coursework guidelines booklet...coursework overview 4 cambridge igcse physical education 2...

Coursework Guidelines BookletCambridge IGCSE®

Physical Education

0413For examination from 2019

Cambridge Secondary 2

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

Version 2

Contents

1 Introduction ................................................................................................................... 3

2 Coursework overview ................................................................................................... 4

3 Planning ......................................................................................................................... 5

3.1 Choosing physical activities3.2 Planning a course3.3 Planning assessment3.4 Health and safety

4 Assessment .................................................................................................................. 7

4.1 Assessment of performance4.2 Filming evidence for submission to Cambridge

5 Administration ............................................................................................................ 13

5.1 Submission to Cambridge5.2 Forms and written evidence5.3 Filmed evidence5.4 Special arrangements5.5 Authentication5.6 Candidates with disabilities

6 Marking criteria for physical activities ..................................................................... 15

6.1 Games activitiesAssociation football .......................................................................................................................... 16Badminton .........................................................................................................................................20Baseball .............................................................................................................................................24Rounders ...........................................................................................................................................28Softball ..............................................................................................................................................33Basketball ..........................................................................................................................................36Cricket ..............................................................................................................................................40Golf ...................................................................................................................................................44Handball ............................................................................................................................................48Hockey .............................................................................................................................................52Lacrosse ............................................................................................................................................57Netball ...............................................................................................................................................60Rugby league ....................................................................................................................................64Rugby union ......................................................................................................................................68Squash ..............................................................................................................................................72Table tennis .......................................................................................................................................76Tennis ................................................................................................................................................80Volleyball ...........................................................................................................................................84

6.2 Gymnastic activitiesArtistic gymnastics ............................................................................................................................89Rhythmic gymnastics ........................................................................................................................94Individual fi gure skating .....................................................................................................................98Trampolining ....................................................................................................................................102

6.3 DanceDance .............................................................................................................................................. 107

6.4 Athletic activitiesCross-country running ..................................................................................................................... 113Cycling ............................................................................................................................................. 115Rowing and sculling ........................................................................................................................ 117Track and fi eld athletics ................................................................................................................... 120Weight training for fi tness ............................................................................................................... 123

6.5 Outdoor and adventurous activitiesCanoeing ......................................................................................................................................... 129Hill walking ......................................................................................................................................132Orienteering ....................................................................................................................................138Horse riding .....................................................................................................................................144Mountain biking ...............................................................................................................................148Rock climbing .................................................................................................................................. 152Sailing ..............................................................................................................................................156Skiing ...............................................................................................................................................160Snowboarding .................................................................................................................................164Windsurfi ng .....................................................................................................................................168

6.6 Swimming activitiesCompetitive swimming ................................................................................................................... 173Life saving ....................................................................................................................................... 178Personal survival .............................................................................................................................182Water polo .......................................................................................................................................186

6.7 Combat activitiesJudo ................................................................................................................................................ 191Taekwondo ......................................................................................................................................194

Introduction

3 Cambridge IGCSE Physical Education

1 Introduction

This edition of the Coursework Guidelines Booklet contains updated instructions and assessment criteria for physical activities available for Cambridge IGCSE Physical Education from 2019.

If you would like further information about this syllabus, please contact us at [email protected]

Interactive PDF versions of the coursework forms can be obtained from the samples database at www.cie.org.uk/samples

To record performance data for assessment from 2019, you should use the new coursework forms for use from 2019. These will be available from the samples database at www.cie.org.uk/samples in due course.

For any performance data you are recording before the new coursework forms for 2019 are available, store the information until you can submit the data on the new forms with the other coursework evidence.

Coursework overview


2 Coursework overview

Coursework assesses candidates’ physical performance. This component is worth 50% of the total marks for the qualifi cation. It focuses on Assessment Objective 3: Demonstrate the ability to select and perform appropriate skills to produce effective performance in practical activities.

Candidates are assessed and internally standardised by the Centre. Centre marks are externally moderated.

The coursework component requires candidates to offer four physical activities from at least two of seven categories. Each activity is marked out of 25 marks.

The physical activities are:

Categories Physical activities

Games activities Association footballBadmintonBaseball, Rounders or SoftballBasketballCricketGolfHandballHockey

LacrosseNetballRugby league or Rugby unionSquashTable tennisTennisVolleyball

Gymnastic activities Artistic gymnastics (fl oor and vault) or Rhythmic gymnastics

Individual fi gure skating Trampolining

Dance activities Dance

Athletic activities Cross-country runningCycling Rowing and sculling

Track and fi eld athleticsWeight training for fi tness

Outdoor and adventurous activities

CanoeingHill walking or OrienteeringHorse ridingMountain biking

Rock climbingSailingSkiing or SnowboardingWindsurfi ng

Swimming Competitive swimming Life saving or Personal survival

Water polo

Combat activities Judo or Taekwondo

Planning


3 Planning

3.1 Choosing physical activitiesYou decide which of the physical activities from the list to teach and assess. This will be determined by several factors including:

• interests, stages of development and abilities of candidates

• teaching resources and expertise of staff

• facilities and equipment

• time available

• candidate numbers.

Typically, you will offer six to eight activities across the range of candidates, although some Centres will offer fewer or more activities. Providing a range of activities rather than just four is likely to better suit specifi c candidates.

Activities outside the school curriculum (where students have developed ability through other providers, for example a local club) can be assessed, but in all cases the activity must be on the list of activities in section 2 of this booklet and you must retain responsibility for monitoring, assessing and standardising candidates’ work.

3.2 Planning a courseAdditional materials to help you deliver Cambridge IGCSE Physical Education can be found on the Teacher Support Site at teachers.cie.org.uk:

• syllabus

• report on the examination, compiled by the Principal Examiner and Principal Moderator after each examination series

• past papers and mark schemes

• scheme of work

• example candidate responses

• Physical Education discussion forum

• Coursework Handbook.

3.3 Planning assessmentIt is recommended that assessment takes place at least three times during the course so that records of candidates’ progress are available. This allows for unforeseen circumstances, such as candidate ill health, which could prevent a fi nal assessment taking place.

If you teach physical activities on a modular basis over the course, you may need to fi lm evidence of candidates’ performance at the end of a module and then retain it for moderation purposes.

Planning


3.4 Health and safetyCandidates may be placed in physically demanding situations when taking part in physical activities. It is the responsibility of the Centre, through the Head of Physical Education or equivalent, to ensure that:

• candidates are capable of taking part in physical activities; if there is any doubt medical advice should be sought

• the health and safety of candidates is paramount and maintained at all times when candidates are engaged in physical activities as part of this course

• the necessary facilities and equipment are available and safe for each activity in which candidates take part

• additional safety guidelines included in the guidance notes are followed.

You should always follow best practice in conducting physical activities. A textbook that you may fi nd helpful is Safe Practice in Physical Education, School Sport and Physical Activity by the Association for Physical Education (2016; ISBN 978-1-909012-35-6).

Assessment


4 Assessment

4.1 Assessment of performanceThe assessment, including the production of fi lmed evidence of candidates performing in physical activities, is an integral part of the Cambridge IGCSE Physical Education course. It is the responsibility of the Centre, through the Head of Physical Education or equivalent, to ensure that:

• they oversee the assessment process

• there is effective internal standardisation across the Centre’s assessments

• they oversee all staff involved in the assessments, including during off-site activities

• they arrange for evidence of performance to be fi lmed for the moderation sample.

You should identify a sample of fi ve candidates in each activity offered at the Centre, which will represent the full range of marks awarded by the Centre. See the samples database at www.cie.org.uk/samples

For each physical activity candidates must:

• respond readily to instructions

• recognise and follow relevant rules, laws, codes, etiquette and safety procedures for activities or events, in practice and during competitions

• understand the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular clothing, footwear and protection are worn for activities

• know how to use equipment safely

• be familiar with a warm-up routine before exercise and cool-down routine after exercise relevant to the exercise or physical activity

• be familiar with the practices, drills and games that are used for assessment.

Candidates in the sample should be identifi ed by large numbered or lettered bibs or card numbers pinned back and front in each activity. See section 4.2.4 of this booklet on candidate identifi cation.

There are three main stages in assessing the coursework component:

• the Centre marks candidates’ practical work

• the Centre internally standardises assessment of all candidates’ practical work

• Cambridge externally moderates the Centre assessment of candidates’ practical work.

There should be a suitable warm-up at the start of the performance. This is important for safety reasons as well as ensuring the candidates perform to the best of their ability. You do not need to fi lm the warm-up. You should assess candidates on skills (possibly in a conditioned situation) and then in a game/longer/full activity, if applicable.

Your assessment of all candidates’ performance should always take place during the activity and must not be based on fi lmed evidence.

Assessment


4.1.1 MarkingMarking criteria for each physical activity are provided in section 6 of this booklet.

The marking criteria for each physical activity include a performance description for each level. These give an overall description of the performance expected from a candidate achieving that level. The performance descriptions for each level are the same for all activities and are intended to ensure that it is not easier to obtain a level in one activity compared with another. You should consider this when carrying out Centre moderation.

Level Marks Performance description for all physical activities

Level 6 23–25 Candidates demonstrate:

• exceptional performance• performance that signifi cantly exceeds description for Level 5.


• performance that is effective, as appropriate to the activity• a good ability to select and apply the most appropriate skills• performance that usually produces intended results/accuracy.


• performance that is usually effective, as appropriate to the activity • an ability to perform and to apply a range of appropriate skills• performance that usually produces intended results/accuracy depending on level

of demand.


• performance that is sometimes effective, as appropriate to the activity• an ability to perform skills that are sometimes appropriate• performance that sometimes produces intended results/accuracy.


• performance that is inconsistent and is only occasionally effective • a limited ability to perform basic skills with a low level of demand• performance that occasionally produces intended results/accuracy.


• performance that is ineffective.

To further assist in assigning candidates to levels, the marking criteria also provide either:

• Performance tables for objectively marked activities (such as swimming and track and fi eld athletics) where the candidate’s level and mark is based on times/distances or

• Activity-specifi c guidance on the skills that are required to demonstrate each level of performance for a particular activity.

Assessment


The general marking principles for assessing activities with activity-specifi c skills guidance are as follows.

• The performance description and the activity-specifi c skills should be read and applied as a whole.

• A best-fi t approach should be used to match a candidate’s whole performance to a level. Candidates do not have to meet all the requirements within a level before a performance can be placed in that level. The question to ask about a performance is: does it match this level better than another level, e.g. does it match Level 4 better than it matches Level 3?

• The activity-specifi c skills guidance provides examples of the skills that the candidate is expected to be able to demonstrate at that level. Alternative skills may only be substituted if they are of at least equivalent diffi culty (e.g. the same or higher tariff skill in a trampolining routine).

• Marking should be positive, rewarding achievement where possible but clearly differentiating according to candidate ability.

• A candidate who can just demonstrate the skills listed should be awarded the minimum mark for that level.

• The way the skills are executed, including technique, form, control, consistency and the linking of skills, moves a candidate’s mark higher within the level. Marks awarded should refl ect similarities and differences between candidates.

• Weaker performance in one skill may be compensated for by the demonstration of stronger performance in another skill.

• If the performance convincingly fi ts all aspects of the activity-specifi c skills guidance and the performance description (and the teacher had perhaps been considering the band above), the highest mark should be awarded.

For activities with activity-specifi c guidance on skills, Centres should list all the candidates in rank order on the order of merit form for the activity, and assign them to approximate levels for their performance using the performance and skill descriptions, before assigning the individual marks. Boys and girls must be placed in separate lists, with the most able candidate at the top. The activity-specifi c skills guidance should assist in determining the rank order.

If Centres offer off-site activities, such as skiing and horse riding, and where instruction is provided by qualifi ed instructors, it is essential for Centre staff (that is the school teacher and not the off-site instructor) to assess the performance to verify the accuracy and authenticity of the marks awarded. Centre staff and not other adults must take responsibility for awarding the mark.

4.1.2 Assessment documentationAll coursework forms can be obtained from the samples database at www.cie.org.uk/samples

To record performance data for assessment from 2019, you should use the correct new coursework forms for use from 2019. These will be available from the samples database at www.cie.org.uk/samples in due course.

For any performance data you are recording before the new coursework forms for 2019 are available, store the information until you can submit the data on the new forms with the other coursework evidence.

The performance description and the activity-specifi c skills should be read and applied as a whole.

All marks should be recorded on the Coursework Assessment Summary Form.

Assessment


An order of merit form should also be completed for each physical activity. There are specifi c versions of this form for some physical activities, see the notes for each activity in section 6. Boys and girls can be assessed together, but marks should be placed in separate lists and in separate rank order. The sample of candidates shown in the fi lmed evidence should be identifi ed on the order of merit form. The candidate identifi cation in the fi lmed evidence should match the identifi cation on the forms.

For some physical activities, Cambridge requires the collection of additional evidence produced by candidates, such as route sheets in orienteering.

For some physical activities, candidates may submit additional evidence, such as results and fi lmed evidence from competitions.

If a candidate submits no work for the coursework component, they should be marked as absent from the component on the coursework mark sheets sent to Cambridge. If a candidate completes any work at all for the coursework component the work should be assessed according to the criteria and marking instructions and the appropriate mark, which may be zero, should be awarded.

4.1.3 Internal standardisationIf more than one teacher in the Centre is marking coursework, you must make arrangements to standardise teachers so that all candidates are assessed to a common standard. Activities should be standardised against each other (i.e. it should be equally diffi cult to achieve, for example, the same marks in association football as it is in hill walking).

The sample you submit to Cambridge should include examples of the marking of each teacher. You should record the internally moderated marks for all candidates on the Coursework Assessment Summary Form and on the order of merit forms and any other activity-specifi c assessment forms and submit these marks to Cambridge electronically or using the Internal Assessment Mark Sheet (MS1).

For information, dates and methods of submission of the coursework marks and sample please see the samples database at www.cie.org.uk/samples

Cambridge will externally moderate all internally assessed activities.

• You must submit the marks of all candidates to Cambridge.

• You must submit the marked work of the sample of candidates in each physical activity to Cambridge. The samples database provides details of how the sample is selected and how it should be submitted.

4.1.4 External moderationThe purpose of external moderation is to ensure that the standard for the award of marks in coursework is the same for each Centre and that each teacher has applied the standard appropriately across the range of candidates within the Centre.

4.2 Filming evidence for submission to Cambridge4.2.1 Requirement for fi lmingAll Centres must provide fi lmed evidence of the sample of fi ve candidates’ performances in every physical activity offered at the Centre. Filmed evidence is integral to the assessment of Cambridge IGCSE Physical Education. It is the responsibility of the Centre, through the Head of Physical Education or equivalent, to ensure that the fi lmed evidence is suffi ciently comprehensive and in a suitable format to enable external moderation to take place effi ciently. Production of fi lmed evidence of physical activities must not be delegated to candidates.

Assessment


The fi lmed evidence is used by the External Moderator as evidence to check on the standard of assessment. You are advised to take great care in producing the fi lmed evidence to ensure that it accurately shows the performance levels achieved by candidates. You could potentially disadvantage candidates by producing fi lmed evidence that is of low quality or which fails to provide the evidence to justify the awarded marks.

Each physical activity should have fi lmed evidence of approximately 10 to 15 minutes depending on candidate numbers.

