Name: ________________________ Class: ________________________ Teacher: ______________________

How To Use My Booklet This is an overall level of all the activities I will be taught during the year. My booklet will help me understand how I can achieve my target level in each activity. At the end of the school year, my teacher will give me an overall level and set me a new target. I can use this booklet in lessons to help me understand how to achieve my target level.

Attainment Target for Physical Education With Sublevels Level 1 1B Students copy, repeat and explore simple skills and actions with basic control and

coordination. They start to link these skills and actions in ways that suit the activities. 1A They describe and comment on their own and others' actions. They talk about how to

exercise safely, and how their bodies feel during an activity. Level 2 2B Students explore simple skills. They copy, remember, repeat and explore simple actions

with control and coordination. They vary skills, actions and ideas and link these in ways that suit the activities.

2A They begin to show some understanding of simple tactics and basic compositional ideas.

They talk about differences between their own and others' performance and suggest improvements. They understand how to exercise safely, and describe how their bodies feel during different activities.

Level 3 3B Students select and uses skills, actions and ideas appropriately, applying them with

coordination and control. They show that they understand tactics and composition by starting to vary how they respond.

3A They can see how their work is similar to and different from others' work, and use this

understanding to improve their own performance. They give reasons why warming up before an activity is important, and why physical activity is good for their health.

Level 4 4B Students link skills, techniques and ideas and apply them accurately and appropriately.

Their performance shows precision, control and fluency, and that they understand tactics and composition.

4A They compare and comment on skills, techniques and ideas used in their own and

others' work, and use this understanding to improve their performance. They explain and apply basic safety principles in preparing for exercise. They describe what effects exercise has on their bodies, and how it is valuable to their fitness and health.

Level 5 5C Students select and combine their skills, techniques and ideas and apply them accurately

and appropriately, consistently showing precision, control and fluency. When performing, they draw on what they know about strategy, tactics and composition.

5B They analyse and comment on skills and techniques and how these are applied in their

own and others' work. 5A They modify and refine skills and techniques to improve their performance. They explain

how the body reacts during different types of exercise, and warm up and cool down in ways that suit the activity. They explain why regular, safe exercise is good for their fitness and health.

Level 6

6C Students select and combine skills, techniques and ideas. They apply them in ways that suit the activity, with consistent precision, control and fluency. When planning their own and others' work, and carrying out their own work, they draw on what they know about strategy, tactics and composition in response to changing circumstances, and what they know about their own and others' strengths and weaknesses.

6B They analyse and comment on how skills, techniques and ideas have been used in their own and others' work, and on compositional and other aspects of performance, and suggest ways to improve.

6A They explain how to prepare for, and recover from, the activities. They explain how different types of exercise contribute to their fitness and health and describe how they might get involved in other types of activities and exercise.

Level 7

7C Students select and combine advanced skills, techniques and ideas, adapting them accurately and appropriately to the demands of the activities. They consistently show precision, control, fluency and originality. Drawing on what they know of the principles of advanced tactics and compositional ideas, they apply these in their own and others' work.

7B They modify them in response to changing circumstances and other performers. They analyse and comment on their own and others' work as individuals and team members, showing that they understand how skills, tactics or composition and fitness relate to the quality of the performance.

7A They plan ways to improve their own and others' performance. They explain the principles of practice and training, and apply them effectively. They explain the benefits of regular, planned activity on health and fitness and plan their own appropriate exercise and activity programme.

Level 8

8C Students consistently distinguish and apply advanced skills, techniques and ideas, consistently showing high standards of precision, control, fluency and originality. Drawing on what they know of the principles of advanced tactics or composition, they apply these principles with proficiency and flair in their own and others' work. They adapt it appropriately in response to changing circumstances and other performers.

8B They evaluate their own and others' work, showing that they understand the impact of skills, strategy and tactics or composition, and fitness on the quality and effectiveness of performance.

8A They plan ways in which their own and others' performance could be improved. They create action plans and ways of monitoring improvement. They use their knowledge of health and fitness to plan and evaluate their own and others' exercise and activity programme.

