Assessment criteria
Scroll down to find the assessment criteria for GCSE PE.
Basketball
0 Performance not worthy of credit.
1 – 2 Displays some control. Uses only one hand. Looks at ball. May lack weight and/or direction. Catching lacks consistency. Student will not signal or signals in the wrong place. Unable to show correct legal technique. Places ball at wrong spot on backboard. Cannot dribble and look at the backboard. Shoots from wrong position, for example ball shot from the chest. Feet incorrectly positioned. May jump forward. No co-ordinated jump action. Has limited effectiveness in game. Has difficulty with basic skills in the game situation. Poor defence techniques both in his/her positioning and stance. Lacks positional sense in offence.
3 – 4 Maintains control. Correct contact (fingers on ball). Uses one hand but may adopt very upright body position. Shows better technique (especially chest pass) and passes over long distance. Feet correctly positioned. Catching is more consistent but does not show for the ball. May show correct legal technique. Lacks drive. May look at the ball for too long. More use of the legs. Shot may lack height. No ‘point’ at the end of shot. No effective shot phase. Poor timing of leg and arm action. More effective in the game. Demonstrates basic skills in the game but unlikely to threaten opponents’ basket regularly. Gets into better defensive positions and shows some idea of attacking positions
5 – 6 Shows higher level of control. Uses either hand, but one is weaker. Shows correct body position with legs slightly bent. Head up for maximum vision. Good technique including bounce (skid) pass. Uses javelin and overhead. Catching is consistent including overhead. Uses fake/deception. Signals for ball effectively. Correct leg technique. Head up during dribble. Some drive and ball laid up correctly from strong side. Shot has clear leg, arm and follow through action but may lack height and accuracy.
Effective standing jump shot. Timing may be poor. May land away from take-off spot. May be used effectively in the game. May threaten opponents’ basket and will have an understanding of their defensive role and personal defence, for example stance. May have some understanding of his/her role in offence.
7 – 8 Able to change speed and direction and is effective with either hand. Appropriate use of bounce and ball protection. Passes effectively with good technique while on the move. Can use a variety of passes with deception. Signals effectively and shows good timing. Good standard of technique and control. Strong drive in drills. Can drive from weaker side but may not lay up with weaker hand. Good standard of technique with a good level of success. Very effective standing jump shot. Good technique. Very good timing landing in correct position. Shows a good level of skill even under pressure. Can have an influence on the game in defence and offence. Understands and plays to the team’s tactics. Can exploit openings and threaten opponents by scoring and/or assisting.
9 - 10 Can drive at speed and with control. May be able to reverse on to the other hand. Can drive off either hand. Excellent technique. Can pass at speed whilst on the move. Very good accuracy and timing and very good use of signals. Excellent technique. High level of success. Can drive under the ring and reverse lay-up. Flowing action with clear follow through. Can shoot correctly off the drive. Very good technique. Very good timing landing in the correct position with a good point to the ring. High level of skill in his/her chosen position. Shows significant control over the game. Makes few unforced errors. Excellent timing to exploit openings and is able to drive to basket. Demonstrates an understanding of tactics in defence and offence.
Circuit Training
0 Performance not worthy of credit.
1 – 2 Has a poor fitness level, works to a poor intensity level (eg about 60 per cent or below of maximum heart rate) and is unable to sustain a moderate level of intensity throughout the training session. Has poor technique on each exercise, and set for most of the training session. Does not understand how to choose the appropriate exercises and number of repetitions, the appropriate time for recovery between sets and the training effects of this training method. Very little or no knowledge of the muscles they are using, and the affect on their muscles, heart and circulatory system and know how they work during training. Unable be able to plan their Personal Exercise Programme (PEP) without considerable assistance. Needs the help of prepared worksheets and guidance in how to use them and in choosing appropriate principles of training. Does not know how to take pulse rates or understand the importance and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and fitness levels and for selecting appropriate tests for measuring and evaluating their programme. Needs the help of prepared templates for planning, monitoring, recording and evaluating their programme. Understands how to train safely but does not always demonstrate it in practice. May not know how to devise and carry out an appropriate warm-up for this activity or only at a superficial level. Unable to lead the group warm-up. May not support the teacher in preparing, during or concluding the session. Unable to evaluate the training session. Does not have the insight to produce a critical evaluation for the PEP.