4.2.2 Planning fi lmingThe Head of Physical Education or equivalent should carefully plan the production of fi lmed evidence to produce the best evidence of candidates’ performances.

• The teacher should plan the date(s) of assessment and prepare for the fi lming; bearing in mind that fi lming can be interrupted by weather or other school events.

• The teacher should keep a record of each practice/activity they plan to fi lm. The best fi lmed results often occur when one teacher fi lms the physical skill while another teacher organises the candidates and the practices/activities.

• The candidates selected for the fi lmed activities should be prepared for the occasion. It is a good idea to run through the skills likely to be fi lmed before the day of fi lming. During the practice the teacher can identify the best positions for placing the camera to fi lm each skill.

• The angle of the camera should enable both the skills and the outcome to be shown. For example, a lay up shot in basketball needs to show the player’s movement towards the basket and whether the shot is successful or not. Film angles should allow the following to be seen:

– candidate identifi ers at all times

– the execution of skills

– the outcome

– the interaction in conditioned team situations, e.g. marking in netball.

• Fixing the camera point (usually with a tripod) improves fi lming but only if the initial position is good.

• Camera, facilities and equipment need to be checked in advance to ensure the fi lming runs smoothly. Where teachers are using unfamiliar camera equipment they should practise using the equipment before fi lming takes place.

4.2.3 Performance requirements for fi lmingIn each activity, candidates should demonstrate their ability to perform the required skills and techniques. For example, in basketball, the ability to dribble, pass and receive the ball, and perform different methods of scoring in an unopposed situation should be fi lmed. Each of these skills can be demonstrated clearly in a small group situation, e.g. a lay up shot with three candidates attempting to perform the shot from one side of the basket while two or three other candidates retrieve the ball off the backboard in a continuous drill. It may be possible to place the candidates in a simple conditioned game where team skills, if applicable, can be demonstrated. In such a situation, a half-court game or similar might be used. Finally, higher ability candidates should be seen in a full game.

The fi lming of performance in all physical activities consists of two aspects.

1 Skills practice. A teacher should organise skills practices. When the teacher is satisfi ed that the candidates for the fi lmed sample know what they need to demonstrate, they should be fi lmed for each practice/drill. This should be continuously fi lmed from a distance to show all candidates in the sample

Assessment


demonstrating this particular skill. The fi lming for one practice may only last a few minutes and then the teacher will move on to a different skill. The fi lming will continue until all the essential skills of the activity have been shown in isolation or in small group practices. The fi lm must provide evidence to support the awarded mark. The best aspects of performance should be fi lmed, for example, a candidate achieving a mark in Level 5 will demonstrate a higher skill ability than a candidate achieving a mark in Level 3. Higher ability candidates are not required to demonstrate basic skills.

2 Performance. The conclusion of each assessment will be a game situation or evidence from a longer performance or routine or the full activity. For games, this may be a full game or a small-sided or conditioned game. The fi lming of evidence can be diffi cult in a large game, such as football or hockey. In such cases, the fi lming might need to be done from a closer position and each identifi ed candidate should be ‘tracked’ by the camera, ideally when they are near to the action in the game.

Accompanying notes should be provided, particularly when there is no verbal commentary. An accurate description of how well candidates are performing is helpful.

4.2.4 Candidate identifi cationIdentifi ers for candidates in the sample must be provided on the assessment forms for all activities. This is essential. Appropriate identifi cation allows candidates to be clearly and consistently identifi ed during performance of the activities. The External Moderator must be able to refer to the candidates’ identifi ers at all times.

Numbers or letters must be displayed on the front and back of shirts and be clearly visible in the fi lmed evidence, taking into account light and camera distance.

As an example, when fi lming a game of football, the following system may be used:

1 use two different bib colours that the candidates continue to wear throughout the game

2 candidates in the sample display numbers on the outside front and back

3 candidates not in the sample wear their bibs inside out to hide the number.

Where a candidate appears in fi lmed evidence for more than one activity, it is useful if they use the same candidate identifi er across all their physical activities.

On-screen captions can be helpful but only in addition to individual numbers or letters.

The identifi ed candidates should be tracked by the camera.

4.2.5 Common problems when fi lmingIt is important that all fi lmed evidence is checked to ensure that it is clear. Problems that frequently occur include the following.

• Sequences of fi lming the ground when the camera is inadvertently left recording without an operator.

• The camera pointing into bright sunlight from a dark gymnasium, making it impossible to identify candidates. Whenever possible try to fi lm in good natural light or with sunlight behind the camera. Some cameras automatically adjust to the light intensity but often take time to do so. Move the camera slowly from light to dark.

• Too much hand-shake when fi lming. The operator needs to hold the camera as steadily as possible when fi lming. Use of a tripod may be helpful.

• People talking behind the camera: pupil comments, background discussions, shouts of praise.

• Wind noise can make commentaries diffi cult to hear.

Administration


5 Administration

5.1 Submission to CambridgeFollow the processes for selecting and submitting coursework samples for moderation as detailed in the Cambridge Handbook.

For information, dates and methods of submission of the coursework marks and sample, please refer to the samples database at www.cie.org.uk/samples

5.2 Forms and written evidenceThe following documents should accompany the fi lmed evidence:

1 MS1 (or equivalent)

2 Coursework Assessment Summary Form

3 Order of Merit Form for each physical activity showing candidates’ marks in rank order for each activity. The sample of candidates shown in the fi lmed evidence should be identifi ed on the Order of Merit Form. The candidate identifi cation in the fi lmed evidence should match the identifi cation on the forms.

4 Any supporting evidence, e.g. route sheets for orienteering, competition results print-outs, etc.

5.3 Filmed evidenceIt is the responsibility of the Head of Physical Education or equivalent to ensure that the fi lmed evidence is as good as it possibly can be for moderation purposes.

Centres must check fi lmed evidence before despatch to ensure that the evidence is appropriate and suitable to support the marks awarded. Centres must keep a copy of all submitted evidence at the Centre.

5.4 Special arrangementsFor candidates who are unable to complete the full assessment of coursework or whose performance may be adversely affected through no fault of their own, you should consult the procedures which can be found in the Cambridge Handbook. You should apply for special arrangements in such cases as early as possible in the course. Centres are advised to retain fi lmed evidence of candidates’ assessments during the course of study in case of injury. All cases of special arrangements must be accompanied by full evidence, details of which can be found in the Cambridge Handbook.

5.5 AuthenticationAs with all coursework, you must be able to verify that the work submitted for assessment is the candidate’s own work.

Administration


5.6 Candidates with disabilitiesYou should not prevent any candidate from participating in the physical activities on the grounds of disability.

Within the range of physical activities offered, candidates with disabilities will be capable of achievement in the assessment objectives with or without adaptation in their chosen activities.

Where a candidate with a disability chooses an activity which needs adaptation to meet their needs, you must take steps to ensure that they are not penalised. In such instances, and before beginning to teach the course, you must inform Cambridge, indicating the nature of the candidate’s disability and suggesting ways in which the activity might be adapted. Cambridge will then consider the situation. See ‘Access arrangements’ in the Cambridge Handbook.

Marking criteria for physical activities Games activities


6 Marking criteria for physical activities

6.1 Games activitiesActivities in this section:

• association football

• badminton

• baseball, rounders or softball

• basketball

• cricket

• golf

• handball

• hockey

• lacrosse

• netball

• rugby league or rugby union

• squash

• table tennis

• tennis

• volleyball.

Candidates cannot enter more than one activity from baseball, rounders and softball and also may not enter for both rugby league and rugby union.

Candidates should demonstrate the ability to select and perform appropriate skills to produce effective performance.

Candidates should:

• play the full recognised version of a competitive game demonstrating appropriately advanced techniques

• use strategies and tactics of competitive play and adapt these to the strengths and limitations of other players

• understand and apply the rules of the game including those governing specifi c competitions.

All activities in this section should be fi lmed in a way which allows moderators to see the appropriate aspects of performance. For details see the relevant section on fi lmed evidence in the individual criteria.



Association football Assessment requirements

• It is preferable for boys and girls to be assessed separately, e.g. boys against boys and girls against girls. When there is a limited number of girls or boys, mixed games must be conditioned.

Assessment conditions

Candidates should play and practise against players of a similar ability.

The range of skills that need to be assessed will depend on the ability of the candidate.

• Level 2 and below may need to demonstrate skills in isolation.

• Level 4 and 3 must demonstrate skills in conditioned games/drills and in a small-sided game.

• Level 5 and above must demonstrate skills in conditioned games/drills and in a school or club game, or in a game of an appropriate standard.

Goalkeeping skills should be mainly assessed in dynamic game situations, to demonstrate shot-stopping, ball-handling, positional play and distributing the ball.

Evidence

• Filmed evidence should only include the skills required to demonstrate the awarded mark. This will result in different evidence for different levels of candidate.

• It is important that both the skill and the outcome can be seen, e.g. the result of a shot at goal or of a pass to a team mate.

• Filming from an appropriate distance is essential, so the bib numbers or letters of all candidates being assessed can be clearly viewed at all times.

Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the ability of other players, team mates creating opportunities and opposition restricting time and space.

Assessed skills

In association football, the mark is determined by the performance of individual skills and their application in game situations. It is also determined by the ability to perform attacking and defending skills in a game situation, particularly for higher ability candidates.

Skills and techniques

Passing ReceivingTacklingDribblingHeadingShooting Goalkeeping (required if candidate is being assessed as a goalkeeper)



Game skills

Attacking play: mobility and penetration, retaining possession, creating space to receive a pass or to shootDefensive play: marking and/or delaying an opponent, timing of a tackleGoalkeeping: positional awareness, agility, communication, accuracy of distribution

Marks should be entered on the Generic Order of Merit Form, which is available from www.cie.org.uk/samples





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alan

ce a

nd c

ontr

ol in

situ

atio

ns w

here

pr

essu

re f

rom

opp

onen

ts c

reat

es li

ttle

tim

e or

spa

ce o

r bo

th•

shoo

ting

in a

dyn

amic

situ

atio

n sh

ows

pow

er a

nd v

ery

good

pla

cem

ent

• go

alke

epin

g in

gam

e pl

ay: c

onsi

sten

t ha

ndlin

g of

sho

ts a

nd c

ross

es, b

rave

ry a

nd a

gilit

y,

appr

opria

te p

ositi

onal

aw

aren

ess,

plu

s ac

cura

te d

istr

ibut

ion

whe

n ki

ckin

g fr

om t

he h

and

or

thro

win

g ov

er a

var

iety

of

dist

ance

s.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in d

ynam

ic d

rills

an

d in

gam

e p

lay

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ceiv

ing/

cont

rolli

ng t

he b

all d

eliv

ered

at

pace

con

sist

ently

, with

goo

d sk

ill, u

sing

diff

eren

t pa

rts

of t

he b

ody;

con

trol

oft

en e

nabl

es d

istr

ibut

ion

quic

kly

and

accu

rate

ly•

pass

ing

over

var

ying

hei

ghts

and

alo

ng g

roun

d; p

assi

ng h

as g

ood

dire

ctio

n an

d w

eigh

t ac

cura

cy

incl

udin

g re

ason

able

pas

sing

to m

ovin

g te

am m

ates

• dr

ibbl

ing

ball

with

con

trol

but

less

acc

urac

y at

spe

ed•

som

e po

wer

whe

n he

adin

g th

e ba

ll in

def

ence

and

in a

ttac

k•

all b

all s

kills

exe

cute

d w

ith g

ood

tech

niqu

e, b

alan

ce a

nd c

ontr

ol in

situ

atio

ns w

here

pre

ssur

e fr

om o

ppon

ents

cre

ates

litt

le t

ime

on t

he b

all

• sh

ootin

g in

a d

ynam

ic s

ituat

ion

show

s po

wer

and

goo

d pl

acem

ent

• go

alke

epin

g in

gam

e pl

ay: r

easo

nabl

y co

nsis

tent

han

dlin

g of

sho

ts a

nd c

ross

es, b

rave

ry a

nd

agili

ty, p

lus

reas

onab

ly a

ccur

ate

dist

ribut

ion

whe

n ki

ckin

g fr

om t

he h

and

or t

hrow

ing

over

a

varie

ty o

f di

stan

ces.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sA

sso

ciat

ion

fo

otb

all s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in d

emo

nst

rati

ng

mo

st s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ceiv

ing/

cont

rolli

ng t

he b

all d

eliv

ered

at

a st

eady

pac

e co

nsis

tent

ly, w

ith g

ood

skill

and

w

hen

cand

idat

e ha

s tim

e, u

sing

diff

eren

t pa

rts

of t

he b

ody;

con

trol

oft

en e

nabl

es d

istr

ibut

ion

accu

rate

ly•

pass

ing

has

dire

ctio

n an

d w

eigh

t ac

cura

cy e

spec

ially

whe

n pa

ssin

g to

sta

tiona

ry te

am m

ates

• dr

ibbl

ing

ball

with

con

trol

but

less

acc

urac

y at

spe

ed•

som

e po

wer

whe

n he

adin

g th

e ba

ll in

def

ence

and

att

ack

• al

l bal

l ski

lls e

xecu

ted

with

reas

onab

le te

chni

que,

bal

ance

and

con

trol

in s

ituat

ions

whe

re t

here

is

litt

le p

ress

ure

and

cand

idat

e ha

s tim

e•

shoo

ting

in a

sta

tic s

ituat

ion

show

s so

me

pow

er a

nd a

ccur

ate

plac

emen

t bu

t is

muc

h le

ss

accu

rate

whe

n in

a d

ynam

ic s

ituat

ion

• go

alke

epin

g: h

andl

es t

he b

all q

uite

wel

l whe

n no

t un

der

pres

sure

but

pos

ition

al p

lay

can

be

inco

nsis

tent

, and

dis

trib

utio

n ca

n of

ten

lack

acc

urac

y an

d di

stan

ce.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ceiv

ing:

lim

ited

cont

rol o

f th

e ba

ll fr

om g

roun

d pa

sses

in s

impl

e is

olat

ed p

ract

ices

• pa

ssin

g: li

mite

d ac

cura

cy w

hen

pass

ing

to a

noth

er p

laye

r in

sim

ple

isol

ated

pra

ctic

es a

nd w

hen

not

unde

r pr

essu

re•

drib

blin

g: fo

rwar

d m

omen

tum

, bal

ance

and

con

trol

are

oft

en d

iffi c

ult

to m

aint

ain

whe

n m

ovin

g fo

rwar

d w

ith t

he b

all

• he

adin

g: te

ntat

ive

and

lack

s co

nfi d

ence

and

rar

ely

atte

mpt

s to

hea

d th

e ba

ll•

shoo

ting:

sho

otin

g a

stat

ic b

all a

t go

al la

cks

accu

racy

and

/or

pow

er in

isol

ated

pra

ctic

es, e

ven

whe

n cl

ose

to g

oal

• go

alke

epin

g: h

andl

ing,

pos

ition

al p

lay

and

dist

ribut

ion

are

very

inco

nsis

tent

, eve

n in

isol

ated

pr

actic

es.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



BadmintonAssessment requirements

• Candidates should be assessed in singles play only.





• Level 3 may need to demonstrate skills in isolation and/or in conditioned games/drills.