Exceptional performance

Students consistently use advanced skills, techniques and ideas with precision and fluency. Drawing on what they know of the principles of advanced strategies and tactics or composition, they consistently apply these principles with originality, proficiency and flair in their own and others' work. They evaluate their own and others' work, showing that they understand how skills, strategy and tactics or composition, and fitness relate to and affect the quality and originality of performance. They reach judgements independently about how their own and others' performance could be improved, prioritising aspects for further development. They consistently apply appropriate knowledge and understanding of health and fitness in all aspects of their work.

Badminton Level 3 C I can play overhead shots with a frying pan grip. My shots go in an upwards direction with little power. B My service is not consistent; I often miss the shuttle when trying to serve. A My high serve lands near the front service line Level 4 C I nearly always hit overhead shots that are near to me. B My high serve lands in the middle of the service box. My overhead shots lack power. A My overhead shots generally go up; however I can play downwards shots occasionally. Level 5 C My forehand side is strong. I can play a good smash, drop shot and clear. B My movement is good, but I struggle to reach shots hit to the corners of my court. I usually win my points by forcing my opponent into a mistake. A My overhead shots lack real power as I bend my arm on impact. Level 6 C I play alI overhead shots at arms length. I serve to my opponents backhand both high and short. B My backhand is good, but I lack the ability to place it exactly where I want it. A I can play sustained rallies, moving my opponent around the court. Level 7 C I move around the court easily reaching most shots. My serves are accurate, I can serve high or short with disguise. B I can clear the shuttle to the back of my opponent‟s court putting them under pressure. I can play a point winning smash off a poor return from my partner. A I can play all back hand shots with power but drive may lack accuracy. Level 8 C I can return a well placed shot into the corner putting my opponent under immediate pressure. B I can disguise my serves to play short, high or flick serve accurately to put my opponent under pressure I can win the point at any time after an opponent‟s mistake. A I have an excellent forehand side and my back hand shots are powerful and accurate. I can play a back­hand smash.

Football Level 3 B I can pass with dominant foot from a static position (unopposed). A I can play a short pass with appropriate weight but may not be consistent with accuracy during game situation. Level 4 B I can control the ball with the inside and outside of my foot (unopposed). A I can play the driver pass with appropriate weight with my dominant foot, but may lack accuracy during the game situation Level 5 C I can control my ball with my laces, thigh and chest. B I can select which pass (short, driver) would be most effective when returning the ball in a game situation. A I can run with the ball with dominant foot and go past players in a pressurised situation. Level 6 Throughout the game situation, I demonstrate good technique, making few unforced errors C I am able to create space to receive possession. B I can pass the ball with dominant feet using various techniques. A I can use a variety of body parts to control the ball before demonstrating fluent running with the ball with both feet. Level 7 I may make occasional technical errors, but will not make an unforced error. C I am able to create space and receive passes with various parts of my body while under pressure. B I can pass with both feet (short, driver, lofted) accurately. A I can beat an opponent with a skill (step over, Cryuff, fake and turn) and maintain possession in a game situation. Level 8 C I can find space and control the ball with various parts of the body when under pressure. I can pass the ball with both feet in a variety of ways and maintain possession for extended periods of time in a game situation. B I am strong defensively. I can beat opponents with skill and score goals demonstrating high levels of technique. A I make very few errors when under pressure.

