These replicate the game situation and make the practice more interesting for participants. By focusing on a skill that he perceives to be a personal weakness, Pupil C has shown that he understands his own areas for improvement. He is able to tell the teacher how and why he adapted the initial practice and describes the type of feedback he gave to the rest of his group.
The evidence shows that Pupil C has a high level of understanding about correct shooting technique. He has been able to coach individuals, demonstrating good observation and analytical skills and providing appropriate and accurate feedback.
In this unit, delivered in the summer term of year 8, pupils focused on refining and embedding their skills for performing at maximum levels. They enhanced their understanding by analysing their own performance to make improvements.
They also developed their coaching skills by giving feedback and helping each other to improve. He has shown a good level of understanding when talking about the technique needed and has a good knowledge base on which to build. He has a willingness and aptitude for coaching his classmates. Developing physical competence and performance: Pupil C has demonstrated the ability to link movements together to perform the triple jump effectively, with sound coordination of both legs and arms.
Although lacking speed and power, he has shown that he can measure a run-up accurately to perform a secure take-off and maintain the correct stride pattern for the triple jump. Developing healthy, active lifestyles: Pupil C has demonstrated his knowledge of the rules of triple jump when coaching his classmates.
He discusses safety points with them so that they do not injure themselves. Evaluating and creating solutions: In conversation with his teacher, Pupil C described the correct techniques and success criteria of a technically efficient triple jump.
Although his description is accurate, he could develop it by being even more specific. The film of him jumping shows that he is able to put the correct technique into practice with coordination and control.
Pupil C has shown good coaching ability when supporting his partner in practising and preparing a run-up. As part of a half-term unit of work on identifying and solving problems, pupils took part in an indoor caving session. The pupils planned, carried out and evaluated the task independently. The evidence shows the pupils evaluating the success of their performance in relation to the process and the outcome. As team leader, Pupil C has clearly played a major part in ensuring effective teamwork, engagement and enjoyment.
Having planned his leadership role as part of a homework task, Pupil C has gone on to ensure the team works together to set up equipment and help each other through smaller pathways in the cave. Developing healthy, active lifestyles: Pupil C has planned what to do and how to go about it as part of a team.
He has made informed and reasoned decisions, taking into account his responsibility to himself and others. He has also considered safety as part of his decision making. Evaluating and creating solutions: Working with his team, Pupil C has devised imaginative solutions to this task. He has come up with ideas and selected and applied the most appropriate in order to be effective and successful. Overall, Pupil C is working at level 5. However, there is evidence of a range of levels 4, 5 and 6 across different contexts.
Developing physical competence and performance: In an outwitting opponents context, Pupil C has shown characteristics of level 6. He has consistently demonstrated a range of skills and shown that he can apply them in different contexts. In the dance evidence, he shows he can perform when given initial ideas and can apply some compositional principles, which is characteristic of level 4. However, overall Pupil C is working at level 5. Developing healthy, active lifestyles: The evidence of Pupil C designing a shooting practice for football and planning a fitness circuit shows that he can prepare effectively for activity.
From the evidence it is clear that Pupil C has excellent leadership qualities in specific activity areas. His knowledge and understanding, along with his enthusiasm, enable him to have a positive impact on others in the class. There are some characteristics of level 6 in his work, but overall he is working at level 5. Evaluating and creating solutions: When evaluating to improve, Pupil C has shown that he can identify what he does well and what he needs to focus on. He is able to describe his experiences and is starting to use appropriate vocabulary when talking about technique and strategy.
He has demonstrated that he can perform when given initial ideas and improve when given time and direction. Throughout, his work is characteristic of level 5.
The extracts of pupil work below are a reminder of some of the evidence used to make these judgements. How to use the exemplification files. Add to portfolio Email. Practising techniques and skills. Assessment commentary As the evidence clearly shows, Pupil C is a competent basketball player with the technical skills to outwit an opponent. Circuit training for leg strength 2.
Self review form. Circuit training for leg strength Pupil C focused on increasing his leg power, designing six activities that each lasted a minute. Self review form [jpg 3mb].
Assessment commentary Pupil C has shown a good level of understanding of his own strengths and areas for development. Street dance. Assessment commentary The evidence shows that Pupil C can move in time with the music, follow a motif designed by the teacher and move in time with the rest of the class. Outwitting opponents in rugby and football 2. Striking and fielding practice. Striking and fielding practice Pupil C plays cricket for a local club and is part of the year 8 school cricket team.
Assessment commentary Pupil C is a competent and confident performer. Leading small practices. Assessment commentary As the evidence shows, Pupil C is a confident and effective football coach, leader and organiser. Triple jump as a coach and performer. To start, hit the ball across your body with the outside of your strong foot. Next, quickly turn your ankle and flick the ball back across your body using the inside of the same foot. Pulled off correctly, the elastico will open up all kinds of space!
The most complex of the four moves. The hocus-pocus can take a great deal of time and effort to master. Begin by placing your weaker foot in front of the ball. Tap the ball behind your weaker foot using the inside of your strong foot. Finally hit the ball back across yourself using the inside of your strong foot. Each one of these tricks will shatter even the very best of opponents. If you beat your opponent at a game of strategy because you are more adept and more clever at the game, this is an example of when you outwit your opponent.
Wynn watched their exchange, fascinated by the idea of seeing two bloodthirsty deities try to outwit one another. Such is the universal law, which no man can ever outwit , and with regard to the railroad even we may say it is as broad as it is long. In the latter case its great speed, and the cunning endeavours it makes to outwit its canine pursuers, form the chief attractions of coursing.
The enemy shall not outwit him; the wicked shall not humble him. All rights reserved.
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