KSHSSA Key Stage 3 Physical Education Grade Descriptors

Transcription

1 Strand 1- Competitive Situations in Games Be able to identify sport specific skills used to beat an opponent in a game. Participate with basic levels of fitness required for activity Participate with basic levels of fitness required for activity Perform basic sport-specific skills in isolation with some success Perform basic sport-specific skills in isolation with some success Perform basic sport-specific skills in isolation with some success Select correct batting stroke and/or when fielding use correct technique. Select correct batting stroke and/or when fielding use correct technique. Plan organise and lead a simple activity involving basic sport-specific skills Select correct batting stroke and/or when fielding use correct technique. Plan organise and lead a simple activity involving basic sport-specific skills Can perform basic sport-specific skills with precision and control Work with others to plan organise and lead a simple activity involving basic sport-specific skills Can perform basic sport-specific skills with precision and control Mark, pass, move, use shots/strokes with full recognition of space in game situations and respond to changing circumstances Can perform basic sport-specific skills with precision and control Mark, pass, move, use shots/strokes with full Select correct batting stroke and when fielding use correct technique in game situations and respond to changing circumstances Mark, pass, move, use shots/strokes with full Select correct batting stroke and when fielding use correct technique in game situations Identify how the body reacts to different types of activity using some correct terminology. Select correct batting stroke and when fielding use correct technique in game situations Identify how the body reacts to different types of activity using some correct terminology. Consistently perform sport-specific skills with precision and control Identify how the body reacts to different types of activity using some correct terminology. Consistently perform sport-specific skills with precision and control Apply basic rules when leading a practice and explain how different components of fitness affect performance.

2 Strand 2- Developing Technique and Performance in Other Competitive Sports (Athletics and Gymnastics) Be able to explain using key terminology Participate with basic levels of fitness required for actions and movements that are needed for Perform basic sport-specific skills for at least 2 events. a performance. Participate with basic levels of fitness required for Perform basic sport-specific skills for at least 2 events. Perform basic skills with precision, control and Perform basic sport-specific skills for at least 2 events. Perform basic skills with precision, control and Identify (with help) what event best suits her. Perform basic skills with precision, control and Identify (with help) what event best suits her. Can link a range of basic skills with success. Identify (with help) what event best suits her. Can link a range of basic skills with success. Can work with others to plan, organise and lead a simple Can link a range of basic skills with some success. Can work with others to plan, organise and lead a simple Perform the basic techniques and sport-specific skills with consistent precision, control and Can work with others to plan, organise and lead a simple Perform the basic techniques and sportspecific skills with consistent precision, control and Can combine basic skills effectively to create a routine/select an event and perform with success. Apply knowledge of components of fitness to chosen events and identify how the body reacts, using correct terminology. Perform the basic techniques and sport-specific skills with consistent precision, control and Can combine basic skills effectively to create a routine/select an event and perform with success. Apply knowledge of components of fitness to chosen events and identify how the body reacts, using correct terminology. Can independently plan, organise and lead a simple activity safely. Can combine appropriate skills and imagination effectively to create a routine/ demonstrate knowledge and technique in a range of events. Apply knowledge of components of fitness to chosen events and explain how these affect performance. Can independently plan, organise and lead a simple activity safely. Consistently apply basic techniques/compositional ideas when leading activities.