Basketball Level 3 C I can make a chest and bounce pass from a static situation (unopposed). B I can play passes with appropriate weight but may not be consistent with accuracy. A I can run with the ball with my dominant hand but for only small periods of time in a game situation. Level 4 C I can make various passes (chest, bounce, javelin) from a static situation (unopposed). B I show reasonable footwork to receive a pass and can sometimes go past opponents when running with the ball with my dominant hand. A My passing and shooting can lack accuracy in a game situation. Level 5 B I can receive a pass on the move and select the appropriate pass or movement to keep possession in a 2 v 1 situation. A I can run and shoot the ball with dominant hand, often displaying reasonable balance and accuracy in a game situation. Level 6 C I am able to receive the ball in a 1 v 1 situation and select the appropriate pass or footwork to beat an opponent. B I am able to use both hands when running with the ball but non dominant side can lack control. A I am able to perform a lay up shot with good technique from my dominant side Level 7 C I am able to find space and receive the ball in a game situation and select the appropriate pass or footwork, (fake and drive) to beat opponents. B I am able to run with the ball with left and right hands I can perform the lay up shot from both sides of court, demonstrating very good technique. A My 3 point shot can lack accuracy at times. Level 8 C I can create space, receive passes and select appropri­ate pass or footwork to beat opponent in a game situation. B I am able to maintain possession for extended periods of time often displaying good technique and skill with both hands. A I am able to perform jump shot/lay up shot from both sides of the court accu­rately. I only make a few errors when under pressure.

Cricket Level 3 C I can hit a ball bowled slowly at me. B I can bowl overarm, but my delivery lacks accuracy I prefer to bowl underarm. A I can throw and catch (2 handed) with my partner in a close fielding practise without dropping the ball. Level 4 C I can move my feet to place the ball to the 'on' side when batting. B I can bowl overarm to a good length most of the time, but my line is inconsistent. A I can catch one handed and throw accurately to a fielder/wicket keeper. Level 5 C My batting is good, I hit the ball consistently to the 'on' side and can place to the 'off' side occasionally with a square cut shot. B I can grip the ball correctly for seam bowling' and bowl a good line and length most of the time. A I can throw accurately while fielding a moving ball over a long distance without making many mistakes. Level 6 C My footwork is good and I can step forward to play straight drives to the 'on' and 'off' sides. I rarely miss the ball. B My bowing is generally accurate and I normally hit the wicket if it is unguarded. A I can intercept a fast moving ball and field it close to the wicket from a long distance Level 7 C I hit the ball at all times with power and place­ment. I am strong on both „on' and 'off' sides and play with a straight' bat. My bowling is usually to 'off' stump. B I can pitch the ball up well and my deliveries are fast and accurate. I know how to spin bowl and may use an off or leg break occasionally. A I can field in all specialist positions. My throwing is good and when presented with a catch I usually get the batsman out. I can run a batsman out from a direct throw on occasions from a short distance Level 8 C My batting is excellent, I can drive, pull and square cut, placing the ball away from fielders. I can play fine shots to third man and fine leg and can comfortably play against a spinner. My bowling is excellent, I can maintain pressure on the batsman, by bowling straight and quick. B I can get a batsman out by bowling direct or by LBW due to constant accuracy. I can disguise a spin delivery and can disguise a slower ball. My fielding is excellent. I can set a field to counteract a batsman's strengths and can field in any specialist position. A I rarely make a mistake and my stopping and throwing is very accurate. I can force a run out from a short dis­tance can nearly hit the stumps from' the outfield.

Hockey Level 3 C I can dribble the ball in a straight line on the open side. I can push pass the ball from static (unopposed). B I can receive a pass on the open side of the stick (unopposed). A I can block tackle an opponent in front of me with some success. Level 4 C I can dribble the hockey ball around a static object us­ing the open side and sometimes the reverse side of the stick. I can receive the ball on the open side and position my body quickly to play a return pass in a static situation B I can sometimes tackle an opponent using both open and reverse side tackles. A I can sometimes beat my opponent in a game situation. Level 5 C I can dribble the hockey ball around an active opponent using the open side and reverse side of the stick with moderate success. B Once in possession of the ball I can select the most effective pass to my teammate in a 2 v 1 situation. A I can tackle an opponent with moderate success. Level 6 C I can dribble the hockey ball around an opponent at speed and push pass ahead of me to a team mate. B I can find space to receive a pass, and keep possession in a 2 v 1 situation. A I can take the ball from an opponent using an effective tackle appropriate to the situation with good success I can beat my opponent with good success. Level 7 C I can dribble the hockey ball around an opponent at speed. I can find space and receive a pass under pressure. B I can beat an opponent using appropriate skills and maintain possession in a 2 v 2 situation. A I may make occasional errors in the game situation. Level 8 C I can dribble the hockey ball (confidently using Indian dribble) around an opponent and select the appropri­ate pass (which may be at an angle) to one of my team mates. I can find space and can receive a pass under pressure. B I can beat my opponent comfortably, maintain possession of the ball, having a lot of control over the game for extended periods of time. A I can tackle my opponent effectively with very good suc­cess.

