash – forehand and backhand (with and without spin as appropriate).
  5. Lob – forehand and backhand (with and without spin as appropriate).
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of table tennis.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations, maintaining quick and effective footwork. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations, maintaining effective footwork. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations, occasionally lacking effective footwork. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations, often finding footwork difficult. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. Footwork is rather static and ineffective. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive game of table tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent(s). The student’s contribution is highly effective, significant and sustained for almost all of the game. They maintain quick and effective footwork. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play. The application of skill is fully appropriate to the positioning of their opponent(s). The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent(s), while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent(s), with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. They maintain effective footwork. The student maintains technique, accuracy and consistency in the performance of all skills in game play. The application of skill is usually appropriate to the position of their opponent(s), though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent(s) but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent(s). The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game. There may be significant lapses and they occasionally lack effective footwork. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent. The application of skill is not consistently appropriate to the position of their opponent(s). The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent(s), though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent(s). The student’s contribution is evident within the game but only occasionally effective or significant. They often find footwork difficult. The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent(s). The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent(s) and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent(s). The student's contribution is evident within the game but is seldom effective or significant. Footwork is rather static and ineffective. The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent(s). The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent(s) and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both tennis singles and in tennis doubles.

  1. Service – power, placement and variation (eg slice).
  2. Groundstrokes – forehand, backhand and drop shot.
  3. Volleys – forehand and backhand.
  4. Smash – to show power and/or placement.
  5. Lobs – forehand and backhand.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of tennis.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations, maintaining quick and effective footwork. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations, maintaining effective footwork. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations, occasionally lacking effective footwork. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations, often finding footwork difficult. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. Footwork is rather static and ineffective. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive game of tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent(s). The student’s contribution is highly effective, significant and sustained for almost all of the game. They maintain quick and effective footwork. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play. The application of skill is fully appropriate to the positioning of their opponent(s). The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent(s), while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent(s), with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. They maintain effective footwork. The student maintains technique, accuracy and consistency in the performance of all skills in game play. The application of skill is usually appropriate to the position of their opponent(s), though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent(s) but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent(s). The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game. There may be significant lapses and they occasionally lack effective footwork. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent. The application of skill is not consistently appropriate to the position of their opponent(s). The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent(s), though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent(s). The student’s contribution is evident within the game but only occasionally effective or significant. They often find footwork difficult. The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent(s). The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent(s) and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent(s). The student's contribution is evident within the game but is seldom effective or significant. Footwork is rather static and ineffective. The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent(s). The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent(s) and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Trampolining

  1. Jumps (minimum two) – straight/tuck/pike/straddle/180º turn half twist/others.
  2. Drops (minimum two) – front/back/seat/others.
  3. Twists (minimum two) – swivel hips/full twist basic jump/back half twist to feet/cat twist/turntable/others.
  4. Twisting/rotation (minimum two) – half twist to front drop/seat half twist to feet/half twist to seat combination/back drop/front drop half twist to feet/others.
  5. Advanced rotation (minimum one) – front somersault/back somersault/barani/others.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. All moves have the option of ‘others’ to allow experienced performers to choose harder moves. However, staff should be suitably qualified to supervise the difficulty level of moves chosen. Assessment must not be based on fully competitive competition. The difficulty tariff of moves selected by the candidate should be considered when marking.

