Catchpole 2013
Criterion A: Use of Knowledge
Students should be able to:
 use physical education terminology in context
 demonstrate an understanding of concepts, strategies, techniques and rules to a
variety of physical activities, and apply them in various contexts
 demonstrate an understanding of the various principles that contribute to fitness,
and their importance in various contexts
 use their knowledge to analyze situations and solve problems
Achievement
Level
0
1-2
3-4
5-6
7-8
1
Level Descriptor
The student does not reach a standard described by any of the descriptors below.
S1.The student shows limited knowledge and understanding of terminology.
S2. The student is able to demonstrate limited knowledge and understanding of concepts,
strategies, techniques and rules to a variety of physical activities, and apply them in various
contexts.
S3.The student is able to demonstrate a weak understanding of the various principles that
contribute to fitness, and their importance in various contexts.
S4. The student shows a limited ability to use their knowledge to analyze situations and solve
problems in familiar situations.
S1.The student shows satisfactory knowledge and understanding of terminology.
S2. The student is able to demonstrate satisfactory knowledge and understanding of concepts,
strategies, techniques and rules to a variety of physical activities, and apply them in various
contexts.
S3.The student is able to demonstrate a satisfactory understanding of the various principles
that contribute to fitness, and their importance in various contexts.
S4. The student shows a satisfactory ability to use their knowledge to analyze situations and
solve problems mostly in familiar situations.
S1.The student shows good knowledge and understanding of terminology.
S2. The student is able to demonstrate good knowledge and understanding of concepts,
strategies, techniques and rules to a variety of physical activities, and apply them in various
contexts.
S3.The student is able to demonstrate a good understanding of the various principles that
contribute to fitness, and their importance in various contexts.
S4. The student shows a good ability to use their knowledge to analyze situations and solve
problems in familiar and some unfamiliar situations.
S1.The student shows outstanding knowledge and understanding of terminology.
S2. The student is able to demonstrate excellent knowledge and understanding of concepts,
strategies, techniques and rules to a variety of physical activities, and apply them in various
contexts.
S3.The student is able to demonstrate an excellent understanding of the various principles that
contribute to fitness, and their importance in various contexts.
S4. The student shows an excellent ability to use their knowledge to analyze situations and
solve problems in both familiar and unfamiliar situations.
Catchpole 2013
Criterion B: Movement Composition
Students should be able to:
 explore movement possibilities and variations in accordance with the principles of a
particular aesthetic activity
 compose aesthetic movements
 link movements in order to compose aesthetic sequences, taking into account the
concepts of space, time, level, force and flow.
Achievement
Level
0
1-2
3-4
5-6
7-8
2
Level Descriptor
The student does not reach a standard described by any of the descriptors below.
S1. The student shows limited ability to explore movement possibilities and variations in
accordance with the principles of a particular aesthetic activity. The student has some
difficulty in adapting and/or creating moves.
S2. The student demonstrates a limited ability to compose aesthetic movements. The
composition is generally incoherent with many pauses, and shows limited creativity
S3. The student demonstrates a limited ability in the simple use space, time, level, force and
flow, with guidance from the teacher.
S1. The student shows a satisfactory ability to explore movement possibilities and variations
in accordance with the principles of a particular aesthetic activity. The student attempts to
select, adapts and creates aesthetic moves that are appropriate to the requirement of the
task.
S2. The student demonstrates a competent ability to compose aesthetic movements. The
composition is generally coherent, shows some imagination, and creativity.
S3. The student demonstrates an understanding of space, time, level, force and flow, with
limited guidance from the teacher.
S1. The student shows a good ability to explore movement possibilities and variations in
accordance with the principles of a particular aesthetic activity. The student selects, adapts
and creates aesthetic moves that are appropriate to the requirement of the task.
S2. The student demonstrates a good ability to compose aesthetic movements. The
composition is coherent, shows imagination, and creativity.
S3. The student demonstrates a clear understanding of space, time, level, force and flow, with
limited guidance from the teacher.
S1. The student shows an outstanding ability to explore movement possibilities and variations
in accordance with the principles of a particular aesthetic activity. The student selects, adapts
and creates a wide range of aesthetic moves that are appropriate to the requirement of the
task.
S2. The student demonstrates an outstanding ability to compose aesthetic movements. The
composition is coherent, shows imagination, and much creativity.