Netball Level 3 C You can attempt shoulder, chest and bounce passes but with little accuracy, power and consistency. B Your knowledge of the rules of the game are limited and there is little evidence of correct footwork in competitive situation. A You can carry out practices and ideas given to you by others to help improve your play. You can give reasons why a warm up is important before playing netball. Level 4 C Your passing and catching skills show some improvement in accuracy and consistency and your footwork is generally good in a game. B You can apply simple dodging tactics in a game and select the appropriate pass for the situation. A You can recognise what is good netball performance and use this to try and improve your own performance. You can describe what the effect of playing netball can have on your body. Level 5 C You now show fluency and accuracy in your netball play. B You have a basic understanding of attack and defense principles and demonstrate a knowledge of rules and tactics. A You can comment on the strengths and weaknesses of your own/another players game, and you can take on a variety of roles such as umpire/coach/scorer. You can identify the fitness needs of different roles in the game. Level 6 C You demonstrate skills with speed accuracy and control and show a good standard of passing and catching in practice and game situations. B You read the game well and demonstrate effective marking techniques. You can take the lead in team situation and are careful to involve others. A You can describe how other farms of exercise can help to improve your netball performance. Level 7 C You demonstrate a variety of passes with sound technique and accuracy and your footwork is accurate. You demonstrate the principles of attack and defence and can recognise patterns of play and say how they need to be adapted to increase the chances of success. B You are able to coach other players and identify targets for development of performance. Your umpiring skills are good. A You show a good level of fitness during the game and can plan (l netball specific training programme. Level 8 C You demonstrate a very high quality of passing and catching, your footwork is faultless and you show a range of marking techniques. B You can form game plans in a range of situations and games making a significant contribution to team effectiveness in a variety of roles. A You communicate well with other team members and offer support and advice on how to improve performance of the team/individuals.

Swimming Level 3 C I can swim a width unassisted without touching the bot­tom. B I can choose and perform the safest method of entry into the pool. A I can compare my work with others and show that I understand how I need to improve. Level 4 C I can identify and describe safety considerations for the pool. I can perform a swimming specific warm up. B I can analyse my own and others performance and suggest improvements. A I can swim 25m with the correct body position, leg action and arm acton. Level 5 C I can demonstrate effective breathing and timing in my preferred stroke. I can swim 50m using correct body position, arm action and leg action for at least 2 different strokes. B I can choose and perform practice activities specific to improving my own performance A I can choose and perform appropriate water safety skills according to the situation. Level 6 C I can evaluate my own fitness and technique and plan a program to improve my overall performance. B I can swim 25m using correct technique in 3 different strokes. A I can choose different tactics depending on the dis­tance of a competitive race. Level 7 B I can swim 100m using 2 different strokes using the correct leg, arm and body position. A I can apply BLABT to analyse my own and others per­formance, highlighting strengths and weaknesses ac­cording to the perfect model.

Health Related Fitness Level 3 C I can explain why it is important to warm up be­fore physical activity. B I can identify changes in my breathing when ex­ercising. A I know how to work out my heart rate. Level 4 C I can identify changes in my heart rate during exercise. B I can identify 4 muscles in the body. A I can explain that my heart rate increases to pump blood around my body faster. Level 5 C I can explain that my muscles need oxygen to work, that's why my breathing increases. B I can identify that training can either be general or sport spe­cific. A I can work out what my maximum heart rate is. Level 6 C I can identify at least 3 different methods of training. I can identify at least 7 different muscles in the body. B I can explain that my heart rate increases to take oxygen to the working muscles. A I could plan a specific warm up for a particular type of training and deliver it to a small amount of people. Level 7 B I can plan a circuit that is suitable for general fitness and works every major muscle in the body. A I can identify all the major muscles in the body. Level 8 C I can plan a circuit and warm up that is sport specific and deliver it to a class. B I can identify 5, different types of training and explain there main functions. A I can identify different aspects of fitness i.e. power, agility etc.

