Key Stage 3 Assessment
Pupils will be assessed at the start of Year 7 in a baseline unit which will determine their PE set.
Pupils will then be assessed throughout the unit by their teachers and will be ranked on two
assessment elements which will have been the focus for that unit.
Pupils will be given an overall grade for the year based on their four ‘top’ elements. This makes our assessment system
play to individual pupil’s strengths rather than their weaknesses. The elements to be assessed are shown on the
curriculum plan.
The table below shows the grades that can be rewarded to pupils in each element. The table over leaf shows what pupils
should be able to do to be awarded each.
Level
8
7
6
5
4
3
2
Security
+ = + = + = + = + = + = + = -
By the end of KS3
Excelling
Excelling
Securing
Achieving
Developing
Emerging
Emerging
MINDS
-
BODIES
-
HEARTS
MINDS
KEY STAGE 3
ASSESSMENT
EXCELLING
Attributes are applied at the highest
standard we could reasonably expect of a
WGA pupil.
Working with
Others
Skill
Application of
Skill
Fitness
Understanding
your body
How well you use
creativity, tactics
and problem
solving skills.
You mind-set can
make you a
valuable member of
the group
Acquisition –
How well you
learn your skills.
How effective are
you in competitive
situations.
Are you physically
fit enough to
participate in a
wide range of
activities.
Your theoretical
knowledge of
Physical Education.
DICTATE
FACILITATOR
EXCEPTIONAL
NATIONAL
RESILIANT
A*-A
Decisions affect
individual and
team / opponents
performance.
Highly effective
when leading,
organising and
officiating
independently.
Consistently uses
advanced skills
techniques
exceptionally
well.
Has achieved an
exceptional level
of performance in
the sport.
Shows exceptional
levels of fitness
and can work to
exhaustion.
Can lead a full
class.
Can maintain skill
in changing
circumstances,
and overcomes
challenges.
Applies skills
effectively to the
sport all of the
time.
In fitness testing
the pupil achieves
far beyond what
we would expect
ordinarily from a
WGA pupil in a
range of disciplines
& can prescribe
the tests linking
them to
components of
fitness.
Can explain in detail
how the
cardiovascular,
respiratory,
muscular and
skeletal system
works.
Decisions are based
on opponents’
strengths and
weaknesses.
Attributes are firmly embedded and the
HEARTS
Decision
Making
Consistently
demonstrates
advanced
strategies, tactics
or compositions
and applies with
flair in own and
others work.
EXCELLING
BODIES
Sets an academic
and sporting
example to peers,
which positively
influences others
learning.
Others are inspired
by this student.
COMMAND
ROLE MODEL
Drawing on
knowledge of
Can lead a group
safely and
Can demonstrate
skills that we
would not
ordinarily expect
of a WGA pupil.
ADVANCED
Selects and
Combines
Consistently shows
precision, control,
fluency and
originality in the
sport- beyond
what we would
ordinarily expect
of a WGA pupil.
Can use theoretical
knowledge to aid
elite performance.
COUNTY
INTENSIVE
B
At a very high level
in this sport and
Can work
intensively for an
Identify and
describe the
pupil has a lot of experience in a range of
sports.
This is the level our most capable
students could reach at the end of Year 9.
SECURING
To achieve this level you should be
showing advanced skills in a variety of
situations and roles.
A good all-rounder at year 9 could achieve
this level.
advanced
techniques or
techniques – they
apply these with
proficiency and
flair in their own
and others work.
effectively,
adapting to
different situationsalways show
encouragement
and support to
others.
advanced skills,
techniques and
ideas, adapting
them accurately
and appropriately
to the demand of
the activity.
Decisions can
control an
opponents actions.
Understands how
to act/ behave in
different sports
situations and is an
excellent role
model to others.
Skills show
consistent
precision,
control, fluency
and originality.
has the ability to
compete at a high
standard.
Applies skills
effectively and has
an impact on the
game or activity in
all areas.
Demonstrates a
quality
performance when
responding to
changing
circumstances and
other performers.
extended time.
In fitness testing
scores are
consistently high
in most areas &
excelling in some.
Can prescribe
fitness tests
following principles
of training –
specificity,
progression,
overload &
reversibility.
Describe the FITT
principle when
designing a training
session.
Exercise technique
rarely falters.
INFLUENCE
LEADER
CONSISTENT
CLUB
COMMITMENT
C
Decisions at times
control an
opponent’s actions.
Can take the lead
and organise
others. Is confident
in a variety of roles
such as coach,
umpire, official etc
Consistently
replicates skills
that have been
shown in class.