3 – 4 Has a moderate fitness level in performing their training session working to a moderate intensity level (eg over 60 per cent maximum heart rate) and will not be able to sustain a good intensity level throughout the session. May show good technique early in the session but their technique and fitness level may deteriorate in the later stages especially on the final circuit. Needs clear guidance in choosing the appropriate exercise and number of repetitions, the appropriate time for recovery between sets and to understand the training affects of this training method. Lacks knowledge of the muscles they are using and the effect of training on their muscles, heart and circulatory system and know how they are working during their training sessions. May not be able to plan their PEP without some assistance. Needs help and prepared worksheets and some guidance in choosing appropriate principles and methods of training. May know how to take heart rates but may not show knowledge, and understand the importance and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Unlikely or unable to use this knowledge in testing, measuring and evaluating their programme. May not understand how to plan in any depth and needs help in setting out their plan and choosing appropriate testing, measuring and evaluating procedures for their programme. Likely to need the help of prepared templates for planning, monitoring, recording and evaluating their programme. Understand the importance of safety in this activity and normally applies these principles in practice. May know about and apply a warm up, main activity and cool-down but may not apply good technique throughout. May not always support the teacher in preparing, during and concluding the training session. Lacks depth in their ability to evaluate their training sessions and overall programme. Unable to offer any real insight into the critical planning of their PEP.
5 – 6 Has a good fitness level and works to a good intensity level (eg 60 per cent to 80 per cent maximum heart rate) with good technique on each repetition and set for most of the training session. Able to produce a plan for the PEP after initial teaching and with guidance on the use and application of the principles of training and training methods. Has a little knowledge of the muscles they are using and the effect of training on their muscles, heart and circulatory system and how they work during training sessions. Knows how to take pulse rates and knows the importance and show some understanding of the significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effect and fitness levels. Able to choose appropriate testing and measuring and evaluating procedures for their programme but needs some direction in setting out their plan. Has set out a good plan and they may have devised their own or used prepared templates for setting out their programme and for monitoring, recording and evaluating their programme. Has a good knowledge of safety and can plan and carry out an appropriate warm-up, main activity and cool-down/recovery with good technique. Capable of supporting the teacher in preparing equipment and storing the equipment after use. Able to monitor and record their programme and make useful notes and comments. Evaluates briefly each training session and overall PEP, making some clear, relevant suggestions for the future development of their training programme.
7 – 8 Has a very good fitness level, which will be demonstrated by working at a very high intensity level (eg working towards the high end of their target zone) and show very good technique throughout the training session. Knows what exercises to include, in which order and understand why, how to calculate the number of repetitions or time for each exercise, and number of circuits they should perform. May be able to set up their circuit using music to help them. Has a good knowledge of the muscles, joints and joint actions used in the exercises and know how they work. Can produce a plan for their PEP and demonstrate an understanding of the principles of training and use them in their programme. Knows how to take pulse rates and knows and understand the importance and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effects and fitness levels. Able to use this knowledge in testing, measuring and evaluating their programme. The plan is clearly set out and the student may have devised their own or used prepared templates for setting out, monitoring, recording and evaluating their programme. Has a very good knowledge of working safely and plan and carry out and apply this in an appropriate warm-up, main activity and cool-down for each training session they perform. May be capable of supporting the teacher in leading a warm-up and preparing and setting out any equipment for the training session, for example the equipment needed for the exercise stations and using the heart rate monitors if available, and storing after use. Monitors, records and briefly evaluates each training session and makes useful notes and their overall PEP has a detailed evaluation with clear and relevant suggestions to develop their training programme over a further period of time using appropriate principles and methods of training.