• Level 4 and above must demonstrate skills in conditioned games/drills and in game play.

Evidence

• Filmed evidence should only include the evidence required to demonstrate the awarded mark. This will result in different evidence for different levels of candidate.

• It is important that both the skill and the outcome can be seen, e.g. both the execution and the result of a smash or drop shot.

• The camera should be positioned at one end of the court so that both players and the outcome of their skills can be viewed at all times.

• Only one court, with two candidates playing singles, should be fi lmed at any one time.

Identifi cation


Level of demand

This is set by the ability of the opponent and the diffi culty of the shot or serve being received during rallies.

Assessed skills

In badminton, the mark is determined by the performance of individual skills and their application in rallies and game situations.


Forehand: grip, overhead clear, underarm clear (lift), smash, drop shot, driveBackhand: grip, drop shot, driveServe: grip, long, short, fl ick (forehand and backhand)

Game skills

Variation of serve: low/high, short/long, receiving and returningPlacement and variation of shots: depth, direction, high, low, drop, cross court




Please turn over for the marking criteria





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

adm

into

n s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in r

allie

s an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ra

llies

mai

ntai

ned

with

sho

t se

lect

ion

to a

pply

pre

ssur

e to

win

poi

nts

• co

rrec

t sh

ot e

xecu

tion

and

shut

tleco

ck p

lace

men

t us

ing

wid

th a

nd d

epth

• ac

cura

tely

pla

ced

serv

es u

sing

low

and

sho

rt, l

ong

and

high

var

iatio

ns•

clea

rs t

rave

l cou

rt le

ngth

, dro

p sh

ots

are

low

and

tig

ht to

the

net

• sm

ash

is c

ontr

olle

d, fo

rcef

ul a

nd a

ngle

d to

mid

cour

t us

ing

a cl

ear

whi

p ac

tion

and

arm

ex

tens

ion

• ba

ckha

nd is

use

d w

ith t

he a

ppro

pria

te b

ody

posi

tion,

cha

nge

of g

rip, a

rm s

win

g an

d w

rist

actio

n•

effe

ctiv

e co

urt

mov

emen

t an

d an

ticip

atio

n of

retu

rns

is a

ppar

ent.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in r

allie

s an

d in

a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ra

llies

mai

ntai

ned

for

a nu

mbe

r of

sho

ts•

serv

es s

how

sho

rt/lo

ng d

istin

ctio

n, b

ut lo

ng s

erve

s do

not

reac

h re

ar li

nes

and

shor

t se

rves

are

so

met

imes

too

high

• dr

op s

hots

are

gen

eral

ly c

lose

to t

he n

et•

driv

es a

nd c

lear

s sh

ow d

epth

fro

m t

he m

idco

urt,

with

som

e ev

iden

ce o

f w

hip

tech

niqu

e•

smas

hes

show

som

e va

riatio

n in

pow

er, b

ut w

hip

actio

n is

not

ful

ly d

evel

oped

• in

cons

iste

nt u

se o

f ba

ckha

nd, b

ut w

hen

used

sho

ws

som

e ev

iden

ce o

f fu

ll ar

m s

win

g an

d co

rrec

t bo

dy p

ositi

onin

g•

varie

ty in

sho

ts to

mov

e th

e op

pone

nt ro

und

the

cour

t•

know

ledg

e of

whe

re to

sta

nd to

ser

ve a

nd to

rece

ive,

but

ant

icip

atio

n of

retu

rns

is in

cons

iste

nt•

shut

tleco

ck r

arel

y m

ishi

t.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

adm

into

n s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ra

llies

can

not

alw

ays

be m

aint

aine

d•

serv

es la

ck v

aria

tion

and

drop

sho

ts a

re r

arel

y us

ed•

clea

rs la

ck d

epth

, and

mos

t sh

ots

are

play

ed f

rom

the

mid

cour

t•

tend

ency

to p

lay

sim

ilar

shot

s fr

om t

he m

idco

urt,

so

that

insu

ffi c

ient

pre

ssur

e is

app

lied

to t

he

oppo

nent

• sm

ashe

s ar

e ra

rely

use

d, a

nd a

re p

laye

d w

ith a

low

elb

ow/a

rm s

o th

ey la

ck p

ower

and

acc

urac

y•

retu

rns

are

rare

ly a

ntic

ipat

ed a

nd t

he c

andi

date

is o

ften

out

of

posi

tion

• in

cons

iste

nt h

ittin

g of

the

shu

ttle

cock

• ra

llies

will

be

won

due

to o

ppon

ent’s

err

ors

rath

er t

han

cand

idat

e ap

plyi

ng p

ress

ure.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• lim

ited

skill

s in

sim

ple

ralli

es t

hat

are

usua

lly n

ot s

usta

ined

• se

rves

hav

e lit

tle/n

o va

riatio

n an

d ha

ve li

mite

d su

cces

s•

shot

s ar

e pl

ayed

mai

nly

unde

rarm

with

no

whi

p ac

tion

and

limite

d ar

m e

xten

sion

• ba

ckha

nd is

rar

ely

used

and

onl

y w

ith a

sim

ple

unde

rarm

act

ion

• co

urt

mov

emen

t is

ver

y lim

ited,

and

litt

le e

vide

nce

of e

arly

ant

icip

atio

n of

retu

rns.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



BaseballThis activity must not be offered with rounders or softball.



The range of skills that need to be assessed will depend on the ability of the candidate:

• Level 3 and below may need to demonstrate skills in isolation or in conditioned games/drills. Candidates’ ability as both batters and fi elders should be assessed.

• Level 4 and above must demonstrate skills in conditioned games and in game play. Candidates’ ability in all three roles in a game (batter, pitcher and fi elder) must be assessed.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the throw/strike and the fl ight of the ball.


Identifi cation


Level of demand

This is set by the speed of the ball in all aspects of the activity.

Assessed skills

In baseball, the mark is determined by the performance of individual skills and their application in game situations.


Batting: hit high and long and into spacePitchingFielding: catching and throwing hard and fl at to bases, backing up, backstop (if applicable)






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

aseb

all s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ju

dgin

g w

heth

er to

str

ike

or le

ave

a pi

tch

• pi

tchi

ng t

he b

all a

ccur

atel

y•

mov

ing

in t

he fi

eld

to re

act

to p

lay

• re

ceiv

ing

a ba

ll an

d qu

ickl

y th

row

ing

fast

, fl a

t an

d ha

rd c

onsi

sten

tly to

a t

arge

t (fi

elde

r) 3

0 m

aw

ay•

catc

hing

a b

all,

thro

wn/

hit

with

pac

e•

tran

sfer

ring

a ca

tch

to t

hrow

ing

hand

qui

ckly

• hi

ttin

g a

ball

at le

ast

40 m

(to

fi rst

bou

nce)

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a p

ract

ice

and

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g a

ball

at le

ast

30 m

(to

fi rst

bou

nce)

• so

me

judg

emen

t on

whe

ther

to s

trik

e or

leav

e a

pitc

h•

usua

lly p

itchi

ng t

he b

all w

ith a

ccur

acy

• re

ceiv

ing

a ba

ll an

d qu

ickl

y th

row

ing

fast

, fl a

t an

d ha

rd c

onsi

sten

tly to

a t

arge

t (fi

elde

r) 2

0 m

aw

ay•

catc

hing

a b

all,

from

bot

h a

fl at

and

high

thr

ow•

tran

sfer

ring

a ca

tch

to t

hrow

ing

hand

qui

ckly

• m

ovin

g in

the

fi el

d to

reac

t to

pla

y.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

aseb

all s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e o

r in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g a

ball

appr

oxim

atel

y 20

m (t

o fi r

st b

ounc

e) re

ason

ably

fre

quen

tly•

little

judg

emen

t on

whe

ther

to s

trik

e or

leav

e a

pitc

h•

thro

win

g w

ith s

ome

accu

racy

to a

tar

get

(fi el

der)

20

m a

way

but

thr

ow w

ill n

ot b

e fl a

t•

catc

hing

a b

all,

from

bot

h a

reas

onab

ly fl

at (b

ut w

ith le

ss p

ace)

and

hig

h th

row

• tr

ansf

errin

g a

catc

h to

thr

owin

g ha

nd s

moo

thly

• m

ovin

g in

the

fi el

d to

reac

t to

pla

y.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• on

ly o

ccas

iona

lly h

ittin

g th

e ba

ll (c

an m

ishi

t m

ore

freq

uent

ly)

• no

judg

emen

t on

whe

ther

to s

trik

e or

leav

e a

pitc

h•

thro

win

g to

a t

arge

t (fi

elde

r) 1

5 m

aw

ay b

ut w

ith v

aria

ble

accu

racy

• ca

tchi

ng a

bal

l fro

m a

gen

tle t

hrow

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



RoundersThis activity must not be offered with baseball or softball.

Assessment requirements

• Candidates should be assessed in batting, bowling and fi elding.




• Level 2 and below may need to demonstrate skills in isolation or in conditioned games/drills.


• Level 4 and above must demonstrate skills in games/drills and in game play.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a throw or hit.


Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written on the Order of Merit Form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the speed of delivery of the ball in all aspects of the activity. In rounders, this applies especially to the speed of the bowling and short throws to post.

Assessed skills

In rounders, the mark is determined by the performance of individual skills and their application in game situations.


Batting/hitting: grip, stance, hitting area, swing, strike, follow throughBowling/pitching: grip of ball, stance, step and arm swing, release, variation: speed, swing, spin, heightCatching: positioning of feet, position and shape of hands, role of arms and fi ngersThrowing: grip, arm and elbow alignment, follow through, release, accuracy, overarm and underarm throwsFielding: ‘v’ stop, long barrier, chasing and retrieving, returning, backing upBackstop/catcher: positioning, stance, catching, base mindingBase play: stance, position, foot movement, presentation of hands, catching the return throw

Game skills

Infi eld and outfi eld play: anticipation, mobility, ground fi elding, catching and throwing to appropriate bases






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ou

nd

ers

skill

s

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

gam

e p

lay

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• w

hen

batt

ing,

hits

the

bal

l with

con

sist

ent

timin

g an

d po

wer

into

the

out

fi eld

. Can

hit

the

ball

in t

he a

ir fo

r 30

m (b

oys)

or

for

25 m

(girl

s). R

uns

betw

een

the

base

s ef

fect

ivel

y, w

ith c

lear

co

mm

unic

atio

n, a

nd s

core

s a

high

per

cent

age

of ro

unde

rs fo

r th

e te

am•

cons

iste

ntly

acc

urat

e bo

wlin

g/pi

tchi

ng d

eliv

ery

actio

n, b

owle

d at

pac

e to

eff

ectiv

ely

redu

ce t

he

scor

ing

oppo

rtun

ities

of

oppo

nent

s•

take

s a

high

per

cent

age

of c

atch

es, d

ispl

ayin

g ag

ility

and

con

sist

ently

goo

d ha

nd-e

ye

coor

dina

tion;

cat

chin

g of

thr

own

fl at

balls

is c

onsi

sten

t•

cons

iste

ntly

retu

rns

the

ball

with

pow

er a

nd a

ccur

acy

from

dis

tanc

e; t

hrow

s ov

er a

sho

rt

dist

ance

hav

e sp

eed

and

are

fl at

• co

nsis

tent

ly d

emon

stra

tes

fi eld

ing

tech

niqu

e fo

r gr

ound

and

hig

h sh

ots,

dis

play

ing

spee

d,

agili

ty a

nd a

con

sist

ently

acc

urat

e re

turn

thr

ow to

the

app

ropr

iate

bas

e•

back

stop

: usi

ng t

he a

ppro

pria

te fo

otw

ork,

con

sist

ently

dis

play

s ag

ility

, spe

ed o

f re

actio

n an

d pr

ofi c

ient

cat

chin

g sk

ills

to t

he b

owlin

g, o

r w

hen

rece

ivin

g re

turn

s fr

om t

he o

utfi e

ld; t

hrow

s ac

cura

tely

and

str

ongl

y to

the

app

ropr

iate

bas

e to

pre

ssur

ise

bats

men

tra

ckin

g to

bas

es.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ou

nd

ers

skill

s

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in g

ame

pla

y

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• w

hen

batt

ing,

hits

the

bal

l with

reas

onab

le te

chni

que

and

timin

g bu

t an

inco

nsis

tent

sw

ing

and

follo

w t

hrou

gh. C

an h

it th

e ba

ll in

the

air

for

25 m

(boy

s) o

r fo

r 20

m (g

irls)

. Com

mun

icat

ion

is

ofte

n ef

fect

ive

and

ofte

n co

ntrib

utes

roun

ders

to t

he o

vera

ll te

am s

core

• go

od d

eliv

ery

actio

n w

hen

bow

ling/

hitt

ing,

bow

led

at p

ace

to e

ffec

tivel

y re

duce

the

sco

ring

oppo

rtun

ities

of

oppo

nent

s; p

ace

is g

ood

but

this

will

lead

to in

cons

iste

nt a

ccur

acy

and

mor

e ‘n

o ba

lls’

• ta

kes

a re

ason

ably

hig

h pe

rcen

tage

of

low

er le

vel c

atch

es w

ith a

n ef

fect

ive

leve

l of

hand

-eye

co

ordi

natio

n; c

atch

ing

of t

hrow

n fl a

t ba

lls is

usu

ally

eff

ectiv

e•

thro

ws

to b

ases

with

reas

onab

le s

tren

gth

and

cons

iste

ncy,

but

is le

ss a

ccur

ate

from

the

ou

tfi e

ld; t

hrow

s ov

er a

sho

rt d

ista

nce

have

spe

ed a

nd a

re fl

at b

ut m

ay la

ck c

onsi

sten

t ac

cura

cy•

ofte

n de

mon

stra

tes

corr

ect

fi eld

ing

tech

niqu

e fo

r gr

ound

and

hig

h sh

ots,

dis

play

ing

spee

d an

d ag

ility

, but

the

retu

rn t

hrow

to b

ase

lack

s co

nsis

tent

str

engt

h an

d ac

cura

cy•

back

stop

: gen

eral

ly e

ffec

tive

foot

wor

k an

d a

reas

onab

le d

egre

e of

agi

lity

ofte

n en

able

s ca

tche

s to

be

succ

essf

ul; t

hrow

s w

ith a

reas

onab

ly c

onsi

sten

t le

vel o

f ac

cura

cy, s

o th

at b

atsm

en a

re

ofte

n un

der

pres

sure

whe

n ru

nnin

g to

bas

es.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• w

hen

batt

ing/

hitt

ing,

foot

wor

k is

oft

en u

nbal

ance

d or

abs

ent;

hits

with

less

pow

er a

nd

accu

racy

due

to a

sho

rter

sw

ing;

can

hit

the

ball

in t

he a

ir fo

r 20

m (b

oys)

, and

for

15 m

(girl

s)