Level Mark Description
5 9–10 The quality of technique is maintained for all chosen moves in isolation and at height. The student has decided to perform challenging moves and is consistently effective in their performance of these. There are very few errors in technique and the student is adaptive when adding height, maintaining body shape, control and centred landing. They almost always produce the intended results/accuracy.
4 7–8 The quality of technique is maintained for all chosen moves in isolation but may show signs of deterioration when performed at height. The student has decided to perform challenging floor moves and is usually effective in their performance of these. There may be occasional minor errors in technique but the student is usually adaptive when adding height, maintaining some body shape, control and centred landing. They regularly produce the intended results/accuracy.
3 5–6 The quality of technique is maintained for most moves but may deteriorate when performed at height. Technique may be noticeably better in some moves more than the others. The student has decided to perform more basic moves and is usually effective in their performance of these. There may be occasional errors in technique and the student is sometimes adaptive when adding height, maintaining some body shape and control but often moving away from the centre cross. They sometimes produce the intended results/accuracy.
2 3–4 The quality of technique is maintained for some basic moves but frequently deteriorates when performed at height. The student has decided to perform basic floor moves and is occasionally effective in their performance of these. There may be frequent errors in technique and the student is only occasionally adaptive when adding height, causing body shape and control to deteriorate. Landings regularly move away from the centre cross. They occasionally produce the intended results/accuracy.
1 1–2 The quality of technique is evident for a few basic moves but they are not performed at height. The student has decided to perform very basic moves and is hardly ever effective in their performance of these. There are likely to be frequent errors in technique and the student may be unable to adapt when adding height, maintaining little or no body shape or control. Landings are seldom performed on the centre cross. They may not produce the intended results/accuracy.
0 0 Nothing worthy of credit.
Part 2 – Full context (15 marks)

Students should perform a fully competitive 10 bounce routine. Students can choose the content of their routine but it should contain at least one example from the list of core skills. The level of competition/tariff difficulty chosen should suitably challenge the performer.

Level Mark Description
5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography), almost always fully relevant to the demands of a very high level of competition. The student’s contribution is highly effective, sustained and at consistent height for almost all of the competition due to a highly developed and specific level of fitness. The student maintains a high level of technique, accuracy and consistency in the performance of all skills during the competition. The application of skill is fully appropriate to maintain body shape, control and centred landings. The student demonstrates a high level of ability to perform the most appropriate skills/techniques and is usually successful in outperforming other competitors.
4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography), usually relevant to the demands of a high level of competition. The student’s contribution is usually effective, sustained and at a consistent height for the majority of the competition due to a good level of specific fitness. The student maintains technique, accuracy and consistency in the performance of all skills during the competition. The application of skill is usually appropriate to maintain body shape, control and centred landings, but there may be some lapses. The student demonstrates an ability to perform the most appropriate skills/techniques and is usually successful in outperforming others. Occasionally however, they are outperformed.
3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions (eg tariff/technical difficulty/choreography) relevant to the demands of an average level of competition, but there may be some obvious weaknesses. The student’s contribution is sometimes effective during the competition but not always sustained at height due to a slight lack of specific fitness. The student maintains technique and accuracy in the performance of most skills during the competition, but they are not always consistent. The application of skill is not consistently appropriate to maintain body shape, control or centred landings. The student demonstrates an ability to perform appropriate skills/techniques and is sometimes effective in outperforming others, although only low level performers. However, there may be some obvious areas of weakness and they are often outperformed.
2

4–6

The student shows some ability to make tactical and strategic decisions (eg tariff/technical difficulty/choreography) but there are significant weaknesses and inconsistencies in their relevance to the demands of an average to low level of competition. The student’s contribution is occasionally effective, but is not sustained at height due to a lack of fitness. The student shows some technique and accuracy in the performance of some skills/techniques during the competition, but they are seldom consistent. The application of skill is not consistently appropriate to maintain body shape and control is often lost. Landings tend to cast away from the centre point. The student demonstrates a limited ability to perform appropriate skills/techniques and is seldom effective in outperforming others. There are likely to be some obvious areas of weakness and they are usually outperformed.
1

1–3

The student shows only a limited ability to make tactical and strategic decisions (eg tariff/technical difficulty/choreography) and they are seldom relevant to the demands of a relatively low level of competition. The student’s contribution is seldom effective and is not sustained at a suitable height due to a distinctive lack of specific fitness. The student shows only limited technique and accuracy in the performance of a few skills/techniques during the competition. The application of skill is rarely appropriate to maintain body shape or control. Landings frequently cast away from the centre point. The student demonstrates only very limited ability to perform appropriate skills/techniques, and seldom outperforms anyone of any standard.
0 0 Nothing worthy of credit.