9 - 10 Has an excellent fitness level, which will be demonstrated in working at an excellent level of intensity (eg at the high end of their target zone) and technique throughout the training session (this may be most noticeable on the final circuit). Knows what exercises to include, in which order, and understands why, how to calculate the number of repetitions or time for each exercise, and the number of circuits they should perform. May be able to set up their circuit using music to motivate them. Has a very good working knowledge of the muscles, joints and joint actions used in the exercises and know how they work. Researched and planned their PEP needing little guidance. Shows a clear understanding of, and apply the principles of training. Knows how to take pulse rates accurately and knows and understands the importance and significance of resting heart (pulse) rate, working heart (pulse) rate and recovery rates in terms of training effects and fitness levels. Able to use this knowledge in testing, measuring and evaluating their programme. The plan is clearly set out and the candidate may have devised their own templates or used prepared templates for setting out, monitoring, recording and evaluating their programme. Has a clear understanding of and very capable of working safely. Plans and carries out an appropriate warm-up, main activity and cool-down for each training session they perform. Very capable of supporting the teacher in leading a warm-up and preparing and setting out any equipment for the training session, for example the equipment needed for the exercise stations and using the heart rate monitors if available, and storing after use. Monitors, records and evaluate each training session, makes detailed notes and provides a more detailed critical evaluation of their overall PEP. Shows and applies their knowledge in explaining how their whole programme has worked and should progress and fitness levels improve using appropriate principles and methods of training.
Cricket
0 Performance not worthy of credit.
1 – 2 Performs one component with some evidence of technique or performance. Batting: has some idea of basic batting stance. Shows forward defensive shot but does not keep ball down very well because of limited footwork. Attacking shots still aim too much to leg-side and often in air. Bowling: some control of run-up. Some sideways action although only limited control of line and length, with some erratic deliveries. Fielding: demonstrates basic stops and simple throws. Ability to take a simple catch evident. Game situation: participates in game with limited effectiveness. Has difficulty performing basic skills in game situation.
3 – 4 Performs one component with appropriate technique and performance. Batting: plays forward and backward defensive shots, although technique may be rather awkward. Attacking skills evident but technique affected by incorrectly positioned front foot. Bowling: fairly well co-ordinated run-up and basic action with reasonable control of line and length. May demonstrate some spin, but usually not well controlled. Fielding: can stop and perform a ‘long barrier’. Throws accurately over short distances. Game situation: becoming more effective in game situation. May exhibit some individual skills although they may be affected by pressures of game.
5 – 6 Performs batting or bowling with a good technique and performs all elements of fielding effectively or performs batting and bowling with correct technique and performance and performs all elements of fielding to a good level of ability. Batting: uses correct technique in defensive and attacking shots. Able to play appropriate shot to a variety of balls bowled. Applies correct technique to forward and backward defensive shots. Bowling: uses correct technique in bowling action, with appropriate control of line and length. Demonstrates either some spin or swing or movement of the ball off the seam. Fielding: able to anticipate and adjust position according to pace of ball. Shows consistent catching ability and accurate return to wicketkeeper. Wicketkeeper will cleanly field all returns and take all bowling Game situation: shows some ability to influence game either in batting or bowling. Has good command of skills. Shows some anticipation of opposition and makes adjustments. Able to switch from attack to defence.
7 – 8 Performs batting or bowling to a high level of technique and performs all elements of fielding to a high level of ability or performs batting and bowling with good technique and performance and performs all elements of fielding to a high level of ability. Batting: displays high level of technique in defensive and attacking shots, including drives, cuts, pulls, glances. Demonstrates the ability to control shots and place the ball. Forward and backward defensive shots are dominant. Drives, cuts and pulls are played correctly. Bowling: full use of run-up, demonstrating correct foot placement and follow through when releasing ball. Effective in either spin or swing bowling. Shows good control of line and length. Consistently bowls a good length of ball. Fielding: able to stop, catch and pick up ball using either hand. Very competent in all aspects of fielding. Throws accurately to the wicketkeeper. Wicketkeeper moves effectively behind the stumps. Game situation: able to exert considerable influence on game in batting, bowling and fielding. Makes few unforced errors and assists team mates. Shows high level of skill and tactical awareness even under pressure.