In competitive
situations skills are
performed
effectively.
A physically fit
pupil who shows
effort when
exercising.
Skills and
techniques learnt
are used with
control and are
successful.
Has an influence
on a game or
activity.
In fitness testing
the pupil gains
more than we
would expect for
their stage.
Identify and
describe the
reasons people take
part in sport under
the headings of
social, physical &
psychological.
Strategies, tactics
and compositional
ideas change in
response to
different
circumstances and
different
performers.
Quality of skill is
consistent during
decisions.
Sets an example,
and shows
encouragement
and support to
others.
Engages in the
lesson and is a
positive influence
for the class
learning.
Skills at times
show originality
when adapting to
changing
circumstances
and other
performers.
Starting to show
signs of becoming
an advanced
performer with a
good grasp for the
sport including
game play/ rules/
regulations.
Works hard to
develop fitness in
a range of
disciplines.
Identify and
describe the various
roles available in
sport.
ACHEIVING
This student has got beyond the initial
understanding and is becoming more
secure in a variety of situations.
If you have tried a new activity it may
take some time to reach this level.
A very good year 7 or 8 could achieve this
level.
Most year 9’s will be at this level.
DEVELOPING
This student may be new to aspect of PE
and are beginning to gain an
understanding of what is required. This is
the first stage of showing you are
effective in PE.
The majority of year 7’s will be working at
this level.
RESPOND
ASSISTANT
COMPETENT
SCHOOL YR 9
ENERGY
Knows why and
how to respond in
certain situations.
Can take on
different roles and
shows organisation
and communication
skills.
Can select and
combine skills
techniques and
ideas.
Applies the
majority of skills
effectively in a
game situation.
Is fit for purpose
and can join in all
school activities
and tests.
Pupils apply skills
in a way that
suits the activity
with coordination
and control.
Knows how the
activity’ should
look’ and
demonstrates this
the majority of the
time.
Knows how to
perform exercises
safely and shows
good effort.
Makes decisions
within a game or
activity.
At times uses the
opposition’s
strengths and
weaknesses to
make decisions.
Works well as an
individual and as
part of a team.
Encourages others
and demonstrates
good
gamesmanship and
sportsmanship at
all times.
There is creativity
at times within the
performance.
Understands how
fitness can have a
positive influence
on lifestyle.
D
Can match the
following
components of
fitness to a fitness
test CV & muscular
endurance,
flexibility, strength,
speed, agility,
balance,
coordination,
power & reaction
time.
REACT
TEAM WORKER
IMPROVER
SCHOOL
EFFORT
E
Reacts to
situations,
although
sometimes
decisions take time
to deploy.
Could lead a small
group in an activity
such as a warm up.
Can select and
use skills showing
some
coordination and
control.
Most skills can be
seen within a
game situation.
Shows effort in
lessons but
technique can
vary.
Can record fitness
test results and
take part in tests.
Identify the
following muscles
and demonstrate a
stretch for each –
quadriceps,
hamstrings, triceps,
biceps, deltoids,
and gastrocnemius.
Has a basic
understanding of
how to improve
fitness.
Know the
difference between
static and dynamic
stretches.
Some knowledge of
what tactics,
composition and
strategies are in
different activities.
Helps with problem
solving and starting
to show some
Can work cooperatively with
others.
Knows when to
listen and when to
talk, and usually
makes a positive
contribution to
lessons.
At times the pupil
is successful.
When pressured
the performer
becomes
unpredictable.
creativity.
EMERGING
This pupil is beginning to understand and
develop practically and gain a mind-set in
to develop in PE at WGA.
Some pupils will be at this level when
they arrive at WGA.
PASSIVE
PARTICIPATOR
DEVELOPER
Knows what a
tactic is.
Knows how to keep
score and can
umpire of referee a
basic game with
encouragement.
Pupils copy and
repeat and
explore basic
skills with some
control and coordination.
Can show the tactic
in a closed drill
situation but
struggles within a
competitive
situation.
Let’s other people
make the majority
of decisions for
them.
Listens to others
talk and rarely gets
involved in the
lesson.
Usually follows
rules and
expectations
throughout lesson.
FUNDAMENTALS
Starts to apply
some skills in a
game or
performance
situation.
LIMITED
F
Because of lack of
fitness it is difficult
to undertake
exercise tasks
dictated by the
teacher.
Can give simple
physiological
reasons why we
warm up before
activity.
Can take part in
fitness tests but is
not achieving what
we would expect
from a pupil of this
stage.
Can match a stretch
to a body part when
doing a warm up.