S3. The student demonstrates a sophisticated use of space, time, level, force and flow with no
guidance from the teacher.
Catchpole 2013
Criterion C: Performance
Students should be able to:
 demonstrate the skills and techniques necessary for active participation in a variety
of physical activities
 apply tactics, strategies and rules in both individual and group situations
 perform movement concepts and sequences of movement in a variety of physical
contexts
Achievement
Level
0
1-2
3-4
5-6
7-8
3
Level Descriptor
The student does not reach a standard described by any of the descriptors below.
S.1 The student demonstrates little competence in the skills and techniques necessary for active
participation in a variety of physical activities.
S.2 The student shows little awareness of the tactics, strategies and rules in both individual and
group situations
S.3 The student performs movement concepts and sequences of movements in a limited amount
of physical contexts.
S.1 The student sometimes demonstrates satisfactory competence in the skills and techniques
necessary for active participation in a variety of physical activities.
S.2 The student sometimes shows satisfactory awareness of the tactics, strategies and rules in
both individual and group situations
S..3 The student sometimes performs movement concepts and sequences of movements in a
small number of physical contexts.
S.1 The student usually demonstrates appropriate competence in the skills and techniques
necessary for active participation in a variety of physical activities.
S..2 The student usually shows awareness of the tactics, strategies and rules in more complex
performance environments in both individual and group situations.
S..3 The student usually performs movement concepts and sequences of movements in a variety
of physical contexts.
S.1 The student frequently demonstrates a high-level of competence in the skills and techniques
necessary for active participation in a variety of physical activities.
S..2 The student frequently shows awareness of the tactics, strategies and rules in more complex
performance environments in both individual and group situations.
S..3 The student frequently performs movement concepts and sequences of movements in a
variety of physical contexts.
Catchpole 2013
Criterion D: Personal Engagement
Students should be able to:
 communicate effectively, including verbal and non-verbal forms of communication
 demonstrate attitudes and strategies that enhance their relationships with others
 show respect and sensitivity to their own and different cultures
 take responsibility for their own learning process and demonstrate engagement with
the activity
 reflect critically upon their own achievements
 set goals to enhance learning and take actions towards achieving them
Achievement
Level
0
1-2
Level Descriptor
The student does not reach a standard described by any of the descriptors below.
S1. The student communicates effectively some of the time, including verbal and non-verbal
forms of communication enough to maintain a relationship.
S.2. The student some of the time demonstrates attitudes and strategies that encourage others.
S.3. The student some of the time shows respect and sensitivity to their own and different
cultures.
S.4. The student takes an active role in their own learning process some of the time and
demonstrates little enthusiasm and commitment when taking part in the activity.
S.5. The student has difficulty making an informed reflection upon their own achievements.
S. 6. The student struggles to set simple goals to enhance learning and takes very little action
towards achieving them.
3-4
S1. The student communicates effectively, including verbal and non-verbal forms of
communication most of the time.
S.2. The student most of the time demonstrates attitudes and strategies that encourage others.
S.3. The student most of the time shows respect and sensitivity to their own and different
cultures.
S.4. The student takes an active role in their own learning process most of the time and
demonstrates some enthusiasm and commitment when taking part in the activity.
S.5. The student makes an informed reflection upon their own achievements.
S. 6. The student set simple goals to enhance learning but takes little action towards achieving
them.
5-6
S1. The student usually communicates effectively, including verbal and non-verbal forms of
communication.
S.2. The student usually demonstrates attitudes and strategies that encourage others.
S.3. The student usually shows respect and sensitivity to their own and different cultures.
S.4. The student takes an active role in their own learning process usually and demonstrates
enthusiasm and commitment when taking part in the activity.
S.5. The student usually makes an informed reflection upon their own achievements.
S. 6. The student sets simple and long-range goals to enhance learning and usually takes action
towards achieving them.
7-8
S1. The student communicates very effectively, including always using verbal and non-verbal
forms of communication.
S.2. The student always demonstrates attitudes and strategies that encourage others.
S.3. The student always shows respect and sensitivity to their own and different cultures.
S.4. The student always takes an active role in their own learning process and always
demonstrates enthusiasm and commitment when taking part in the activity.
S.5. The student always makes an informed reflection upon their own achievements.
S. 6. The student always sets simple and long-range goals to enhance learning and takes
assertive action towards achieving them.
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