| OUTCOMES
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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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USING MATERIALS, TECHNIQUES, SKILLS AND MEDIA
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Investigat
-ing
and developing fitness
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• Show an ability to engage in physical activity which
raises the heart rate;
• be able to say how the body feels after such an
activity.
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• Sustain energetic activity for a period of time;
• know and describe some of the obvious effects of
exercise on the body.
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• Show some ability to sustain energetic activity
for longer periods of time;
• know and describe in basic terms some of the effects
of exercise on the body.
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• Demonstrate stamina, strength and flexibility appropriate
to the level of physical development; know own limits in participation;
• show knowledge and understanding of the effects
of exercise on the body.
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• Maintain and extend personal exercise habits;
• show awareness of the relationship between exercise
and physical well-being;
• monitor, over a period of time, the effects of exercise
on fitness.
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Using the body
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• Perform a range of single actions, such as running,
stretching and balancing, with some control of body weight;
• be able to share space when performing actions.
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• Begin to combine and link actions together;
• develop control of the body and increasing skill
through better understanding of force, speed and space.
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• Link actions together with increased fluency;
• demonstrate increased control of the body and ability
in refining movement skills within defined working spaces.
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• Demonstrate increased knowledge and understanding
of the basic principles of movement through an improved repertoire
of movement skills;
• show awareness of direction, level and pathway.
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• Consolidate and extend quality and knowledge and
understanding of movement skills in a wider range of activities;
• show control of direction, level and pathway.
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Applying skills
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• Use single actions or a series of single actions
appropriate to simple given tasks;
• recall and repeat with some accuracy single actions
or a series of single actions.
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• Repeat appropriately a range of movement skills
in response to simple given tasks, eg. moving along a piece
of apparatus, jumping and landing safely.
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• Use knowledge and understanding to apply skills
with control and accuracy in predictable situations, eg. a
dance or a game.
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• Use movement skills in a wider range of contexts
and be able to adapt these skills effectively in predicable situations,
eg. low hill walking.
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• Demonstrate independence, knowledge and understanding
and practical ability in different forms of physical activity;
• show an ability to adapt quickly and effectively
to unforeseen or swiftly changing situations, eg. a simulated
water rescue.
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EXPRESSING
FEELINGS, IDEAS, THOUGHTS AND SOLUTIONS
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Creating
and designing
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• Express own ideas in movement;
• select and organise appropriate responses to simple
given tasks;
• show simple structuring in starting and finishing.
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• Express ideas and feelings through simple sequences
of movements;
• develop very simply one idea in response to a given
task or as part of solving a simple problem.
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• Express ideas and feelings through more complex
sequences of movements;
• demonstrate a range of responses to structured tasks;
• understand and use some features of different forms
of physical activity in planning solutions, eg. inventing a
simple game.
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• Create a structured response in movement to ideas,
thoughts and feelings, eg. as part of a small group creating
a section of a dance;
• identify problems and effect solutions to set tasks,
eg. suggest tactics in a team game.
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• Use repertoire of movement skills to create personal
and group responses and to devise more complex and extended solutions
to problems or tasks, including those identified by pupils themselves.
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Co-operating, sharing, communicat
-ing
and competing
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• Co-operate with others in sharing space and equipment;
• show their movement ideas to others and respond
to simple movement signals given by others.
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• Share ideas and work co-operatively, with a partner
and in small groups to fulfil tasks;
• show movement ideas to others and respond to simple
signals given by others;
• participate in simple competitive situations.
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• Co-operate and compete in small groups where a degree
of individual responsibility is required;
• show work that has been produced with others;
• respond to signals given by others in a variety
of simple contexts.
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• In co-operative and competitive situations, share
responsibility for tasks (in both leading and supporting roles);
• show structured work devised with others;
• continue to develop speed and some subtlety in giving
and responding to signals in a range of simple contexts.
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• In co-operative and competitive situations, assume
a range of roles effectively and take some responsibility for
aspects of own learning;
• prepare and perform work for others, outwith the
class;
• continue to develop speed and subtlety in giving
and reading signals in a wide range of more complex contexts.
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EVALUATING
AND APPRECIATING
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Observing, reflecting, describing and responding
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• Observe simple actions, describe some features of
these and offer some personal response at a simple level.
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• Using given criteria, observe and describe simple
activities, including own work, and give a personal response.
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• Observe, reflect upon and describe the performance
of self and peers, against specific given criteria;
• offer evaluative comment and suggest ways of improving
skills.
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• Observe, reflect upon and describe the performance
of self and peers, making reference to criteria;
• share opinions and accept constructive criticism
from peers.
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• Observe closely, identify and comment upon key elements
in performances;
• monitor and adjust personal performance against
given criteria, recognising own strengths and development needs.
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