Volleyball

  1. Service – underarm and overarm.
  2. Dig – one arm/two arm (receiving serve and from team mates).
  3. Volley – set, straight, sideways, overhead.
  4. Smash/spike.
  5. Block – single and double.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (6 versus 6) volleyball match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive volleyball match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Specialist activities criteria

Blind cricket

  1. Batting (defensive) – front and back foot.
  2. Batting (attacking) – front and back foot.
  3. Bowling – medium pace or fast pace or spin (line, variation).
  4. Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) blind cricket match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive blind cricket match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Boccia

  1. Sending the ball.
  2. Providing scoring opportunities – accuracy and direction.
  3. Control of delivery length and speed.
  4. Playing to different areas of the court.
  5. Preventing scoring opportunities.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full boccia match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boccia match, demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Goalball

  1. Ball control and gaining initial control.
  2. Throwing – short, long and high.
  3. The ready position.
  4. Shooting – short distance, long distance and penalty taking.
  5. Defending – forming a barrier and covering the court.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (3 versus 3) goalball match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive goalball match (3 versus 3), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Polybat

  1. Service – varying direction, length and speed.
  2. Push – forehand and backhand.
  3. Block – forehand and backhand.
  4. Power shot – forehand and backhand.
Part 1 – Full context (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure and incorporate direct competition in conditioned drills. This must not be in a fully competitive game of polybat.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive game of polybat singles, demonstrating the appropriate skills against a suitably challenging opponent.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play. The application of skill is fully appropriate to the positioning of their opponent. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in game play. The application of skill is usually appropriate to the position of their opponent, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game. There may be significant lapses. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent. The application of skill is not consistently appropriate to the position of their opponent. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent. The student’s contribution is evident within the game but only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent. The student's contribution is evident within the game but is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Powerchair football

  1. Control of the ball and receiving the ball.
  2. Passing and shooting.
  3. Holding ground and closing down.
  4. Creating space.
  5. Tackling.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (4 versus 4) power chair football match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive power chair football match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Table cricket

  1. Bowling – line and length, biased and non-biased balls.
  2. Batting – holding the bat steady, guided push shot, placement.
  3. Fielding – active panel fielding to intercept the ball.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (6 versus 6) table cricket match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive table cricket match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Wheelchair basketball

  1. Dribbling – two pushes and one bounce, continuous dribble.
  2. Passing – chest pass, feed off pass, hand off pass, bounce pass, overhead pass, hook pass.
  3. Catching/intercepting – one handed, two handed.
  4. Shooting – one handed, two handed, free shot, lay-ups, hook shots.
  5. Chair control – defensive, attacking.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (5 versus 5) wheelchair basketball match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive wheelchair basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Wheelchair rugby

  1. Dribbling – one handed, two handed, front dribble.
  2. Passing – flip, chest, bounce, lob, baseball, lead, push, two handed overhead, bump.
  3. Catching – one handed, two handed.
  4. Picking/blocking/screening.
  5. Chair control.
Part 1 – Skills (10 marks)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (4 versus 4) wheelchair rugby match.

Level

Mark

Description

5

9–10

The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

4

7–8

The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

3

5–6

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

2

3–4

The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy.

1

1–2

The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

0

0

Nothing worthy of credit.

Part 2 – Full context (15 marks)

Students should perform in a fully competitive wheelchair rugby match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Level

Mark

Description

5

13–15

The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

4

10–12

The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves.

3

7–9

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

2

4–6

The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1

1–3

The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

0

0

Nothing worthy of credit.

Performance analysis assessment (analysis and evaluation) – 25 marks

Students are required to analyse and evaluate a performance in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another person, so long as it is in an activity that is from the specification.

