Assessment

Assessment Rubrics

ASSESSMENT IN PRIMARY PE
**P.E Assessment GRADE INDICATORS 2008 – 2009** **KEY STAGE 2**

They understand tactics & composition. When performing students demonstrate: comparison of theirs & others skills, techniques & ideas understanding of their performance apply basic safety principles in preparation the effects of exercise on the body the importance of exercise on their health & fitness || They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. - understand how to exercise safely, and describe how their bodies feel during different activities. || They start to: - link these skills and actions in ways that suit the activities. - describe and comment on their own and others' actions. - talk about how to exercise safely, and how their bodies feel during an activity. ||
 * **Grade/Yr Gr** || **6** ||
 * **A** || **Pupils link skills, techniques and ideas and apply them accurately. Their performance shows precision, control & fluency.**
 * **B** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **C** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination**.
 * **D** || **Pupils copy, repeat and explore simple skills and actions with basic control and coordination.**

They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. understand how to exercise safely, and describe how their bodies feel during different activities. || They start to: - link these skills and actions in ways that suit the activities. - describe and comment on their own and others' actions. - talk about how to exercise safely, and how their bodies feel during an activity. ||
 * **Grade/Yr Gr** || **5** ||
 * **A** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **B** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination**.
 * **C** || **Pupils copy, repeat and explore simple skills and actions with basic control and coordination.**
 * **D** ||  ||

They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. understand how to exercise safely, and describe how their bodies feel during different activities. || They start to: - link these skills and actions in ways that suit the activities. - describe and comment on their own and others' actions. - talk about how to exercise safely, and how their bodies feel during an activity. ||
 * **Grade/Yr Gr** || **4** ||
 * **A** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **B** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination**.
 * **C** || **Pupils copy, repeat and explore simple skills and actions with basic control and coordination.**
 * **D** ||  ||

They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. understand how to exercise safely, and describe how their bodies feel during different activities. || They start to: - link these skills and actions in ways that suit the activities. - describe and comment on their own and others' actions. - talk about how to exercise safely, and how their bodies feel during an activity. ||
 * **Grade/Yr Gr** || **3** ||
 * **A** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **B** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination**.
 * **C** || **Pupils copy, repeat and explore simple skills and actions with basic control and coordination.**
 * **D** ||  ||

=Secondary P.E.=

The department offers a wide range of sports at which the pupils are able to acquire and develop throughout there time at TRIS, the sports include: **Athletics, basketball, cricket, football, rugby, gaelic football, softball, swimming, hockey, gymnastics, ultimate frisbee, health and fitness, handball, volleyball, table tennis,** **volleyball, badminton.**

**Key Stage 3 (Lower Secondary)**

During Key Stage 3 the students will become more expert in their skills and techniques and how to apply them in a variety of different activities. They start to understand what makes a performance effective and how to apply these principles to their own and other's work. They learn to take initiative and to take decisions themselves about what to do and what to do to improve their performance. They start to identify the types of activity that they prefer to be involved with an to take on a variety of leadership roles within that activity.

**Key Stage 4 (Upper Secondary)**

During key stage 4 (Years 10 & 11), pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and wellbeing, or on developing physical fitness. This term, the students have had the opportunity to choose from various activities including football, rugby, softball and fitness work in the gym. They also decide on which roles suit them best including performer, coach, choreographer, leader and official. The view they have of their skillfulness and physical competence gives the confidence to get involved in exercise and activity out of school and in later life. =ASSESSMENT IN SECONDARY PE=

**P.E Assessment GRADE INDICATORS 2008 – 2009** **KEY STAGE 3 & 4**

They understand tactics & composition. When performing students demonstrate: comparison of theirs & others skills, techniques & ideas understanding of their performance apply basic safety principles in preparation the effects of exercise on the body the importance of exercise on their health & fitness || They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. - understand how to exercise safely, and describe how their bodies feel during different activities. || They start to: - link these skills and actions in ways that suit the activities. - describe and comment on their own and others' actions. - talk about how to exercise safely, and how their bodies feel during an activity. ||
 * **Grade/Yr Gr** || **7** ||
 * **A** || **Pupils link skills, techniques and ideas and apply them accurately. Their performance shows precision, control & fluency.**
 * **B** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **C** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination**.
 * **D** || **Pupils copy, repeat and explore simple skills and actions with basic control and coordination.**