• de

liver

y ac

tion

whe

n bo

wlin

g/pi

tchi

ng la

cks

coor

dina

tion

and

varia

tion,

so

that

acc

urac

y an

d po

wer

are

unp

redi

ctab

le, e

spec

ially

in f

ull g

ame

play

• ba

sic

catc

hing

ski

lls, b

ut h

igh

or c

lose

to t

he b

at c

atch

es a

re o

ften

not

tak

en, u

sual

ly d

ue to

a

lack

of

agili

ty a

nd/o

r ha

nd-e

ye c

oord

inat

ion;

una

ble

to c

atch

bal

ls t

hrow

n at

pac

e•

thro

win

g to

bas

es f

rom

the

out

fi eld

is in

cons

iste

nt; t

hrow

ing

spee

d lo

w re

quiri

ng b

all t

o ha

ve

heig

ht to

reac

h ta

rget

; sho

rt t

hrow

s ar

e no

t fl a

t•

has

basi

c ca

tchi

ng s

kills

, but

infi e

ld c

atch

es a

re o

ften

not

tak

en, u

sual

ly d

ue to

a la

ck o

f ag

ility

an

d/or

han

d-ey

e co

ordi

natio

n•

back

stop

: foo

twor

k an

d ca

tchi

ng s

kills

are

oft

en in

cons

iste

nt, w

heth

er re

ceiv

ing

from

the

bo

wle

r, or

tak

ing

retu

rns

from

the

out

fi eld

; thr

owin

g la

cks

suffi

cie

nt p

ower

and

acc

urac

y to

co

nsis

tent

ly p

ress

uris

e ba

tsm

en r

unni

ng to

bas

es.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ou

nd

ers

skill

s

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g/ba

ttin

g te

chni

que

resu

lts in

a la

ck o

f po

wer

, and

a li

mite

d ra

nge

of s

hots

bei

ng p

laye

d;

lack

of

appr

opria

te fo

otw

ork;

spe

ed b

etw

een

base

s an

d co

mm

unic

atio

n w

ith o

ther

run

ners

is

limite

d, s

o th

at ro

unde

rs a

re n

ot u

sual

ly s

core

d in

a m

atch

• de

liver

y ac

tion

whe

n bo

wlin

g/pi

tchi

ng la

cks

pow

er a

nd a

ccur

acy

and

is v

ery

inco

nsis

tent

, eve

n in

isol

ated

ski

ll pr

actic

es•

catc

hing

ski

lls a

re v

ery

varia

ble,

eve

n w

hen

rece

ivin

g a

ball

thro

wn

over

a s

hort

dis

tanc

e in

an

isol

ated

pra

ctic

e•

thro

win

g sk

ills

are

tech

nica

lly li

mite

d an

d th

e re

turn

thr

ow is

usu

ally

und

erar

m a

nd o

ften

lack

ing

accu

racy

or

pow

er•

fi eld

ing

is re

ason

ably

agi

le, b

ut c

andi

date

doe

s no

t al

way

s se

lect

or

appl

y th

e ap

prop

riate

fi e

ldin

g te

chni

que,

and

the

retu

rn t

hrow

to t

he b

ase

is u

sual

ly u

nder

arm

and

lack

s po

wer

and

/or

accu

racy

• ba

ckst

op: f

ootw

ork

and

catc

hing

ski

lls a

re v

ery

inco

nsis

tent

, whe

ther

rece

ivin

g fr

om t

he

bow

ler,

or t

akin

g re

turn

s fr

om t

he o

utfi e

ld. T

hrow

ing

lack

s su

ffi c

ient

pow

er a

nd a

ccur

acy

to

pres

suris

e ba

tsm

en r

unni

ng to

bas

es.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



SoftballThis activity must not be offered with baseball or rounders.


• Candidates should be assessed in batting, pitching and fi elding.






• Level 4 and above must demonstrate skills in games/drills and in game play.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the strike and the fl ight of the ball.


Identifi cation


Level of demand

This is set by the speed of the ball, the quality of the opposition and the diffi culty of the skills.

Assessed skills

In softball, the mark is determined by the performance of individual skills and their application in game situations.


Batting/strikingPitchingFielding: catching and throwing, backing up, backstop (if applicable)

Game skills

Attacking play: Hitting: hit high and long and into space Fielding: throw hard and fl at to bases

Defending play: Fielding: move to support others and back up bases






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

oft

bal

l ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in d

emo

nst

rati

ng

ski

lls in

a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g a

ball

at le

ast

30 m

(to

fi rst

bou

nce)

• ju

dgin

g w

heth

er to

str

ike

or le

ave

a pi

tch

• pi

tchi

ng t

he b

all a

ccur

atel

y w

ith p

ace

• re

ceiv

ing

a ba

ll an

d qu

ickl

y an

d co

nsis

tent

ly t

hrow

ing

fast

, fl a

t an

d ha

rd to

a t

arge

t (fi

elde

r) 2

0 m

aw

ay•

catc

hing

a b

all t

hrow

n/hi

t w

ith p

ace

• tr

ansf

errin

g a

catc

h to

thr

owin

g ha

nd q

uick

ly•

mov

ing

quic

kly

in t

he fi

eld

to re

act

to p

lay.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g a

ball

at le

ast

25 m

(to

fi rst

bou

nce)

• so

me

judg

emen

t on

whe

ther

to s

trik

e or

leav

e a

pitc

h•

usua

lly p

itchi

ng t

he b

all a

ccur

atel

y an

d w

ith p

ace

• re

ceiv

ing

a ba

ll an

d ge

nera

lly t

hrow

ing

fast

, fl a

t an

d ha

rd to

a t

arge

t (fi

elde

r) 2

0 m

aw

ay•

catc

hing

a b

all,

from

bot

h a

fl at

and

high

thr

ow•

tran

sfer

ring

a ca

tch

to t

hrow

ing

hand

qui

ckly

• m

ovin

g in

the

fi el

d to

reac

t to

pla

y.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

oft

bal

l ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• hi

ttin

g a

ball

reas

onab

ly f

requ

ently

app

roxi

mat

ely

15 m

(to

fi rst

bou

nce)

• lit

tle ju

dgem

ent

on w

heth

er to

str

ike

or le

ave

a pi

tch

• th

row

ing

with

som

e ac

cura

cy to

a t

arge

t (fi

elde

r) 1

5 m

aw

ay b

ut t

hrow

will

not

be

fl at

• ca

tchi

ng a

bal

l, fr

om b

oth

a re

ason

ably

fl at

(but

with

less

pac

e) a

nd h

igh

thro

w

• tr

ansf

errin

g a

catc

h to

thr

owin

g ha

nd s

moo

thly

• m

ovin

g in

the

fi el

d to

reac

t to

pla

y.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• on

ly o

ccas

iona

lly h

ittin

g th

e ba

ll (f

requ

ent

mis

hits

)•

no ju

dgem

ent

on w

heth

er to

str

ike

or le

ave

a pi

tch.

• th

row

ing

to a

tar

get

(fi el

der)

10

m a

way

but

with

var

iabl

e ac

cura

cy•

catc

hing

a b

all f

rom

a g

entle

thr

ow.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



BasketballAssessment conditions





• Level 4 and above must demonstrate skills in dynamic drills and a game situation.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a shot at the basket.

• Filming from an appropriate distance is essential, so that the bib numbers or letters of all candidates being assessed can be clearly viewed at all times.

Identifi cation


Level of demand

This is set by the ability of the opposition and diffi culty of the skills.

Assessed skills

In basketball, the mark is determined by the performance of individual skills and their application in game situations.


DribblingPassing and receivingShooting (lay ups)Shooting (set shots/jump shots)

Game skills

Attacking play:3-man weaveSetting a screen

Defending play:Man-to-man defenceZone defence






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

aske

tbal

l ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• dr

ibbl

ing

in a

dyn

amic

situ

atio

n, s

how

ing

cont

rol a

nd b

alan

ce o

n bo

th h

ands

; drib

blin

g w

ill

incl

ude

driv

ing

to b

aske

t•

accu

rate

lay

ups,

exe

cute

d w

ith o

ppos

ition

, sho

win

g go

od fo

otw

ork

and

star

ting

from

a g

ood

dist

ance

fro

m t

he b

aske

t; n

on-d

omin

ant

hand

lay

ups

will

be

atte

mpt

ed w

ith v

aryi

ng d

egre

es o

f su

cces

s•

shoo

ting

has

very

goo

d te

chni

que

and

accu

racy

; out

side

sho

otin

g (s

et s

hot

and

jum

p sh

ot) a

re

accu

rate

and

con

sist

ent,

sho

win

g co

rrec

t te

chni

que

(hig

h ha

nd fi

nish

, fi n

gers

‘sen

d’ b

all,

legs

de

velo

p po

wer

, bas

ket

sigh

ted

unde

r ba

ll, b

all h

as a

hig

h fl i

ght

arc)

• w

hen

atta

ckin

g sc

reen

s ar

e se

t or u

sed,

trip

le th

reat

is e

vide

nt; p

assi

ng is

rapi

d, fl

at a

nd a

ccur

ate

• w

hen

defe

ndin

g, z

one

and

man

-to

-man

sys

tem

s ar

e us

ed e

ffec

tivel

y, w

ith a

n ab

ility

to m

ark

tight

ly a

nd to

sag

whe

n ap

prop

riate

• m

akes

a s

igni

fi can

t co

ntrib

utio

n to

gam

e pl

ay.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• dr

ibbl

ing

in a

dyn

amic

situ

atio

n sh

owin

g co

ntro

l and

bal

ance

on

both

han

ds; d

ribbl

ing

will

in

clud

e dr

ivin

g to

bas

ket

• ac

cura

te la

y up

s, e

xecu

ted

with

opp

ositi

on, s

how

ing

good

foot

wor

k, a

nd s

tart

ing

from

a g

ood

dist

ance

fro

m t

he b

aske

t; n

on-d

omin

ant

hand

lay

ups

will

be

atte

mpt

ed w

ith v

aryi

ng d

egre

es o

f su

cces

s•

shoo

ting

has

good

tech

niqu

e an

d ac

cura

cy; o

utsi

de s

hoot

ing

(set

sho

t an

d ju

mp

shot

) are

ac

cura

te a

nd s

how

cor

rect

tech

niqu

e (h

igh

hand

fi ni

sh, fi

nge

rs ‘s

end’

bal

l, ba

sket

sig

hted

und

er

ball)

; fl ig

ht w

ill b

e fl a

tter

• w

hen

atta

ckin

g sc

reen

s ar

e se

t, t

riple

thr

eat

is e

vide

nt; p

assi

ng is

rap

id, fl

at

and

accu

rate

• w

hen

defe

ndin

g, z

one

and

man

-to

-man

sys

tem

s ar

e us

ed e

ffec

tivel

y, w

ith a

n ab

ility

to m

ark

reas

onab

ly t

ight

ly b

ut m

ay n

ot s

ag w

hen

nece

ssar

y•

mak

es g

ood

cont

ribut

ion

to g

ame

play

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sB

aske

tbal

l ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d/o

r in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• dr

ibbl

ing

in a

n is

olat

ed s

ituat

ion,

sho

win

g co

ntro

l and

bal

ance

on

one

hand

; aga

inst

a d

efen

der

a he

ad d

own

and

wid

e ap

proa

ch is

evi

dent

• la

y up

s fr

om d

omin

ant

side

with

cor

rect

foot

wor

k an

d so

me

fl uen

cy b

ut la

ckin

g pa

ce a

nd o

ften

no

t ac

cura

te•

shoo

ting

has

som

e as

pect

s of

sou

nd te

chni

que

and

reas

onab

le a

ccur

acy;

bas

ket

sigh

ted

over

th

e ba

ll•

whe

n at

tack

ing,

pas

sing

is e

ffec

tive

but

trip

le t

hrea

t an

d dr

ivin

g to

bas

ket

are

not

evid

ent;

w

hen

ball

is re

ceiv

ed, d

ribbl

e is

use

d im

med

iate

ly•

whe

n de

fend

ing,

zon

e an

d m

an-t

o-m

an s

yste

ms

are

used

, som

e he

sita

ncy

will

lead

to z

one/

man

bei

ng m

arke

d le

ss t

ight

ly; s

uppo

rtin

g ot

her

defe

nder

s is

dem

onst

rate

d so

me

of t

he t

ime.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• dr

ibbl

ing

in a

n is

olat

ed s

ituat

ion

but

hand

s w

ill te

nd to

sla

p th

e ba

ll; b

all w

ill r

ise

abov

e th

e w

aist

• la

y up

s ha

ve in

corr

ect

foot

wor

k an

d ar

e un

succ

essf

ul•

shoo

ting

has

som

e su

cces

s bu

t is

usu

ally

inac

cura

te; p

ower

is g

ener

ated

by

the

arm

s; b

aske

t si

ghte

d ov

er t

he b

all

• pa

ssin

g ca

n be

dem

onst

rate

d in

isol

ated

ski

lls•

whe

n de

fend

ing,

the

can

dida

te c

an d

efen

d in

a o

ne-o

n-on

e si

tuat

ion

but

lose

s th

e op

pone

nt in

ga

mes

with

mor

e pl

ayer

s.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Cricket Assessment requirements

• Candidates should be assessed as either a batsman or bowler and in fi elding skills.

• Standard cricket match balls must be used.



Candidates should only bat or bowl against a coach in isolated practices in order to demonstrate an isolated skill. If the ball is hand fed by a coach for batting assessment, the candidate cannot be assessed any higher than Level 3.

The use of a bowling machine is acceptable for a batsman to demonstrate a variety of shots. Machine speed should place a level of demand appropriate to the candidate. The machine should not always be set to deliver the same ball as this invalidates the shot selection process.


• Level 2 and below may need to demonstrate skills in isolation in static and/or conditioned practices.

• Level 3 and above must demonstrate skills in dynamic conditioned practices and in nets practice.

Evidence

• Filmed evidence should only include the skills required to demonstrate the awarded mark. This will result in different evidence for different levels of candidate.

• It is important that both the skill and the outcome can be seen, e.g. the result of a ball bowled at a batsman or of a throw to the wicket keeper or at the stumps.


• If a bowling machine is used, the fi lmed evidence must still include batting against the bowling of a variety of other candidates of a similar ability.

• A safe distance and ball awareness is required when fi lming.

Identifi cation


Level of demand

This is set by the ability of other players.

Assessed skills

In cricket, the mark is determined by the performance of individual skills and their application in conditioned drills and game situations. The candidate’s initial mark will be based on their bowling or batting skills. The mark will then be increased or decreased depending on fi elding ability.