9 - 10 Performs batting or bowling with outstanding level of technique and performs all elements of fielding to a very high level or performs batting and bowling at a very high level of technique and performs all elements of fielding to a very high level. Batting: excellent in execution of all shots. Uses full range of defensive and attacking shots, with confidence and appropriate to type of ball bowled. Uses feet to cover drive spin bowling. Places drives accurately along the ground. Bowling: demonstrates with excellent control one of: pace/spin/swing/seam. Able to defeat batsmen with controlled deliveries. Fielding: demonstrates outstanding fielding ability in a variety of positions. Will pick-up and throw accurately in one action. Wicketkeepers will stand up to spin bowling and take all deliveries cleanly. Will effectively stump batsmen. Game situation: exerts significant control over game. Shows excellent level of skill, tactical awareness and anticipation, making very few unforced errors.
Rounders
0 Performance not worthy of credit.
1 – 2 Batting: demonstrates an idea of where to stand when receiving the ball, but rarely makes contact. Bowling: demonstrates static bowling action. Very inconsistent and bowls a high percentage of no balls. Fielding: demonstrates basic catching and throwing action over short distances but the technique is poor with little consistency. No evidence of returning the ball from deep field with any accuracy. Unable to demonstrate overarm throwing action correctly. Game: takes part with little effect in the game and struggles to perform the basic skills with any consistency, looks uncomfortable when batting, bowling or fielding.
3 – 4 Batting: clearly demonstrates where and how to stand when receiving the ball. A good grip is evident. Makes contact with less than 50 per cent of the balls. When contact is made there is little control of direction. Bowling: uses correct stepping action and the delivery of the ball is more consistent with few no balls being bowled. No evidence of any variation in the delivery. Fielding: demonstrates both throwing underarm and overarm with some accuracy and consistency and regularly catches the ball coming at different heights and speeds. In the field struggles to get the ball back to the base quickly or accurately due to lack of power. Prefers to field in favourite position. Game: starts to play more effectively in the game but the pressure of the competitive situation affects the performer’s skills.
5 – 6 Batting: adopts correct stance with good grip. Makes contact between 50 per cent and 70 per cent of the time and displays evidence of placing the ball according to the field placing. Bowling: stepping action becoming fluent. The delivery is consistent with very few no balls being bowled. Able to demonstrate a change of height and speed in delivery to try to outwit the batsperson. No evidence of using spin technique. Fielding: demonstrates both overarm and underarm throws with consistent accuracy and catches confidently. In the field can return the ball quickly and accurately to base. Able to pick the ball up on the run and can demonstrate the long barrier. Has difficulty catching balls fielded in from deep field. Game: makes a much more significant contribution to the game and carries out the skills with consistency even in the competitive situation.
7 – 8 Batting: demonstrates a good ready position and good technique when hitting the ball. Makes contact between 70 per cent and 80 per cent of the time with good contact. Shows clear evidence of placing the ball in the field to avoid fielder in differing positions. Bowling: rhythmic stepping action. Demonstrates an extremely consistent level of bowling with only the occasional no ball. Shows full variation of height and speed and demonstrates spin to try to outwit his/her opponent. Fielding: demonstrates all skills with consistency and anticipates where the ball is going and adjust his/her position to field. Shows clear evidence of being able to field the ball accurately to the bases. Can show the long barrier technique and to pick up the ball on the run, either chasing or attacking. Able to consistently catch balls fielded in from deep field. Game: exerts considerable influence on the game in all areas of batting, bowling and fielding.
In play makes very few errors and performs with increasing confidence. Anticipates the flow of the game and encourages team mates into position. Shows evidence of backing up and fielding off the base.
9 - 10 Batting: approaches the box with great confidence and adopts a very positive stance. Makes contact with the ball, ie 80 per cent of the time. Able to place the ball according to the field set and type of delivery using both forehand and backhand. Displays tactical appreciation to get someone home. Bowling: demonstrates excellent technique in all variations of height, spin with very few no balls being bowled. Able to use the box to vary the angle of attack and places the field to bowl so that he/she can exploit the batsperson’s weaknesses. Fielding: can play in any fielding position with great authority and exerts pressure on the batsperson at all times. Game: Exerts significant influence over the game and demonstrates an outstanding level of skill in all areas of batting, bowling and fielding. Shows a wealth of tactical awareness and anticipation in all areas. Performs all skills with great confidence and consistency.