Students are required to analyse and evaluate a performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

This work can be completed in either written or verbal format. If it is written, then written evidence must be available for moderation. If it is completed verbally, then it must be evidenced by an audiovisual recording, which must be available for moderation.

Analysis – strengths and weaknesses (15 marks)

Students are required to analyse a performance in one activity from the specification in order to identify and justify suitable strengths and weaknesses in that performance.

Strengths

With reference to recent competitive performance(s) in the chosen activity, students should identify two strengths.

One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.

One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.

In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in a recent, fully competitive performance(s).

Weaknesses

With reference to recent competitive performance(s) in the chosen activity, students should identify two weaknesses.

One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.

One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.

In choosing these weaknesses, students must justify their choices, making reference to how a competitive performance(s) has been negatively affected.

Students should be marked on their analysis of performance using the following descriptors.

Level

Mark

Description

5

13–15

The student has an excellent knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with the specific movements and terminology used when referring to the activity. The student fully appreciates their own strengths and weaknesses. They are able to provide a clear, detailed and in-depth self-analysis for both strengths and weaknesses. All of the strengths and weaknesses are fully justified with detailed reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness are fully relevant to the activity (and positional role if relevant) and he/she is able to provide strong justification of how they have impacted upon their performance(s).

4

10–12

The student has good knowledge and appreciation of the demands of their chosen activity. He/she is fully conversant with most, though not all, of the specific movements and terminology used when referring to the activity. The student appreciates their own strengths and weaknesses. They are able to provide detailed in-depth self-analysis for most of their strengths and weaknesses, although some are clearer than others. All of the strengths and weaknesses are justified with reference to appropriate competitive/performance situations. Most are detailed. The student’s chosen fitness strength and weakness are fully relevant to the activity and he/she is able to justify how they have impacted upon their performance(s).

3

7–9

The student shows knowledge and appreciation of the demands of their chosen activity but sometimes lacks depth in their explanation. He/she is conversant with many of the specific movements and terminology used when referring to the activity, though terminology is occasionally used imprecisely or unclearly. The student appreciates many of their own strengths and weaknesses. They are able to provide some self-analysis for most of their strengths and weaknesses, although some are considerably clearer than others. Most of the strengths and weaknesses are justified (some fully) with reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness are relevant to the activity and he/she is able to provide some justification of how they have impacted upon their performance(s), though elements of the justification may not be wholly convincing.

2

4–6

The student shows some knowledge and appreciation of the demands of their chosen activity but frequently lacks depth in their explanation. He/she is conversant with some of the specific movements and terminology used when referring to the activity, but they often lack precision and clarity and have confused some terms. The student appreciates some of their own strengths and weaknesses. They have provided a self-analysis for most of their strengths and weaknesses, but there are obvious inconsistencies in the clarity of their responses. Only some of the strengths and weaknesses are justified (generally not with detail) with some reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness show some relevance to the activity but he/she isn’t able to provide justification of how they have all impacted upon their performance(s).

1

1–3

The student shows only a limited knowledge and appreciation of the demands of their chosen activity and lacks depth in their explanation. He/she is conversant with a few of the specific movements and terminology used when referring to the activity, but confuses many of the terms and lacks precision and clarity. The student appreciates very few of their own strengths and weaknesses. They have provided a self-analysis for some of their strengths and weaknesses, but few of their responses provide any depth or clarity. The strengths and weaknesses are generally not justified (little detail is provided) with only partial reference to appropriate competitive/performance situations. The student’s chosen fitness strength and weakness may be relevant to the activity but he/she is not able to provide any valid justification as to how they have impacted upon their performance(s).

0

0

Nothing worthy of credit.

Evaluation – the use of theoretical principles to cause improvement (10 marks)

Using appropriate theoretical content included in the specification, students should produce an overall plan of action that suggests ways to improve upon the weaknesses that they have identified as part of their analysis.