BattingBowlingCatchingFieldingWicket-keeping (only if assessed as a wicket keeper and must also be assessed as a bowler or batsman)

Characteristics of conditioned practices/match play

Batting: grip, stance, back lift, communicating and running between the wickets, footwork, shots to both sides of the wicket off the front and back foot, attacking and defensive shotsBowling: grip, run up, delivery and follow through; line and length; fast/medium/slow; swing/cutters/spinfi elding and throwing: ‘V’ stop, long barrier, chase and pick up, slide and retrieve; overarm/underarm throw, power, accuracyCatching: high catching, slip/close catchingWicket-keeping: footwork, standing up, standing back, stumping/run outs






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

rick

et s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• te

chni

cally

cor

rect

foot

wor

k w

hen

play

ing

a ra

nge

of a

ttac

king

and

def

ensi

ve s

hots

off

the

fro

nt

and

back

foot

with

con

sist

ent

timin

g an

d po

wer

• bo

wlin

g ha

s a

bala

nced

run

up

and

deliv

ery

actio

n w

ith a

con

sist

ent

line,

leng

th a

nd p

ace

or

fl igh

t/sp

in a

s ap

prop

riate

to t

he b

owlin

g ac

tion

• ta

kes

a hi

gh p

erce

ntag

e of

hig

h an

d cl

ose

fi eld

ing

catc

hes,

dis

play

ing

agili

ty a

nd g

ood

hand

-eye

co

ordi

natio

n•

sele

ctin

g th

e co

rrec

t fi e

ldin

g te

chni

que,

dis

play

ing

agili

ty a

nd a

n ac

cura

te fl

at (w

hen

from

the

in

fi eld

) ret

urn

thro

w to

the

wic

ket

keep

er o

r at

the

stu

mps

• w

icke

t-ke

epin

g: u

sing

the

app

ropr

iate

foot

wor

k, o

ften

dis

play

s ag

ility

, spe

ed o

f re

actio

n an

d re

ason

ably

pro

fi cie

nt c

atch

ing

skill

s w

heth

er s

tand

ing

up o

r ba

ck to

the

bow

ler,

or re

ceiv

ing

retu

rns

from

the

out

fi eld

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• fo

otw

ork

is o

ften

app

ropr

iate

to t

he s

hot

sele

cted

, but

att

acki

ng a

nd d

efen

sive

sho

ts

som

etim

es la

ck t

imin

g an

d/or

pow

er•

bow

ling

run

up a

nd d

eliv

ery

actio

n is

reas

onab

ly w

ell b

alan

ced,

but

line

and

leng

th a

re le

ss

cons

iste

nt

• ta

kes

low

er le

vel c

atch

es w

ith re

ason

able

con

sist

ency

and

with

an

appr

opria

te le

vel o

f ha

nd-

eye

coor

dina

tion,

but

has

less

con

sist

ent

succ

ess

with

hig

h ca

tche

s an

d cl

ose

fi eld

ing

catc

hes

requ

iring

gre

ater

spe

ed o

f re

actio

n•

ofte

n se

lect

s th

e co

rrec

t fi e

ldin

g te

chni

que

and

disp

lays

agi

lity,

but

the

retu

rn t

hrow

to t

he

wic

ket

keep

er o

r at

the

stu

mps

is le

ss a

ccur

ate

or p

ower

ful

• w

icke

t-ke

epin

g: fo

otw

ork,

agi

lity,

spe

ed o

f re

actio

n an

d ca

tchi

ng s

kills

are

reas

onab

ly

cons

iste

nt w

hen

stan

ding

bac

k or

rece

ivin

g re

turn

s fr

om t

he o

utfi e

ld, b

ut t

hey

are

less

ef

fect

ive

whe

n st

andi

ng u

p to

the

wic

ket.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

rick

et s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• fo

otw

ork

is o

ften

unb

alan

ced,

can

pla

y so

me

atta

ckin

g an

d de

fens

ive

shot

s bu

t no

t al

way

s w

ith

timin

g or

pow

er•

bala

nce

and

coor

dina

tion

durin

g th

e bo

wlin

g ru

n up

and

del

iver

y ac

tion

can

lack

fl ue

ncy,

with

lim

ited

varia

tions

of

pace

or

fl igh

t/sp

in a

s ap

prop

riate

to t

he b

owlin

g ac

tion;

line

and

/or

leng

th

are

inco

nsis

tent

• ba

sic

catc

hing

ski

lls, c

lose

fi el

ding

cat

ches

are

oft

en n

ot t

aken

, usu

ally

due

to a

lack

of

agili

ty

and/

or h

and-

eye

coor

dina

tion

• fi e

ldin

g is

reas

onab

ly a

gile

, but

doe

s no

t al

way

s se

lect

or

appl

y th

e ap

prop

riate

fi el

ding

te

chni

que,

and

the

retu

rn t

hrow

to t

he w

icke

t ke

eper

or

at t

he s

tum

ps is

oft

en in

accu

rate

or

lack

s po

wer

• w

icke

t-ke

epin

g: fo

otw

ork

and

catc

hing

ski

lls a

re o

ften

inco

nsis

tent

, whe

ther

sta

ndin

g ba

ck o

r up

to t

he w

icke

t, o

r re

ceiv

ing

retu

rns

from

the

out

fi eld

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

tec

hn

iqu

e w

hic

h is

ap

pro

pri

ate

mai

nly

to

iso

late

d p

ract

ices

or

con

dit

ion

ed n

ets

pra

ctic

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• fo

otw

ork

that

is o

ften

abs

ent

or in

appr

opria

te fo

r th

e sh

ot b

eing

pla

yed,

whi

ch re

sults

in a

lack

of

tim

ing

and

a lim

ited

rang

e of

sho

ts b

eing

pla

yed

• bo

wlin

g ru

n up

and

del

iver

y ac

tion

lack

coo

rdin

atio

n so

tha

t pa

ce, fl

ight

and

acc

urac

y ar

e ve

ry

inco

nsis

tent

, eve

n in

isol

ated

pra

ctic

es

• ca

tchi

ng s

kills

are

ver

y va

riabl

e, e

ven

whe

n re

ceiv

ing

a ba

ll th

row

n ov

er a

sho

rt d

ista

nce

in a

n is

olat

ed p

ract

ice

• fi e

ldin

g sk

ills

are

tech

nica

lly li

mite

d an

d th

e re

turn

thr

ow is

oft

en u

nder

arm

and

lack

ing

accu

racy

or

pow

er•

wic

ket-

keep

ing:

ver

y ba

sic

wic

ket-

keep

ing

skill

s ar

e on

ly a

ppro

pria

te to

sim

ple

isol

ated

pr

actic

es o

r co

nditi

oned

feed

ing

of t

he b

all f

rom

the

han

d or

bat

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Golf Assessment conditions

To ensure that candidates can fully demonstrate their ability, they should play and practise on a mixture of driving range / practice area / putting green and on holes at a golf course.


• Level 2 and below may need to demonstrate skills in isolation at a driving range or practice area and putting green.

• Level 3 may need to demonstrate skills in isolation and in conditioned drills at a golf course.

• Level 4 and above must demonstrate skills being used on holes at a golf course during some form of match play.

Evidence


• It is important that both the skill and the outcome, e.g. where the ball goes can be seen.

• Filming from behind the candidate followed by ‘zooming in’ on the outcome is most desirable.

Identifi cation


Level of demand

This is set by the diffi culty of the shot being played and the course.

Assessed skills

In golf, the mark is determined by how well each skill is performed and their application in play. It is also determined by the ability to perform the same skills as appropriate to the demands of a golf course.


Approach play (pitching/sand/lob/gap wedges) and putting Driving/shots from the tee Long irons/hybrid/rescue clubs (selection from 1–5 iron)Short irons (selection from 6–9 iron)Note: Candidates can select which clubs they wish to use from the suggested selection range.

Characteristics of play on holes at a golf course

Appropriate shot selectionDriving, iron play, approach play and puttingPlaying to the demands of each golf hole Rhythm and technique of swing

Rules, regulations and safety

Candidates should understand suitable etiquette on a golf course.






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sG

olf

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

sho

ts o

n h

ole

s at

a g

olf

co

urs

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ap

prop

riate

sho

ts s

elec

ted

to m

atch

the

dem

ands

of

the

hole

s be

ing

play

ed, i

nclu

ding

the

clu

b us

ed f

rom

the

tee

and/

or to

app

roac

h th

e gr

een

• dr

ivin

g/sh

ots

from

the

tee

show

ver

y go

od s

tanc

e an

d sw

ing

rhyt

hm, g

ener

atin

g di

stan

ce a

nd

accu

racy

ont

o th

e fa

irway

• ap

proa

ch p

lay

and

bunk

er p

lay

are

extr

emel

y ef

fect

ive,

with

the

abi

lity

to g

ener

ate

appr

opria

te

heig

ht, d

ista

nce

and

line

to fi

nish

clo

se to

the

hol

e•

long

iron

s an

d sh

ort

irons

sho

w v

ery

good

rhy

thm

and

tech

niqu

e, w

ith li

ne a

nd ir

on s

elec

tion

gene

rally

acc

urat

e an

d ef

fect

ive

• pu

ttin

g sh

ows

a ve

ry g

ood

pend

ulum

act

ion,

judg

ing

line,

leng

th a

nd c

onto

ur o

f th

e gr

een

from

al

l dis

tanc

es•

very

goo

d ga

me

man

agem

ent

and

read

ing

of c

ours

e.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

sho

ts a

t h

ole

s o

n a

g

olf

co

urs

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ap

prop

riate

sho

ts u

sual

ly s

elec

ted

to m

atch

the

dem

ands

of

the

hole

s be

ing

play

ed, i

nclu

ding

th

e cl

ub u

sed

from

the

tee

and/

or to

app

roac

h th

e gr

een;

clu

b se

lect

ion

is o

ccas

iona

lly

inap

prop

riate

• dr

ivin

g/sh

ots

from

the

tee

show

a g

ood

swin

g, o

ften

gen

erat

ing

dist

ance

but

inco

nsis

tent

ac

cura

cy a

nd s

win

g rh

ythm

• ap

proa

ch p

lay

and

bunk

er p

lay

are

effe

ctiv

e al

thou

gh o

ne m

ay b

e be

tter

tha

n th

e ot

her;

ac

cura

cy c

an v

ary

but

the

shot

usu

ally

mak

es t

he g

reen

and

som

etim

es fi

nish

es c

lose

to t

he

hole

• lo

ng ir

ons

and

shor

t iro

ns s

how

goo

d te

chni

que

and

rhyt

hm, a

lthou

gh a

ccur

acy,

line

and

iron

se

lect

ion

show

inco

nsis

tenc

y•

putt

ing

ofte

n sh

ows

a pe

ndul

um a

ctio

n, a

lthou

gh ju

dgin

g lin

e an

d le

ngth

fro

m d

iffer

ent

dist

ance

s an

d co

ntou

rs m

ay re

sult

in o

ccas

iona

l inc

onsi

sten

cies

• go

od r

hyth

m, a

lthou

gh a

ccur

acy,

line

and

leng

th s

how

inco

nsis

tenc

y.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sG

olf

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g m

ost

sh

ots

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ap

prop

riate

sho

ts a

re o

ccas

iona

lly s

elec

ted

to m

atch

the

dem

ands

of

the

hole

s be

ing

play

ed,

incl

udin

g th

e cl

ub u

sed

from

the

tee

and/

or to

app

roac

h th

e gr

een;

clu

b se

lect

ion

is o

ften

w

rong

whe

n pl

ayin

g ho

les

on t

he g

olf

cour

se•

driv

ing/

shot

s fr

om t

he te

e ca

n ge

nera

te d

ista

nce

on o

ccas

ions

, but

lack

rhy

thm

and

acc

urac

y an

d te

nd to

slic

e or

hoo

k, o

ften

mis

sing

the

fai

rway

• ap

proa

ch p

lay

and

bunk

er p

lay

ofte

n fi n

d th

e gr

een

but

seld

om fi

nish

clo

se to

the

hol

e; b

unke

r pl

ay te

nds

to c

ause

the

can

dida

te m

ore

prob

lem

s th

an p

itchi

ng•

long

iron

s ar

e of

ten

hit

wel

l alth

ough

the

wro

ng c

lub

is o

ften

sel

ecte

d an

d so

me

shot

s ar

e hi

t ‘t

hin

or f

at’ (

poor

con

tact

)•

shor

t iro

ns a

re o

ften

hit

wel

l alth

ough

the

wro

ng c

lub

is o

ften

sel

ecte

d an

d th

e ca

ndid

ate

fi nds

it

hard

to m

aint

ain

rhyt

hm a

nd ju

dge

the

dist

ance

requ

ired

• pu

ttin

g ca

n sh

ow a

pen

dulu

m a

ctio

n bu

t is

oft

en je

rky

or h

it in

/out

side

the

line

; the

can

dida

te

fi nds

long

put

ts o

r pu

tts

with

larg

e br

eaks

in c

onto

ur d

iffi c

ult.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ices

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ap

prop

riate

sho

ts a

re s

eldo

m s

elec

ted

to m

atch

the

dem

ands

of

any

hole

s th

at a

re p

laye

d•

driv

ing/

shot

s fr

om t

he te

e te

nd to

gen

erat

e lit

tle d

ista

nce

and

are

inac

cura

te, r

esul

ting

in

sign

ifi ca

nt s

lice

or h

ook;

the

tech

niqu

e of

the

sw

ing

lack

s rh

ythm

and

is in

cons

iste

nt•

appr

oach

pla

y an

d bu

nker

pla

y is

inco

nsis

tent

, oft

en m

issi

ng t

he g

reen

or

targ

et a

rea;

bun

ker

play

in p

artic

ular

cau

ses

sign

ifi ca

nt p

robl

ems

to t

he c

andi

date

• lo

ng ir

ons

are

occa

sion

ally

hit

wel

l, bu

t th

e sw

ing

is in

cons

iste

nt, c

lub

sele

ctio

n is

oft

en w

rong

an

d co

ntac

t is

usu

ally

‘thi

n or

fat

’•

shor

t iro

ns a

re o

ccas

iona

lly h

it w

ell,

but

the

swin

g la

cks

rhyt

hm a

nd is

inco

nsis

tent

; clu

b se

lect

ion

is o

ften

wro

ng a

nd s

hots

may

be

hit

with

poo

r co

ntac

t or

inac

cura

te d

ista

nce

• pu

ttin

g is

inco

nsis

tent

, with

var

ied

actio

n us

ed; t

he c

andi

date

has

litt

le to

no

succ

ess

with

long

pu

tts

or p

utts

with

larg

e br

eaks

in c

onto

ur.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



HandballAssessment conditions




• Level 3 may need to demonstrate skills in isolation or in simple conditioned games.

• Level 4 and above must demonstrate skills in a game situation.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the outcome of a pass or shot. Filming from behind and to the side, i.e. the back corner of the court, gives the best view.


Identifi cation


Level of demand

This is set by the ability of the opposition and the diffi culty of the skills being performed.

Assessed skills

In handball, the mark is determined by the performance of individual skills and their application in game situations.