When performing students demonstrate: - strategy & tactics - analyse & comment on skills - refine skills/techniques to improve their performance - explain how the body reacts during exercise - warm up & cool down to suit football - explain why exercise is good for health & fitness || They understand tactics & composition. When performing students demonstrate: comparison of theirs & others skills, techniques & ideas understanding of their performance apply basic safety principles in preparation the effects of exercise on the body the importance of exercise on their health & fitness || They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. || - vary skills, actions and ideas and link these in ways that suit the activities. - begin to show some understanding of simple tactics and basic compositional ideas. - talk about differences between their own and others' performance and suggest improvements. - understand how to exercise safely, and describe how their bodies feel during different activities. ||
 * **Grade/Yr Gr** || **8** ||
 * **A** || Pupils select & combine their skills, techniques & ideas and apply them accurately & appropriately, consistently showing precision, control & fluency.
 * **B** || **Pupils link skills, techniques and ideas and apply them accurately. Their performance shows precision, control & fluency.**
 * **C** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**
 * **D** || **Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination.**

Students must demonstrate: - analysis on their's & others skills/techniques - ways to improve performance - ways to prepare & recover from exercise - how football contributes towards health & fitness - knowledge of their own strengths & weaknesses || When performing students demonstrate: - strategy & tactics - analyse & comment on skills - refine skills/techniques to improve their performance - explain how the body reacts during exercise - warm up & cool down to suit football - explain why exercise is good for health & fitness || They understand tactics & composition. When performing students demonstrate: comparison of theirs & others skills, techniques & ideas understanding of their performance apply basic safety principles in preparation the effects of exercise on the body the importance of exercise on their health & fitness || They show that they understand: - tactics and composition by starting to vary how they respond. - see how their work is similar to and different from others' work - understand how to improve their own performance - why physical activity is good for their health. ||
 * **Grade/Yr Gr** || **9** ||
 * **A** || Pupils select & combine skills, techniques & ideas. They apply them in ways that suit the activity, with consistent precision, control & fluency.
 * **B** || Pupils select & combine their skills, techniques & ideas and apply them accurately & appropriately, consistently showing precision, control & fluency.
 * **C** || **Pupils link skills, techniques and ideas and apply them accurately. Their performance shows precision, control & fluency.**
 * **D** || **Pupils select and use skills, actions and ideas appropriately. They apply them with coordination and control.**

Students must demonstrate: - analysis on their's & others skills/techniques - ways to improve performance - ways to prepare & recover from exercise - how football contributes towards health & fitness - knowledge of their own strengths & weaknesses || Students must demonstrate: - analysis on their's & others skills/techniques - ways to improve performance - ways to prepare & recover from exercise - how football contributes towards health & fitness - knowledge of their own strengths & weaknesses || When performing students demonstrate: - strategy & tactics - analyse & comment on skills - refine skills/techniques to improve their performance - explain how the body reacts during exercise - warm up & cool down to suit football - explain why exercise is good for health & fitness ||
 * **Grade/Yr Gr** || **10** ||
 * **A** || Pupils select & combine skills, techniques & ideas. They apply them in ways that suit the activity, with consistent precision, control & fluency.
 * **B** || Pupils select & combine skills, techniques & ideas. They apply them in ways that suit the activity, with consistent precision, control & fluency.
 * **C** || Pupils select & combine their skills, techniques & ideas and apply them accurately & appropriately, consistently showing precision, control & fluency.
 * **D** || Pupils link skills, techniques and ideas and apply them accurately. Their performance shows precision, control & fluency.

They understand tactics & composition. When performing students demonstrate: comparison of theirs & others skills, techniques & ideas understanding of their performance apply basic safety principles in preparation the effects of exercise on the body the importance of exercise on their health & fitness ||

Drawing on what they know of the principles of advanced strategies, tactics or composition. They apply them with: - proficiency, flair and originality in their own and others’ work - adapt and respond to changing circumstances and other performers, - maintain the quality of a performance. - critically evaluate their own and others’ work, - show that they understand the impact of skills, strategy, tactics or composition and fitness on the quality and effectiveness of performance. - use this information to plan and monitor ways in which their own and others’ performance could be improved, act on these decisions to bring about the improvements. - use their knowledge of health, fitness and social wellbeing to plan and evaluate their own and others’ exercise and physical activity programmes. - take on different roles within an activity and plan pathways into performance, leadership or officiating based on their choices and preferences. || Students must demonstrate: - analysis on their's & others skills/techniques - ways to improve performance - ways to prepare & recover from exercise - how football contributes towards health & fitness - knowledge of their own strengths & weaknesses || Students must demonstrate: - analysis on their's & others skills/techniques - ways to improve performance - ways to prepare & recover from exercise - how football contributes towards health & fitness - knowledge of their own strengths & weaknesses || When performing students demonstrate: - strategy & tactics - analyse & comment on skills - refine skills/techniques to improve their performance - explain how the body reacts during exercise - warm up & cool down to suit football - explain why exercise is good for health & fitness ||
 * **Grade/Yr Gr** || **11** ||
 * **A** || **Pupils consistently distinguish between and apply advanced skills, techniques and ideas, always showing high standards of precision, control, fluency and originality.**
 * **B** || Pupils select & combine skills, techniques & ideas. They apply them in ways that suit the activity, with consistent precision, control & fluency.
 * **C** || Pupils select & combine skills, techniques & ideas. They apply them in ways that suit the activity, with consistent precision, control & fluency.
 * **D** || Pupils select & combine their skills, techniques & ideas and apply them accurately & appropriately, consistently showing precision, control & fluency.