Athletics - Runs

Level 3

B I know how my body should move when sprinting. A I know how my body should move when running for long periods of time.

Level 4

B I know how to sprint and can perform for a short period. A I know how to pace myself for the majority of a race.

Level 5

B I can sprint using a good arm action. A I can pace a race and sometimes finish near a set time.

Level 6

B I can sprint using the correct technique for arm and leg action. A I can pace a race and usually finish in a set time.

Level 7

B I can sprint using a consistently good technique. A I can pace a race and consistently finish in a set time.

Level 8

B I can demonstrate excellent technique and performance at speed. A I know about competition rules.

Athletics – Throws

Level 3

B I know how to stand in preparation for the throw A I know the correct grip

Level 4

B I know how to transfer my weight to throw A I know how to retrieve the object safely

Level 5

A I can link a run up/slide with the throw with some success to achieve further distance

Level 6

B I can demonstrate the correct angle of release A I consistently use the correct technique

Level 7

A I can throw consistently for distance

Level 8 C I can demonstrate excellent technique with distance B I now about competition rules A I know the correct weights for my age group.

Racquets Level 1 A With guidance can hit a ball. Level 2 A With guidance can hit a ball over a net using the forehand. Level 3 A With guidance can hit a ball over the net using the backhand. Level 4 B Student is able to play a short rally with minimal movement. Level 5 B Student is able to play a rally while showing ability to move around court A Student can show transition between fore and backhand. Level 6 C Can hit ball over net from back of the court B Move into a net position. A Has a basic understanding of scoring. Level 7 A Can play a forehand volley during a rally. Level 8 B Can perform an accurate volley to the back of the court to create openings. A Is confident at scoring. Level 9 B Possesses some tactical awareness A Can move opponent around the court to create openings. Level 10 A Can demonstrate a lob and a fair smash but not always effectively.

Striking and Fielding Level 1 A Can throw a ball underarm, towards target 1.5 metres away. Level 2 B Can throw a ball underarm accurately the distance between two rounders posts (2m). A Can attempt to catch a ball fed to them. Level 3 C Can grip a bat correctly. B Stands with correct leg forward. A Can attempt to catch a ball thrown gently. Level 4 B Can strike a ball. Knows to place body behind the ball in both airborne and grounded situations. A Can catch a gently thrown ball with some consistency. Level 5 C Can consistently strike a ball. B Attempts long barriers for a grounded ball. A Can consistently catch a ball fielded over a short distance. Level 6 C Can strike a ball towards a pre-determined area. B Can attempt long distance throws and catches. A Will make an active effort to field during game situations. Level 7 C Consistently hits a ball towards pre-determined locations. B Attempts long distance throws and catches with some consistency. A Underarm bowls with some accuracy. Is aware of tactics of fielding in game situations. Level 8 C Is aware of opponents fielding positions and will attempt to hit into open spaces/weak fielders. B Shows consistent short and long fielding skills. A Consistently aware of fielding tactics in game situations (i.e. moves position depending on strengths of batter). Level 9 B Will consistently look for gaps in fielding teams positions and will successfully hit into those areas. A Directs others into correct fielding positions during game situations. Level 10 B When hitting ball shows transference of weight, keeps “eye on ball”, hip movement etc. A Consistently shows and advises others of all skills listed above.

Loxford School of Science and Technology ________________________________________________________________ Loxford Lane ILFORD Essex IG1 2UT Telephone: 020 8514 4666 Facsimile: 020 8514 6257 E-Mail: LSST@loxford.net