Passing and receiving (catching)Shooting Moving with the ball: dribbling/dodgingMarking

Game skills – attacking play

Keeping possession with the ball, including choice of passScreening an opponent with/without the ball

Game skills – defending play

Marking systems: including man-to-manPositioning in defensive set piece






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

and

bal

l ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ef

fect

ive

defe

nsiv

e st

ance

and

mar

king

abi

lity;

ant

icip

atio

n of

cha

nges

in p

ace

and

dire

ctio

n w

hen

mar

king

and

sta

ndar

d m

arki

ng te

chni

ques

like

man

-to

-man

mar

king

are

car

ried

out

profi

cie

ntly

• dr

ibbl

ing

and

dodg

ing

thro

ugho

ut t

he g

ame;

cha

nges

in p

ace

and

dire

ctio

n ar

e po

ssib

le w

ith

the

ball

gene

rally

at

wai

st le

vel;

man

y ad

vanc

ed fe

ints

are

sho

wn

both

with

and

with

out

the

ball

• ac

cura

te p

assi

ng a

nd re

ceiv

ing

with

a v

arie

ty o

f pas

ses

used

to o

utw

it op

pone

nts;

scr

eeni

ng is

ef

fect

ive

• ac

cura

te a

nd c

onsi

sten

t sh

ootin

g, e

xecu

ted

cons

iste

ntly

at

a fa

st s

peed

; sho

otin

g ab

ility

in

clud

es le

anin

g ba

ck, v

ertic

al p

ositi

on a

nd fo

rwar

d fa

lling

or

back

war

ds; s

hots

fro

m d

ista

nce

or

whi

le c

lose

ly m

arke

d ar

e of

ten

succ

essf

ul.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• de

fens

ive

stan

ce a

nd m

arki

ng a

bilit

y ar

e cl

early

evi

dent

, with

opp

onen

ts o

nly

occa

sion

ally

lost

du

e to

a la

ck o

f ab

ility

to a

ntic

ipat

e ch

ange

s in

pac

e an

d di

rect

ion

whe

n m

arki

ng; m

an-t

o-m

an

mar

king

is c

arrie

d ou

t pr

ofi c

ient

ly•

drib

blin

g an

d do

dgin

g th

roug

hout

the

gam

e al

thou

gh o

ccas

iona

lly d

omin

ated

by

one

hand

; ch

ange

s in

pac

e an

d di

rect

ion

are

poss

ible

with

the

bal

l ten

ding

to b

e at

wai

st le

vel w

ith m

any

fein

ts e

vide

nt (w

ith b

all o

r w

ithou

t ba

ll)•

pass

ing

and

rece

ivin

g is

usu

ally

acc

urat

e w

ith e

xam

ples

of

varie

ty in

pas

sing

sho

wn;

occ

asio

nal

laps

es in

con

sist

ency

whe

n pa

ssin

g to

mov

ing

team

mat

es; s

cree

ning

is o

ften

sho

wn

• sh

ootin

g is

som

etim

es a

ccur

ate

and

cons

iste

nt, b

ut n

ot a

t th

e fa

stes

t sp

eed;

sho

otin

g is

co

nsis

tent

whe

n le

anin

g ba

ck o

r in

a v

ertic

al p

ositi

on a

nd o

ften

eff

ectiv

e w

hen

forw

ard

falli

ng

or b

ackw

ards

; sho

ts f

rom

dis

tanc

e or

whi

le c

lose

ly m

arke

d ar

e of

ten

succ

essf

ul.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

and

bal

l ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d/o

r in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• de

fens

ive

stan

ce a

nd m

arki

ng a

bilit

y ar

e ev

iden

t, b

ut o

ppon

ents

are

oft

en lo

st d

ue to

a la

ck o

f ab

ility

to a

ntic

ipat

e ch

ange

s in

pac

e an

d di

rect

ion

whe

n m

arki

ng

• dr

ibbl

ing

and

dodg

ing

is e

vide

nt a

lthou

gh d

omin

ated

by

one

hand

with

onl

y m

inor

cha

nges

in

pace

and

dire

ctio

n; m

ost

drib

blin

g is

at

wai

st le

vel w

ith fe

w fe

ints

evi

dent

(with

bal

l or

with

out

ball)

• pa

ssin

g an

d re

ceiv

ing

is s

omet

imes

acc

urat

e al

thou

gh li

ttle

var

iety

in p

assi

ng; l

ack

of

cons

iste

ncy

whe

n pa

ssin

g to

mov

ing

team

mat

es; s

cree

ning

is o

ccas

iona

lly s

how

n•

shoo

ting

is s

omet

imes

acc

urat

e an

d co

nsis

tent

, but

onl

y at

a s

low

er p

ace

and

from

a le

anin

g ba

ck o

r ve

rtic

al p

ositi

on; t

he c

andi

date

fi nd

s fo

rwar

d an

d ba

ckw

ards

fal

ling

shot

s di

ffi c

ult

and

show

s lit

tle c

onsi

sten

cy; s

hots

fro

m d

ista

nce

or w

hile

clo

sely

mar

ked

are

ofte

n in

effe

ctiv

e or

no

t at

tem

pted

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to a

dopt

a d

efen

sive

sta

nce

is e

vide

nt b

ut o

ppon

ents

are

oft

en lo

st d

ue to

a la

ck o

f ab

ility

to a

ntic

ipat

e ch

ange

s in

pac

e an

d di

rect

ion

whe

n m

arki

ng

• dr

ibbl

ing

and

dodg

ing

is a

t a

slow

pac

e an

d do

min

ated

by

one

hand

; som

e dr

ibbl

ing

is a

t w

aist

le

vel w

ith c

ontr

ol o

f th

e ba

ll of

ten

lost

; litt

le o

r no

fein

ts a

re e

vide

nt•

pass

ing

and

rece

ivin

g is

bas

ic w

ith m

any

erro

rs; l

ittle

var

iety

in p

assi

ng is

sho

wn;

con

sist

ency

of

pas

sing

and

rece

ivin

g is

low

er w

hen

pass

ing

to m

ovin

g te

am m

ates

; scr

eeni

ng is

not

at

tem

pted

• sh

ootin

g is

sel

dom

acc

urat

e an

d co

nsis

tent

; som

e si

mpl

e sh

ots

from

a le

anin

g ba

ck o

r ve

rtic

al

posi

tion

are

atte

mpt

ed.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Hockey Assessment conditions


More able candidates may work as an opponent/team mate in order to demonstrate the mark awarded. The Centre should indicate in a separate note when a candidate is assisting, rather than being assessed.



• Level 3 must demonstrate skills in conditioned games drills and/or in a small-sided game.

• Level 4 and above must demonstrate skills in conditioned games drills and in a formal game of an appropriate standard.

Goalkeeping skills should be mainly assessed in dynamic game situations, to demonstrate shot stopping, positional play, diving and distribution.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a shot at goal, or of a pass to a team mate.

• Filming from an appropriate distance is essential, so the bib numbers of all candidates being assessed can be clearly viewed at all times. An elevated platform would be the best position from which to fi lm.

Identifi cation


Level of demand

This is set by the ability of other players, with team mates creating opportunities and opposition restricting time and space.

Assessed skills

In hockey, the mark is determined by the performance of individual skills and their application in game situations.

Individual skills

Passing: grip, push, hit, drive, slap, fl ick, scoop, open and reverse stick Receiving: grip, open and reverse stick, from the front/left/right, static or on the moveTackling: open and reverse stick, block Dribbling/moving with the ball: open and reverse stick, Indian dribble, control, change of pace, beating an opponent of the reverse and open sideShooting: push, hit, drive, placement/accuracy, powerGoalkeeping: use of gloves/pads/body/stick, diving, spreading, kicking, positional play, communication, distribution



Game skills

Attacking play: mobility and penetration, retaining possession, creating space to receive a pass or to shoot.Defensive play: marking and/or delaying an opponent, timing of a tackle, covering to give depth to the defence, positional play, one-to-one markingSet pieces: penalty corner, long corner, free hits, hit or push in, penalty strokes






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ock

ey s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in d

ynam

ic

dri

lls a

nd

in a

gam

e o

f an

ap

pro

pri

ate

stan

dar

d

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te a

nd c

onsi

sten

t ba

ll co

ntro

l usi

ng o

pen

and

reve

rse

stic

k as

app

ropr

iate

; sof

t to

uch

and

ball

plac

emen

t w

ill p

repa

re fo

r th

e ex

ecut

ion

of t

he n

ext

skill

; ski

lls w

ill b

e su

cces

sful

eve

n w

hen

time

and

spac

e is

lim

ited

• a

varie

ty o

f pa

ssin

g te

chni

ques

to s

tatio

nary

and

mov

ing

team

mat

es w

ith a

ccur

acy,

tim

ing

and

corr

ect

wei

ght;

goo

d pu

sh p

asse

s ar

e co

nsis

tent

ly a

ccur

ate

on b

oth

open

and

reve

rse

side

s an

d ge

nera

te p

ace

• ab

ility

to t

ackl

e su

cces

sful

ly a

nd c

onsi

sten

tly w

ith t

he o

pen

and

reve

rse

stic

k, d

emon

stra

ting

bala

nce,

con

trol

and

tim

ing

• ab

ility

to d

ribbl

e w

ith t

he b

all w

ith g

ood

cont

rol a

nd s

peed

sho

win

g go

od u

se o

n th

e op

en a

nd

reve

rse

side

; can

oft

en b

eat

an o

ppon

ent

usin

g de

cept

ion

and/

or a

cha

nge

of p

ace

• in

a d

ynam

ic s

ituat

ion,

cre

ates

spa

ce to

sho

ot, f

rom

a v

arie

ty o

f di

stan

ces

with

the

app

ropr

iate

po

wer

, and

with

reas

onab

le a

ccur

acy,

usi

ng t

he p

ush

and

hit

as a

ppro

pria

te•

goal

keep

ing

in g

ame

play

: app

ropr

iate

use

of

the

glov

es/p

ads/

feet

/bod

y/st

ick,

bra

very

and

ag

ility

, app

ropr

iate

pos

ition

al a

war

enes

s, p

lus

reas

onab

ly a

ccur

ate

dist

ribut

ion

whe

n ki

ckin

g or

pu

shin

g/hi

ttin

g ov

er a

var

iety

of

dist

ance

s •

abili

ty to

con

sist

ently

infl u

ence

the

out

com

e of

a g

ame.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ock

ey s

kills

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

, in

dyn

amic

dri

lls

and

in a

gam

e o

f an

ap

pro

pri

ate

stan

dar

d

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te a

nd c

onsi

sten

t ba

ll co

ntro

l usi

ng o

pen

and

reve

rse

stic

k as

app

ropr

iate

; sof

t to

uch

and

ball

plac

emen

t w

ill o

ften

pre

pare

for

the

exec

utio

n of

the

nex

t sk

ill; s

kills

will

be

less

suc

cess

ful

whe

n op

posi

tion

rest

rict

time

and

spac

e•

a va

riety

of

pass

ing

tech

niqu

es to

sta

tiona

ry a

nd m

ovin

g te

am m

ates

with

acc

urac

y, t

imin

g an

d co

rrec

t w

eigh

t; p

ush

pass

es a

re a

ccur

ate

and

gene

rate

pac

e, b

ut o

nly

on t

he o

pen

side

.•

abili

ty to

tac

kle

succ

essf

ully

and

con

sist

ently

with

the

ope

n st

ick,

dem

onst

ratin

g ba

lanc

e,

cont

rol a

nd t

imin

g•

abili

ty to

drib

ble

the

ball

with

goo

d co

ntro

l and

spe

ed s

how

ing

good

use

on

the

open

sid

e; c

an

som

etim

es b

eat

an o

ppon

ent

usin

g de

cept

ion

and/

or a

cha

nge

of p

ace

• in

a d

ynam

ic s

ituat

ion,

cre

ates

spa

ce to

sho

ot f

rom

a v

arie

ty o

f di

stan

ces

with

the

app

ropr

iate

po

wer

, and

with

reas

onab

le a

ccur

acy,

usi

ng t

he p

ush

and

hit

as a

ppro

pria

te•

goal

keep

ing

in g

ame

play

: app

ropr

iate

use

of

the

glov

es/p

ads/

feet

/bod

y/st

ick,

bra

very

and

ag

ility

, app

ropr

iate

pos

ition

al a

war

enes

s, p

lus

reas

onab

ly a

ccur

ate

dist

ribut

ion

whe

n ki

ckin

g or

pu

shin

g/hi

ttin

g ov

er a

var

iety

of

dist

ance

s •

abili

ty to

infl u

ence

the

out

com

e of

a g

ame.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

wh

en p

erfo

rmin

g s

kills

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to c

ontr

ol a

sho

rt p

ass

on t

he o

pen

side

, but

is le

ss c

onsi

sten

t on

the

reve

rse

stic

k an

d in

a

gam

e; c

ontr

ol w

ill n

ot f

acili

tate

nea

r co

ntac

t•

abili

ty to

pla

y a

reas

onab

ly a

ccur

ate

shor

t pu

sh p

ass

or h

it, b

ut le

ss a

ccur

ate

whe

n pa

ssin

g fr

om t

he re

vers

e st

ick

or o

ver

a lo

nger

dis

tanc

e; p

ush

pass

es d

emon

stra

ted

with

inco

rrec

t te

chni

que

• tim

ing,

tech

niqu

e an

d de

term

inat

ion

in t

ackl

ing

are

som

etim

es in

cons

iste

nt, s

o th

at t

he

outc

ome

of a

tac

kle

is u

npre

dict

able

• m

aint

ains

reas

onab

le b

alan

ce, b

ut c

ontr

ol o

f a

pass

and

sho

otin

g ac

cura

cy a

re in

cons

iste

nt, a

nd

pow

er is

lim

ited

• m

aint

ains

som

e de

gree

of

cont

rol w

ith t

he o

pen

and

reve

rse

stic

k w

hile

drib

blin

g fo

rwar

d in

a

gam

e, o

r w

hen

drib

blin

g sl

owly

bet

wee

n co

nes

plac

ed 1

m a

part

in a

con

ditio

ned

prac

tice

• go

alke

epin

g: w

hen

not

unde

r pr

essu

re, c

an s

top

a sh

ot u

sing

the

glo

ves

or p

ads,

but

pos

ition

al

play

can

be

inco

nsis

tent

, and

dis

trib

utio

n ca

n of

ten

lack

acc

urac

y an

d po

wer

• co

ntrib

utio

n to

gam

e pl

ay is

lim

ited.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ock

ey s

kills

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

degr

ee o

f co

ntro

l on

the

open

stic

k fr

om s

hort

pus

h pa

sses

in s

impl

e is

olat

ed p

ract

ices

; co

ntro

l will

not

fac

ilita

te n

ext

cont

act

• a

degr

ee o

f ac

cura

cy w

hen

push

pas

sing

to a

noth

er p

laye

r in

sim

ple

isol

ated

pra

ctic

es a

nd

whe

n no

t re

stric

ted

by a

n op

pone

nt•

tack

ling

lack

s tim

ing,

str

engt

h an

d te

chni

que

so t

hat

the

tack

le is

usu

ally

uns

ucce

ssfu

l, ev

en in

on

e-to

-one

isol

ated

ski

ll pr

actic

es•

forw

ard

mom

entu

m, b

alan

ce a

nd c

ontr

ol a

re u

sual

ly d

iffi c

ult

to m

aint

ain

whe

n m

ovin

g fo

rwar

d w

ith t

he b

all,

or w

hen

drib

blin

g sl

owly

bet

wee

n co

nes

in is

olat

ed p

ract

ices

•

push

ing

or h

ittin

g a

stat

ic b

all a

t go

al la

cks

accu

racy

, tim

ing

and

pow

er in

isol

ated

pra

ctic

es,

even

whe

n cl

ose

to g

oal

• go

alke

epin

g: s

topp

ing,

pos

ition

al p

lay

and

dist

ribut

ion

are

very

inco

nsis

tent

, eve

n in

isol

ated

pr

actic

es.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



LacrosseAssessment conditions





• Level 4 and above must show skills in conditioned games/drills and in game play.

Evidence


• It is important that both the skill and the outcome, e.g. outcome of a pass, can be seen.

• Filming from behind and to the side of the pitch gives the best view.

• Filming from an appropriate distance is essential so that the bib numbers or letters of all candidates being assessed are clearly visible at all times.

Identifi cation


Level of demand

This is set by the ability of the opposition and diffi culty of the skills.