=Swimming= The swimming program is broken into three core sections: 1. Learn to swim program 2. Swimming Development Program 3. Water games and water safety program

At any point in a term or a lesson one, two or all three sections may be happening during a lesson. Our lessons are tailored specifically to the group that we are instructing in the water. All students are given an initial assessment upon entering the swimming program, usually at the beginning of each term. The assessment is usually repeated every 8 weeks to assess their improvement in the core skills for that level. The class is usually divided into a beginner class, improvers and pre-competition class.

Primary school will receive one 50 minute lesson each week. Secondary students will receive two blocks of about 8 weeks during their Physical Education rotation classes. The primary classes are normally mixed, and our secondary classes are usually single sex. Below are a list of objectives by Year:

Years 1 & 2 Years 3 & 4 Years 5 & 6 Years 7 & 8 Years 9 & 10
 * Propulsion on the front by any means
 * Propulsion on the back by any means
 * Floating in a variety of shapes on the front and back
 * Water confidence on the surface and under the water
 * Propulsion under the water
 * Safe jump from the side of the pool into the water
 * Correct exit method
 * Simple Pool rules
 * Demonstrate simple front crawl technique with rotary breathing
 * Demonstrate simple back crawl technique with trunk rotation and correct arm cycle
 * Introduction to breast stroke technique
 * Demonstrate sitting dive and glide
 * Demonstrate basic start for both freestyle and backstroke
 * Water confidence activities on the surface and under the water.
 * Demonstrate front crawl technique with correct bi-lateral rotary breathing and arm cycle
 * Demonstrate back crawl technique with body and head position aligned, correct arm cycle
 * Demonstrate breast stroke technique with a legal kick and arm pull
 * Demonstrate crouch or standing dive and swim. Demonstrate correct back stroke backward start
 * Introduction to butterfly technique.
 * Playing simple water games
 * Introduction to water safety awareness
 * Introduction to self rescue techniques
 * Students should be able to swim the four competitive strokes (Butterfly, Backstroke, Breast Stroke and Front Crawl) to a minimum of 25m showing good technique, legal form and correct speed.
 * Students should be able to demonstrate a continuous swim of at least 250m under 12 minutes and a continuous swim of 500m in an unspecified amount of time
 * Students should be able to demonstrate a front facing dive and swim in all three strokes.
 * Introduction of flip turn on front and back.
 * Students should be able to tread water for at least two minutes, and be able to swim 25m fully clothed
 * Students should be able to swim the four competitive strokes (Butterfly, Backstroke, Breast Stroke and Front Crawl) to a minimum of 50m showing good technique, legal form and correct speed.
 * Students should be able to demonstrate a continuous swim of at least 400m under 12 minutes and a continuous swim of 600m in an unspecified amount of time
 * Students should be able to enter the water in a front facing dive and be able to exit the water without the use of a ladder
 * Students should be able to demonstrate a tumble turn (flip turn) on front crawl/ Backstroke and the correct turn for butterfly and breast stroke.
 * Students should be able to tread water for at least two minutes, and be able to swim 25m fully clothed
 * Students should be able to demonstrate assisted rescue techniques, pool removal techniques and after care on the poolside
 * Students should be able to demonstrate skills associated with water games (such as waterpolo or waterbasket) acting in a variety of different positions

Primary Learn to Swim
__Level 1:__ Water Familiarity __Level 2:__ Water Skills __Level 3:__ Stroke Development __Level 4:__ Stroke Improvement __Level 5: Bronze__ Stroke Refinement __Level 6: Silver__ Personal Survival and Water Safety __Level 7: Gold__ Stroke and Time Standards