This plan of action must include:

  • an identification of an appropriate training type to improve the fitness weakness
  • a full description of one training session that provides an example of what could be used for the performer
  • an explanation of how prolonged use of the identified training type could improve the fitness weakness
  • an identification of one other relevant part of the specification (not another training type) which, when applied, could bring about improvement in the skill/tactic/strategy/aspect of choreography weakness
  • an explanation of how the additional specification content selected could lead to improvement of the identified weakness.

Theoretical content chosen must be justified in relation to the identified personal weaknesses with an indication of how improvement is likely to occur.

Students will not be assessed on whether improvement actually occurs.

Students should be marked on their evaluation of performance using the following descriptors.

Level

Mark

Description

5

9–10

The student has chosen an appropriate training type to eradicate their fitness weakness, providing a strong, well detailed justification which fully evaluates their choice. The relevance of the chosen training type is fully applied to the personal needs of the performer. It is wholly personal (not general) and includes detailed and relevant safety considerations. The explanation of how training will be undertaken is detailed and appropriate, providing a thorough explanation of an example session. Suitable intensities have been calculated, fully justified and linked to the needs of the performer. The other theoretical area chosen is relevant, explained in detail and strongly justified in relation to how it could be applied to the performer. The student proposes in detail how improvement can take place using both the training type and the other theoretical area.

4

7–8

The student has chosen an appropriate training type to eradicate their fitness weakness, justifying their choice with a good level of detail and some evidence of evaluative thinking. The relevance of the chosen training type is applied to the personal needs of the performer. It is mostly personal rather than general and includes some relevant safety considerations. The explanation of how training will be undertaken is appropriate, providing some detail within the explanation of an example session. Suitable intensities have been calculated and linked to the needs of the performer, with some justification. The other theoretical area chosen is relevant, explained in some detail and justified in relation to how it could be applied to the performer. The student proposes how improvement can take place using both the training type and the other theoretical area. However one has more detail than the other.

3

5–6

The student has chosen an appropriate training type to eradicate their fitness weakness, providing some justification and evaluation to support their choice, though it may be lacking some detail and evaluation may be limited. The relevance of the chosen training type is applied to the personal needs of the performer, but not fully. It is mostly personal rather than general and includes some relevant safety considerations, but not in full detail. The explanation of how training will be undertaken is appropriate, providing a general explanation of an example session. Suitable intensities have been calculated with some links to the needs of the performer, but not fully justified. The other theoretical area chosen is relevant, partially explained and justified in relation to how it could be applied to the performer. The student proposes how improvement can take place using both the training type and the other theoretical area. However neither contains a fully detailed response.

2

3–4

The student has chosen a training type which may be appropriate to eradicate their fitness weakness, but the justification of their choice lacks detail and there is little or no evidence of evaluative thinking. The relevance of the chosen training type has some application to the personal needs of the performer, but it is not fully explained. It is mostly general rather than personal and includes some relevant safety considerations, but not in full detail. The explanation of how training will be undertaken is appropriate, but the explanation of the example session lacks detail. Attempts have been made to calculate suitable intensities but the links to the needs of the performer are not fully justified. The other theoretical area chosen is relevant, but it lacks detail and is significantly limited in its justification of how it could be applied to the performer. The student attempts to propose how improvement can take place using both the training type and the other theoretical area. However the explanation lacks sufficient detail to successfully explain this.

1

1–2

The student has chosen a training type which is unlikely be appropriate to eradicate their fitness weakness. The justification of their choice contains little/no detail and does not demonstrate any evaluative thinking. The relevance of the chosen training type has limited application to the personal needs of the performer. It is wholly general rather than personal and lacks detail about relevant safety considerations. The explanation of how training will be undertaken is limited and the explanation of the example session has little/ no detail. Attempts have been made to calculate suitable intensities which may be wrong, and the links to the needs of the performer have little/no justification. The other theoretical area chosen may be relevant, but it has little/no detail and has no justification of how it could be applied to the performer. The student attempts to propose how improvement can take place using both the training type and the other theoretical area. However both have little/no detail.

0

0

Nothing worthy of credit.