Assessed skills

In lacrosse, the mark is determined by the performance of individual skills and their application in game situations.


Passing and receiving (catching)ScoopingRunning with the ball: cradling, dodgingShooting Tackling/checking

Game skills

Attacking play: keeping possession with the ball, including circling from the defender, attacking positioning, including maintaining space in a 2-3-1 offensive formationDefensive play: defensive systems including man-to-man, tackling and checking to intercept






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sLa

cro

sse

skill

s

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in d

ynam

ic

dri

lls a

nd

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te p

assi

ng a

nd re

ceiv

ing,

a v

arie

ty o

f pa

sses

pre

dom

inan

tly o

vera

rm t

hrow

n at

hea

d he

ight

; pas

sing

to m

ovin

g te

am m

ates

is s

ucce

ssfu

l; ca

tchi

ng is

suc

cess

ful o

n th

e ru

n an

d w

hen

stat

iona

ry•

effe

ctiv

e ru

nnin

g w

ith t

he b

all w

hile

und

er p

ress

ure;

cre

atin

g sp

ace

for

a pa

ss o

r sh

ot; s

coop

ing

is u

sual

ly s

ucce

ssfu

l•

accu

rate

sho

otin

g fr

om c

lose

and

long

ran

ge•

body

and

stic

k ch

ecki

ng; s

tick

chec

king

will

dis

lodg

e th

e ba

ll an

d bo

dy c

heck

ing

will

app

ly

pres

sure

• at

tack

ing

play

pro

vide

s a

sign

ifi ca

nt c

ontr

ibut

ion

to t

he te

am•

effe

ctiv

e us

e of

diff

eren

t sy

stem

s of

def

ence

, inc

ludi

ng m

an-t

o-m

an m

arki

ng.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in d

ynam

ic d

rills

an

d a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ge

nera

lly a

ccur

ate

pass

ing

and

rece

ivin

g, p

redo

min

antly

usi

ng o

vera

rm p

asse

s; p

assi

ng to

m

ovin

g te

am m

ates

is s

ucce

ssfu

l; ca

tchi

ng is

suc

cess

ful w

hen

stat

iona

ry b

ut le

ss c

onsi

sten

t w

hen

mov

ing

• ru

nnin

g w

ith t

he b

all w

hile

und

er p

ress

ure

is o

ften

eff

ectiv

e, a

nd o

ften

cre

ates

spa

ce fo

r a

pass

or

sho

t; s

coop

ing

is o

ften

suc

cess

ful w

hen

time

and/

or s

pace

allo

ws

• ac

cura

te s

hoot

ing

from

clo

se r

ange

•

body

and

stic

k ch

ecki

ng; s

tick

chec

king

may

dis

lodg

e th

e ba

ll an

d bo

dy c

heck

ing

will

app

ly

pres

sure

• at

tack

ing

play

pro

vide

s a

good

con

trib

utio

n to

the

team

• ef

fect

ive

use

of d

iffer

ent

syst

ems

of d

efen

ce, i

nclu

ding

man

-to

-man

mar

king

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sLa

cro

sse

skill

s

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te p

assi

ng a

nd re

ceiv

ing

in p

ract

ices

but

less

so

in a

gam

e; p

assi

ng to

sta

tic te

am m

ates

is

suc

cess

ful;

catc

hing

is s

ucce

ssfu

l whe

n st

atio

nary

but

less

so

whe

n m

ovin

g•

succ

essf

ul r

unni

ng w

ith t

he b

all i

n pr

actic

e an

d ca

n cr

eate

spa

ce fo

r a

pass

or

shot

; sco

opin

g is

of

ten

succ

essf

ul w

hen

time

and/

or s

pace

allo

ws

• sh

ootin

g so

met

imes

suc

cess

ful b

ut o

nly

from

a c

lose

ran

ge•

body

and

stic

k ch

ecki

ng; s

tick

chec

king

is m

ore

succ

essf

ul t

han

body

che

ckin

g•

atta

ckin

g pl

ay p

rovi

des

a lim

ited

cont

ribut

ion

to t

he te

am p

erfo

rman

ce•

a m

arki

ng s

yste

m b

ut le

ss s

ucce

ssfu

l in

mar

king

an

oppo

nent

in g

ame

situ

atio

ns.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• la

rgel

y in

effe

ctiv

e pa

ssin

g an

d re

ceiv

ing

with

onl

y ba

sic

unde

rarm

pas

ses

bein

g us

ed; t

he s

tick

is o

ften

not

read

y to

rece

ive

and

the

cand

idat

e re

gula

rly s

tops

whe

n re

ceiv

ing

the

ball

• of

ten

avoi

ds r

unni

ng w

ith t

he b

all;

unab

le to

cre

ate

spac

e•

inef

fect

ive

shoo

ting

fi ndi

ng it

har

d to

exe

cute

clo

se r

ange

sho

ts; b

asic

sho

otin

g te

chni

que

is

used

and

rus

hed

• ch

ecki

ng is

exe

cute

d, b

ut r

arel

y m

akin

g op

pone

nts

mov

e w

ide

or lo

se t

he b

all

• oc

casi

onal

att

acki

ng s

kills

whe

n w

orki

ng w

ith p

laye

rs o

f a

sim

ilar

abili

ty; t

endi

ng n

ot to

co

ntrib

ute

to a

ny a

ttac

king

form

atio

n, u

nles

s th

e ba

ll is

giv

en to

the

m•

fi ndi

ng b

asic

man

-to

-man

mar

king

diffi

cul

t, e

ven

agai

nst

play

ers

of a

sim

ilar

abili

ty.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



NetballAssessment requirements

Boys and girls must be assessed separately, i.e. boys against boys and girls against girls. When there is a limited number of girls or boys, mixed games must be conditioned.





• Level 3 may need to demonstrate skills in isolation and in conditioned games/drills.

• Level 4 and above must demonstrate skills in more dynamic conditioned games/drills and in game play.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a pass to a team mate or of a shot at the ring.


Identifi cation


Level of demand

This is set by the ability of the opposition and the diffi culty of the skills.

Assessed skills

In netball, the mark is determined by the performance of individual skills and their application in game situations. Some skills are generic to all netball players, whatever their position. Other skills can be much more specifi c to a particular position in a match. The Centre should therefore apply position-specifi c weighting when assessing the fi nal mark for each candidate. For example, a goal attack will be expected to have strong passing and shooting skills, whereas a goal defence will be expected to be more effective at marking, blocking and interceptions.


FootworkMarkingPassing ReceivingShooting



Game skills

Circle play and shootingMobility, getting free, change of speed and directionMarking, intercepting, blocking, defending the pass and/or shot Quality of pass






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sN

etb

all s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in d

ynam

ic

dri

lls a

nd

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• co

nsis

tent

ly p

rofi c

ient

foot

wor

k w

ith la

ndin

g sk

ills

(one

/tw

o fe

et),

pivo

ting,

dod

ging

and

st

oppi

ng to

be

an e

ffec

tive

part

icip

ant

in f

ull g

ame

play

• ef

fect

ive

one-

to-o

ne m

arki

ng o

f a

mov

ing

play

er, i

nter

cept

ing,

blo

ckin

g, a

nd d

efen

ding

a p

ass

or s

hot;

mar

ks t

he b

all a

nd s

pace

as

wel

l the

opp

onen

t•

cons

iste

ntly

mak

es q

uick

, acc

urat

e, w

ell-t

imed

one

-/tw

o-h

ande

d pa

sses

; pas

ses

are

deliv

ered

qu

ickl

y ev

en w

hen

mar

ked

clos

ely

• us

ually

get

s fr

ee o

f an

opp

onen

t, a

nd c

atch

es p

asse

s w

hile

mai

ntai

ning

bal

ance

, spe

ed a

nd

cour

t m

obili

ty a

nd t

urni

ng to

fac

e go

al•

usua

lly g

ets

free

for

a pa

ss in

the

circ

le a

nd s

core

s w

ith a

hig

h pe

rcen

tage

of

shot

s (a

t le

ast

50%

)•

cont

ribut

es s

igni

fi can

tly to

gam

e pl

ay.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

wh

en p

erfo

rmin

g s

kills

in d

ynam

ic d

rills

an

d in

a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• pr

ofi c

ient

foot

wor

k w

ith la

ndin

g sk

ills

(one

/tw

o fe

et),

reas

onab

ly c

onsi

sten

t pi

votin

g an

d st

oppi

ng to

oft

en b

e an

eff

ectiv

e pa

rtic

ipan

t in

gam

e pl

ay•

one-

to-o

ne m

arki

ng o

f a

mov

ing

play

er, i

nter

cept

ing

a pa

ss a

nd/o

r de

fend

ing

a sh

ot a

re

reas

onab

ly c

onsi

sten

t, b

ut c

an b

e le

ss e

ffec

tive

unde

r pr

essu

re

• m

akes

reas

onab

ly w

ell-t

imed

one

-/tw

o-h

ande

d pa

sses

, but

acc

urac

y is

not

alw

ays

cons

iste

nt

unde

r pr

essu

re; b

all i

s no

t al

way

s pa

ssed

qui

ckly

• of

ten

gets

fre

e of

an

oppo

nent

, and

cat

ches

pas

ses

whi

le m

aint

aini

ng b

alan

ce, b

ut m

ay re

ceiv

e in

a p

ositi

on t

hat

rest

ricts

the

nex

t pa

ss•

ofte

n ge

ts f

ree

for

a pa

ss in

the

circ

le a

nd s

core

s w

ith a

reas

onab

ly h

igh

perc

enta

ge o

f sh

ots

(at

leas

t 40

%)

• m

akes

a g

ood

cont

ribut

ion

to t

he g

ame.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sN

etb

all s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in d

rills

an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• in

cons

iste

nt la

ndin

g sk

ills

(one

/tw

o fe

et) a

nd s

topp

ing

whi

ch re

sults

in in

frin

gem

ent;

thi

s ca

uses

rece

ivin

g to

be

stat

ic s

o th

at o

vera

ll ef

fect

iven

ess

in g

ame

play

is li

mite

d•

one-

to-o

ne m

arki

ng o

f a

mov

ing

play

er is

evi

dent

but

not

alw

ays

succ

essf

ul; d

oes

not

defe

nd

spac

e an

d th

e ba

ll•

mak

es t

wo

-han

ded

pass

es b

ut d

istr

ibut

ion

lack

s ac

cura

cy e

spec

ially

whe

n tim

e/sp

ace

is

rest

ricte

d•

does

not

con

sist

ently

get

fre

e of

an

oppo

nent

and

so

rece

ives

the

bal

l onl

y w

hen

free

and

sta

tic•

can

som

etim

es g

et f

ree

for

a pa

ss in

the

circ

le a

nd s

core

s w

ith a

lim

ited

perc

enta

ge o

f sh

ots

(at

leas

t 20

%)

• ca

n pa

rtic

ipat

e in

a g

ame

but

does

not

mak

e a

subs

tant

ial c

ontr

ibut

ion.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to la

nd c

orre

ctly

but

gen

eral

foot

wor

k la

cks

tech

niqu

e an

d ba

lanc

e; b

all i

s ca

ught

with

bo

th fe

et o

n th

e gr

ound

• di

ffi c

ulty

mar

king

a s

tatic

or

mov

ing

oppo

nent

eff

ectiv

ely,

and

rar

ely

inte

rcep

ts a

pas

s•

pass

es la

ck p

ower

and

oft

en d

o no

t re

ach

the

rece

iver

or

are

inte

rcep

ted

• ba

ll-ha

ndlin

g sk

ills

are

limite

d an

d ve

ry o

ften

pro

ne to

err

or; b

all i

s fr

eque

ntly

dro

pped

• ra

rely

get

s fr

ee fo

r a

pass

in t

he c

ircle

, and

is t

here

fore

una

ble

to a

ttem

pt m

any

shot

s; a

low

pe

rcen

tage

of

shot

s ar

e su

cces

sful

• ca

nnot

par

ticip

ate

in a

gam

e w

ith a

ny e

ffec

tiven

ess.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Rugby leagueThis activity must not be offered with rugby union.



More able candidates may work as an opponent / team mate in order to demonstrate the awarded mark. You should indicate in a separate note when a candidate is assisting, rather than being assessed.



• Levels 3 and 4 must demonstrate skills in dynamic drills, and in a small-sided game.

• Level 5 and above must demonstrate skills in dynamic drills and in a school or club match or in a game of an appropriate standard.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a pass to a team mate.

• Filming from an appropriate distance is essential, so the bib/shirt numbers or letters of all the candidates and the context of the game can be viewed at all times.

Identifi cation


Numbered team rugby jerseys are suitable.

Level of demand

This is set by the ability of team mates and the opposition and the diffi culty of the skills being performed.

Assessed skills

In rugby league, the mark is determined by the performance of individual skills and their application in game situations.

There is no requirement for individually assessed skills in kicking, scrummaging and line out play during isolated skill practices or conditioned games, but they can be assessed during game play.


Playing the ballPassing ReceivingRunning with the ballTackling



Characteristics of conditioned practices/game play

Attacking play, playing the ball and try scoringRunning with the ball, creativity and tactical awarenessMobility and anticipationDefensive play including tacklingQuality and variation of pass

Marks should be entered on the Order of Merit Form, which is available from www.cie.org.uk/samples





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ug

by

leag

ue

skill

s

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in p

ract

ice

and

in a

gam

e o

f an

ap

pro

pri

ate

stan

dar

d

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• co

nsis

tent

ly m

aint

aini

ng a

str

ong

body

pos

ition

ove

r th

e ba

ll •

accu

rate

and

wel

l-tim

ed s

hort

, sw

ing

and

spin

pas

ses

off

both

han

ds, o

ften

at

spee

d•

abili

ty to

con

sist

ently

cat

ch a

pas

s or

pic

k up

a b

all,

whi

le m

aint

aini

ng b

alan

ce, s

peed

and

line

of

atta

ck•

abili

ty to

sw

erve

, sid

e st

ep, d

umm

y an

d ha

nd-o

ff to

mai

ntai

n th

e m

omen

tum

of

an a

ttac

k w

hen

runn

ing

with

the

bal

l; ta

ckle

s w

ill b

e re

gula

rly b

roke

n •

can

tack

le s

afel

y, e

ffec

tivel

y an

d co

nsis

tent

ly u

sing

a s

ide,

sm

othe

r an

d fr

ont

tack

le

• a

sign

ifi ca

nt c

ontr

ibut

ion

to s

ucce

ssfu

l gam

e pl

ay.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in g

ame

pla

y

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• us

ually

mai

ntai

ning

a s

tron

g bo

dy p

ositi

on o

ver

the

ball

• re

ason

ably

acc

urat

e sh

ort

and

swin

g pa

sses

, and

can

spi

n pa

ss o

ff o

ne h

and

whe

n no

t un

der

pres

sure

• ab

ility

to c

onsi

sten

tly c

atch

a p

ass

or p

ick

up a

bal

l•

abili

ty to

cha

nge

dire

ctio

n w

hile

run

ning

forw

ard

with

the

bal

l; ta

ckle

s w

ill u

sual

ly b

e br

oken

• ca

n us

ually

tac

kle

safe

ly a

nd e

ffec

tivel

y us

ing

a si

de a

nd f

ront

tac

kle

• a

good

con

trib

utio

n to

suc

cess

ful g

ame

play

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ug

by

leag

ue

skill

s

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

, in

a p

ract

ice

and

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ason

ably

acc

urat

e bu

t sh

ort

and

swin

g pa

sses

are

not

alw

ays

accu

rate

und

er p

ress

ure

and

bett

er o

ff o

ne h

and

• ca

n us

ually

cat

ch a

pas

s or

pic

k up

a b

all

• ca

n ca

rry

the

ball

forw

ards

into

spa

ce, b

ut is

som

etim

es u

naw

are

of t

he o

ptio

ns a

vaila

ble

to li

nk

up w

ith o

ther

pla

yers

; som

e ta

ckle

s w

ill b

e br

oken

• ta

cklin

g in

isol

ated

dril

ls b

ut w

ith le

ss s

ucce

ss in

gam

e pl

ay•

som

e co

ntrib

utio

n to

gam

e pl

ay.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in is

ola

ted

ski

ll p

ract

ices

or

con

dit

ion

ed g

ames

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ca

n pa

ss o

ver

a sh

ort

dist

ance

but

not

alw

ays

accu

rate

ly•

gene

ral b

all-h

andl

ing

is p

rone

to e

rror

• m

ay s

omet

imes

car

ry t

he b

all b

ut n

ot a

t sp

eed

and

rare

ly li

nks

up w

ith s

uppo

rt p

laye

rs•

tack

ling

in is

olat

ed d

rills

but

with

ver

y lim

ited

succ

ess

in g

ame

play

• ve

ry li

mite

d co

ntrib

utio

n to

gam

e pl

ay.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Rugby unionThis activity must not be offered with rugby league.



