The how?

KS4 PE Award - The how ?

Students are assessed in 3 sports across KS4. These should be done in large group assessments in school, not like the individual or video evidence submission for GCSE/btec qualifications. This should not provide a large increase in work for the teachers and can be ‘live marked’ during the assessment using the assessment grid for that sport. Each sport is given a grade out of 20. There is then 1 assessment entry for Knowledge of fitness, wellbeing and leadership, which is marked out of 30 and an attitude to learning score out of 5. See table 1.

Component	Entries required	Out of
Practical Performance Scores	3	20
Knowledge of Fitness, Wellbeing and Leadership	1	30
Attitude to Learning	1	5

Table 1

The final grade for the award represents an aggregation of the learners performance across each practical component, their knowledge and effort to produce a final uniform mark score (UMS). The UMS is used to convert component raw marks into uniform marks. This is done so that raw marks can be standardised from one series to another. This process is described in more detail in the specification.

Learners are awarded a final certification grade that falls into one of the following categories: copper, bronze, silver, gold or platinum. Upon mark book submission the grades will be moderated. Once the moderation has been be approved the centre will be sent the final grades by results day. Certificates will be posted to schools in the following weeks. The moderation must include 3 learners, but only for one of the practical sport assessments. The centre should try to provide a high, medium and lower attaining student for the sample, but the centre will decide who they submit for moderation. There is a moderation grading form to support the submission and to make it clear to the moderator where the marks have been awarded.

Grading – A best fit approach

Performers should be marked on the assessment grid using a best fit approach. Each bullet point should be considered. But not every point has to be achieved to place a learner in that strand. The learner is awarded marks by their success against each of the descriptors in order to give an accurate overall performance grade for that sport. The assessment considers a learners competence across a range range of skills linked to the sport, highlighted as core themes. It also assess physicality and effect on competition and knowledge of strategies, tactics and decision making. Here is an example of the assessment grid for football.

Football
Band	1	2	3	4	5
Mark	1-4	5-8	9-12	13-16	17-20
Range of skills and implementation.	Attempts many skills in isolation. Skills lack consistency. Basic skills such as short passing or controlling the ball are inconsistent. They lack accuracy and fluency. They attempt defensive skills but may not win the ball. They lack positional awareness. When shooting power and accuracy are inconsistent. They often struggle to create the space for the attack to be successful.	Skills in isolation are competently performed. The same skills lack fluency and consistently when in a competitive environment. Passing is sound, but control of the ball is not. They know where to stand but their defending is not always effective. Some shots are on target but they are inconsistent with power and accuracy. They may create space but often do not make the most of the attacking opportunity.	Many basic skills are successfully performed in competition. Short passes, control, heading and dribbling are often effective. More difficult skills like long passing or using their weaker foot lack accuracy and power. Defending is effective and they are well positioned. They can contribute in attack. They are effect at shooting with their stronger foot. They can create space for an attack.	Skills are performed to a consistently high level. The weaker foot is often used for control and short passes. Control when receiving and dribbling is consistent. They pass and move into space with purpose, always looking for the ball. Tackling is effective, and they demonstrate good positional awareness. They attack with purpose and frequently lead to positive outcomes. They often outwit defenders.	Skills have been well learnt and can be performed often with a high success rate. All passes are well weighted and have fluency, accuracy and power. Their control is consistently good. Tackling is highly effective, changes in possession are used to start attacks. Positioning is good and they often manage others. Shooting and attacking has a high success rate. Shots have power and accuracy even with the weaker foot.
Core Themes: Passing – short and long. Control – touch, dribbling, heading. Defending – tackling and positioning. Attacking – shooting and outwitting opponents.
Physicality and effect on competition.	Demonstrates limited fitness. Struggles to compete for the duration of the match. They lack purposeful physicality appropriate for the sport. This may lead to them being easily knocked off the ball. They struggle to manage their psychological control during the performance.	They have some fitness but struggle over prolonged periods of exercise. They demonstrate some physicality appropriate for the sport. They are inconsistent in possession. They have some psychological control; this may change as the pressure of the competition develops.	Demonstrates a satisfactory level of fitness. They contribute for the whole match. They are physically suited to the sport and maintain possession. They demonstrate sufficient psychological control during the performance. This may waiver in high pressure situations.	Their fitness levels are high. They compete for the whole match. They are physically suited to the position that they play and may have strengths that support this ie speed, height or agility. They are not often outmuscled and frequently maintain possession. They have high levels of psychological control.	Fitness levels are extremely high. This becomes an advantage as other players tire. They may exhibit outstanding physical attributes linked to their position. They rarely lose possession. They have exceptional psychological control.
Core Themes: Fitness Physicality against others Psychological control
Knowledge of strategies, tactics and decision making.	The performer struggles to have much impact on the game from their position. They are not comfortable playing different positions. They may not understand the tactics or reasons why they are being used. Decision making is not consistent and can lead to errors.	The performer knows their position but may not have an impact on the game. They can give a basic description of their role. They have some knowledge of the tactics used. Decision making is evident but can often be ineffective.	The performer carries out the roles of their position competently. They understand their role in the team. They may struggle to perform in other positions. They know several tactics that could be used. Decision making is satisfactory. Slight lapses in concentration, or inconsistent decision making may lead to errors.	The performer has a largely positive impact on the game. They often stick to their position but can guide teammates. They have a good understanding of the tactics the team is using and competently contribute to this. They performed their role to a high degree of success. Decision making is fast and effective.	The performer has considerable positive impact on the outcome of the game. Often dominating more than one position. They are influential in leading others. They utilise different tactics to put a strategic plan in place in order to overcome their opponent. Decision making on the ball is highly effective; creating space and attacking opportunities.
Core Themes: Impact on the game Positioning Tactical knowledge Decision making

What sports can be assessed?

Learners cannot be assessed in more than two sports from the same category (see table below). Furthermore, learners cannot be assessed in two invasion sports for goalkeeping. They can be assessed for a maximum of 1 sport in this position. It is perfectly acceptable to assess in 2 invasion sports for example football and basketball but the learner could not then also be assessed in rugby. This is to ensure a broad and balanced curriculum offer. An effective plan for delivery might include athletics, rounders or softball in the summer of year 10. Rugby, netball or football in the autumn term of year 11 and badminton, trampolining or table tennis in spring of year 11. This would cover a range of sports from a wide range of categories.

Students can be assessed in a range of individual or team sports but this is not considered. PE Award would like to encourage a range of sports being utilised irrespective of the team/individual element. The assessment should take place after a sustained block of teaching and learning working on the core themes or skills to be assessed and the competitive assessment should be in line with the NGB guidelines.

Invasion	Creative	Striking and fielding	Maximal performance	Net and wall	OAA	Swimming
Football	Dance	Cricket	Athletics	Badminton	Orienteering	Swimming
Basketball	Trampolining	Rounders		Tennis	Rock climbing
Handball		Softball		Volleyball
Netball				Table Tennis
Hockey
Rugby Union
Rugby League