3 Strand 3 - Developing Performance in Dance Know the terminology used to create Participate with basic levels of fitness Identify what basic dance moves are from a set and develop dance performances. required for piece. Participate with basic levels of fitness Identify what basic dance moves are from a Perform basic dance moves and skills with some required for set piece. precision, control and Identify what basic dance moves are Perform basic dance moves and skills with Explain why dance is good for health and wellbeing. from a set piece. some precision, control and Perform basic dance moves and skills Explain why dance is good for health and Work with others to make, organise and with some precision, control and well-being. perform a simple routine. Explain why dance is good for health Work with others to make, organise and Explain why physical activity is an essential part and well-being. perform a simple routine. of a healthy lifestyle. Work with others to make, organise Explain why physical activity is an essential Consistently perform dance moves and skills and perform a simple routine. Explain why physical activity is an essential part of a healthy lifestyle. Consistently perform dance moves and skills with precision, control and Combine basic moves and skills to create a routine. Choreograph, organise and perform a dance routine to suit ability. part of a healthy lifestyle. Consistently perform dance moves and skills with precision, control and Combine basic moves and skills to create a routine. Choreograph, organise and perform a dance routine to suit ability. Can explain how different types of exercise contribute to fitness and health. with precision, control and Combine basic moves and skills to create a routine. Choreograph, organise and perform a dance routine to suit ability. Explain how different types of exercise contribute to fitness and health. Combine appropriate dance moves and skills with imagination to create a routine.

4 Strand 4 - Outdoor Adventurous Activities, Challenges and Team Building Be able to identify safety considerations for an OAA activity Participate with a basic level of fitness required for Consistently performs micro-navigational and specific skills with precision and control. Participate with a basic level of fitness required for Perform basic macro-navigational and specific skills in isolation with some success. Work with others to plan, organise and lead a leg of a simple trekking route. Perform basic macro-navigational and specific skills in isolation with some success. Perform basic skills with limited guidance in lowland terrain. Has confidence to use skills and techniques to overcome the adventurous challenges and has knowledge of codes/etiquette. Perform basic skills with limited guidance in lowland terrain. Adapts skills to hazards and changes in terrain. Performs basic navigational skills in non-wild terrain. Adapts skills to hazards and changes in terrain. Has confidence to use skills and techniques to overcome the adventurous challenges and has knowledge of codes/etiquette. Has confidence to use skills and techniques to overcome the adventurous challenges and has knowledge of codes/etiquette. Work with others to plan, organise and lead a leg of a simple trekking route. Plans and organises in a group and leads simple set Identify how the body reacts to different trekking activities and changes in intensity due to terrain using correct terminology. Work with others to plan, organise and lead a leg of a simple trekking route. Perform basic navigation and specific skills independently with precision and control. Identify and explain the different components of fitness required to perform trekking activities. Perform basic navigation and specific skills independently with precision and control. Performs basic navigational skills in non-wild terrain. Apply navigational skills in low-level wild country. Performs basic navigational skills in non-wild terrain. Plans and organises in a group and leads simple set Adapt skills to solve problems presented by changing circumstances. Plans and organises in a group and leads simple set Identify how the body reacts to different trekking activities and changes in intensity due to terrain, using some correct terminology. Is confident and competent in leading others in non-wild country settings and transfers skills to others.

5 Strand 5 - Analysing Performance and Showing Improvement Be able to use key terminology to identify different areas of performance. Identify positive elements of their own performance and areas for improvement.. Identify positive elements of their own performance and areas for improvement. Compare own skills with others skills in a variety of activities. Compare own moves with others moves. Compare own fitness levels with others. Discuss progress during activity/on route. Identify improvements made from beginning to present. Analyse skills and techniques for all activities, skills and Comment on others skills and techniques for all activities. Suggest improvements for others skills and techniques. Compare own skills with others skills in a variety of activities. Compare own moves with others moves. Compare own fitness levels with others. Discuss progress during activity/on route. Identify improvements made from beginning to present. Analyse and comment on skills and techniques for all activities, skills and Comment on others skills and techniques for all activities. Suggest improvements for others skills and techniques. Analyse and comment on the components of fitness related to the Compare own skills with others skills in a variety of activities. Compare own moves with others moves. Compare own fitness levels with others. Discuss progress during activity/on route. Identify improvements made from beginning to present. Analyse and comment on skills and techniques for all activities, skills and Comment on others skills and techniques for all activities. Suggest improvements for others skills and techniques. Analyse and comment on components of fitness. Suggest improvements for an individual s components of fitness related to the performance.