More able candidates may work as an opponent / team mate in order to demonstrate the awarded mark. You should indicate in a separate note when a candidate is assisting, rather than being assessed.

The range of skills that need to be assessed will depend on the ability/level of the candidate.


• Levels 3 and 4 must demonstrate skills in dynamic drills, and in a small-sided game.

• Level 5 and above must demonstrate skills in dynamic drills and in a school or club match or in a game of an appropriate standard.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. the result of a pass to a team mate.

• Filming from an appropriate distance is essential, so the bib/shirt numbers or letters of all the candidates and the context of the game can be viewed at all times.

Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written onto the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Numbered team rugby jerseys are suitable.

Level of demand

This is set by the ability of team mates and the opposition and the diffi culty of the skills being performed.

Assessed skills

In rugby union, the mark is determined by the performance of individual skills and their application in game situations.

There is no requirement for individually assessed skills in kicking, scrummaging and line out play during isolated skill practices or conditioned games, but they can be assessed during game play.


Rucking and maulingPassing ReceivingRunning with the ballTackling



Characteristics of conditioned practices/game play

Running with the ball, break tackles, swerve, dummyMobility and anticipationDefensive play including tacklingQuality and variation of pass






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ug

by

un

ion

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te a

nd w

ell-t

imed

sho

rt, s

win

g an

d sp

in p

asse

s of

f bo

th h

ands

, oft

en a

t sp

eed;

abi

lity

to

‘off

load

’ eff

ectiv

ely

in a

tac

kle

• ab

ility

to c

onsi

sten

tly c

atch

a p

ass,

or

pick

up

a ba

ll, w

hile

mai

ntai

ning

the

spe

ed a

nd li

ne o

f at

tack

• br

eaki

ng t

ackl

es, p

assi

ng w

hen

appr

opria

te a

nd p

rese

ntin

g ba

ll w

hen

tack

led;

abi

lity

to s

wer

ve

and

dum

my

effe

ctiv

ely

• ad

opts

goo

d bo

dy p

ositi

ons

whe

n ru

ckin

g an

d m

aulin

g, d

rivin

g ot

her

play

ers

off

the

ball

• ab

ility

to s

wer

ve, s

ide

step

and

han

d-of

f in

ord

er to

mai

ntai

n th

e m

omen

tum

of

an a

ttac

k an

d/or

co

nsis

tent

ly li

nk u

p w

ith s

uppo

rt p

laye

rs•

tack

ling

safe

ly a

nd e

ffec

tivel

y •

a si

gnifi

cant

con

trib

utio

n to

gam

e pl

ay; f

orw

ards

will

dem

onst

rate

ver

y go

od s

crum

mag

ing

tech

niqu

e an

d ba

cks

will

dem

onst

rate

ver

y go

od e

xecu

tion

of b

ack-

line

mov

es.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ason

ably

acc

urat

e an

d w

ell-t

imed

sho

rt, s

win

g an

d sp

in p

ass

on o

ne h

and,

oft

en a

t sp

eed;

ab

ility

to o

ccas

iona

lly ‘o

ff lo

ad’ i

n a

tack

le•

abili

ty to

con

sist

ently

cat

ch a

pas

s, o

r pi

ck u

p a

ball

• pa

ssin

g w

hen

appr

opria

te a

nd p

rese

ntin

g ba

ll w

hen

tack

led

• ad

opts

goo

d bo

dy p

ositi

ons

whe

n ru

ckin

g an

d m

aulin

g, a

nd c

an p

rote

ct t

he b

all t

o ke

ep

poss

essi

on•

abili

ty to

sw

erve

and

mai

ntai

n th

e m

omen

tum

of

an a

ttac

k an

d/or

con

sist

ently

link

up

with

su

ppor

t pl

ayer

s•

tack

ling

safe

ly a

nd e

ffec

tivel

y on

mos

t oc

casi

ons

• a

notic

eabl

e co

ntrib

utio

n to

gam

e pl

ay; f

orw

ards

will

dem

onst

rate

goo

d sc

rum

mag

ing

tech

niqu

e an

d ba

cks

will

dem

onst

rate

goo

d ex

ecut

ion

of b

ack-

line

mov

es.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ug

by

un

ion

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

, in

a p

ract

ice

and

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

ason

ably

acc

urat

e; w

ell-t

imed

sho

rt s

win

g pa

ss o

n on

e ha

nd•

can

usua

lly c

atch

a p

ass

or p

ick

up a

bal

l•

can

pass

whe

n ap

prop

riate

and

pre

sent

bal

l whe

n ta

ckle

d•

join

s ru

cks/

mau

ls b

ut m

akes

no

sign

ifi ca

nt c

ontr

ibut

ion

• ca

n ru

n w

ith t

he b

all a

nd p

ass

whe

n no

t lik

ely

to b

e ta

ckle

d•

tack

ling

in is

olat

ed d

rills

but

with

less

suc

cess

in g

ame

play

• so

me

cont

ribut

ion

to g

ame

play

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ca

n pa

ss o

ver

a sh

ort

dist

ance

on

one

hand

• ca

n us

ually

cat

ch a

pas

s or

pic

k up

a b

all i

n a

drill

• in

effe

ctiv

e ru

nnin

g/ca

rryi

ng•

join

s ru

cks/

mau

ls b

ut m

akes

no

sign

ifi ca

nt c

ontr

ibut

ion

• ca

n ru

n w

ith t

he b

all a

nd p

ass

whe

n in

ope

n sp

ace

• ta

cklin

g in

isol

ated

dril

ls b

ut w

ith v

ery

limite

d su

cces

s in

gam

e pl

ay•

very

lim

ited

cont

ribut

ion

to g

ame

play

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



SquashAssessment conditions





• Level 4 and above must demonstrate skills in conditioned games/drills and competitive games.

Evidence


• It is important that both the skill and the outcome can be seen. Filming from a viewing balcony is often the most effective method.

Identifi cation


Level of demand

This is set by ability of the opponent and the diffi culty of the shot or serve being received during rallies.

Assessed skills

In squash, the mark is determined by the performance of individual skills and their application in game situations.


ServingForehand: grip, drive, volley, drop shot, boastBackhand: grip, drive, volley, drop shot, boast

Game skills

Side wall playCourt movement (returning to the ‘T’)Ball depth variationShot variation






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

qu

ash

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow v

aria

tion,

hit

the

side

wal

l at

a hi

gh p

oint

and

dro

p on

to b

otto

m o

f ba

ck w

all;

foot

wor

k is

acc

urat

e; b

ackh

and

and

fore

hand

ser

ves

but

fore

hand

will

dom

inat

e•

driv

es w

ill p

lace

bal

l clo

se to

the

sid

e w

all a

nd d

eep

to b

ack

wal

l•

volle

ys w

ill b

e ef

fect

ive

in e

ither

win

ning

ral

lies

or p

laci

ng t

he b

all o

nto

back

wal

l•

drop

sho

ts w

ill b

e ‘s

oft’,

acc

urat

e an

d us

e si

de a

nd f

ront

wal

l•

boas

t w

ill d

rop

in t

he c

orne

r an

d fr

ont

wal

l•

shot

var

iatio

n an

d ac

cura

cy w

ill b

e ve

ry g

ood

and

cons

iste

nt; s

ide

wal

l sho

ts w

ill b

e tig

ht to

wal

l an

d ‘s

econ

d bo

unce

’ be

on b

otto

m o

f ba

ck w

all

• co

urt

mov

emen

t w

ill b

e qu

ick,

retu

rn to

a c

entr

al p

ositi

on b

etw

een

shot

s w

ill b

e co

nsis

tent

and

gi

ve t

he a

ppea

ranc

e of

bei

ng u

nrus

hed.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow v

aria

tion,

hit

the

side

wal

l at

a hi

gh p

oint

and

dro

p on

to b

otto

m o

f ba

ck w

all;

foot

wor

k is

acc

urat

e; o

nly

fore

hand

ser

ves

dem

onst

rate

d•

driv

es w

ill s

omet

imes

pla

ce b

all c

lose

to t

he s

ide

wal

l and

dee

p to

bac

k w

all

• vo

lleys

will

be

exec

uted

with

goo

d te

chni

que

but

will

oft

en n

ot w

in t

he p

oint

• dr

op s

hots

will

be

dem

onst

rate

d bu

t pl

ace

a lo

w le

vel o

f pr

essu

re o

n th

e op

pone

nt•

boas

t w

ill b

e sh

own

in t

he g

ame

but

may

onl

y oc

casi

onal

ly b

e ef

fect

ive

• sh

ot v

aria

tion

and

accu

racy

will

be

good

and

con

sist

ent

• kn

owle

dge

of w

here

to s

tand

to s

erve

and

to re

ceiv

e, b

ut a

ntic

ipat

ion

of re

turn

s is

inco

nsis

tent

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

qu

ash

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow li

ttle

var

iatio

n; s

erve

s ar

e no

t hi

gh e

noug

h on

fro

nt w

all t

o ha

ve d

epth

an

d ap

ply

little

pre

ssur

e to

the

opp

onen

t; fo

otw

ork

is n

ot a

ccur

ate;

onl

y fo

reha

nd s

erve

s de

mon

stra

ted

• si

de w

all p

lay

is n

ot p

reci

se b

ut s

ome

balls

are

pla

ced

to a

pply

pre

ssur

e•

volle

ys w

ill b

e ex

ecut

ed w

ith b

asic

tech

niqu

e bu

t w

ill n

ot a

pply

pre

ssur

e•

drop

sho

ts w

ill b

e de

mon

stra

ted

but

plac

e lit

tle p

ress

ure

on t

he o

ppon

ent

• bo

ast

will

be

show

n in

the

gam

e bu

t is

onl

y oc

casi

onal

ly e

ffec

tive

• sh

ot v

aria

tion

will

be

limite

d•

cour

t m

ovem

ent

will

be

slow

er a

lthou

gh a

retu

rn to

a c

entr

al p

ositi

on b

etw

een

shot

s m

ay b

e un

ders

tood

; can

dida

te w

ill a

ppea

r to

be

‘rush

ed’ d

ue to

a la

ck o

f an

ticip

atio

n.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow n

o va

riatio

n; s

erve

s ar

e no

t hi

gh e

noug

h on

fro

nt w

all t

o ha

ve d

epth

and

app

ly

no p

ress

ure

to t

he o

ppon

ent;

foot

wor

k is

not

acc

urat

e; o

nly

fore

hand

ser

ves

dem

onst

rate

d•

side

wal

l pla

y is

not

evi

dent

and

the

onl

y in

tent

ion

is to

hit

the

ball

• ra

llies

are

sho

rt a

nd re

ly o

n op

pone

nt’s

wea

knes

ses,

poo

r pl

ay a

nd m

ista

kes;

no

patt

ern

to a

ra

lly w

ill b

e se

en; b

all r

arel

y bo

unce

s be

hind

the

ser

vice

line

• vo

lleys

will

oft

en b

e m

ishi

t or

mis

sed

• dr

op s

hots

will

be

inac

cura

te•

shot

var

iatio

n an

d ac

cura

cy w

ill b

e ve

ry b

asic

• co

urt

mov

emen

t w

ill b

e sl

ow w

ith n

o re

posi

tioni

ng a

fter

sho

ts.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Table tennisAssessment requirements







• Level 4 and above must demonstrate skills in conditioned games/drills and in competitive games.

Evidence


• It is important that both the skill and the outcome can be seen, e.g. ball placement on the table.

• Filming from the front and to the side gives the best view.

Identifi cation


Level of demand

This is set by the ability of the opponent and diffi culty of the shot being received during rallies.

Assessed skills

In table tennis, the mark is determined by the performance of individual skills and their application in game situations.

Skills and techniques (all on forehand and backhand)

ServingPushTopspinBackspin

Game skills

Attacking play: variation of serve, ball placement, spin to exert pressureGood footwork to execute shots and to dominate with forehandDefending play






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTa

ble

ten

nis

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow v

arie

ty o

f sp

in a

nd s

peed

• to

pspi

n ra

llies

tha

t ca

n be

mai

ntai

ned

with

spe

ed a

nd a

ccur

acy

on b

oth

fore

hand

and

bac

khan

d•

back

spin

will

be

effe

ctiv

e in

bot

h re

turn

ing

tops

pin

driv

es a

nd a

pply

ing

pres

sure

• ga

me

play

will

app

ly p

ress

ure

by g

ood

varia

tion

in s

hots

and

bal

l pla

cem

ent

• pl

ay w

ill b

e ef

fect

ive

thro

ugh

rapi

d m

ovem

ent

and

foot

wor

k ar

ound

the

tab

le.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a p

ract

ice

and

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow v

arie

ty o

f sp

in a

nd s

peed

• to

pspi

n ra

llies

tha

t ca

n be

mai

ntai

ned

with

reas

onab

le s

peed

and

acc

urac

y on

bot

h fo

reha

nd

and

back

hand

• ba

cksp

in w

ill b

e ef

fect

ive

in re

turn

ing

tops

pin

driv

es•

gam

e pl

ay w

ill a

pply

pre

ssur

e by

var

iatio

n in

sho

ts a

nd b

all p

lace

men

t •

play

will

be

effe

ctiv

e th

roug

h m

ovem

ent

and

foot

wor

k ar

ound

the

tab

le.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTa

ble

ten

nis

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d/o

r in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow li

mite

d va

riety

of

spin

and

spe

ed•

fore

hand

and

bac

khan

d ra

llies

can

be

mai

ntai

ned

in a

pra

ctic

e si

tuat

ion

but

rare

ly in

a g

ame

• pu

sh s

trok

es m

ay b

e us

ed•

back

spin

will

be

effe

ctiv

e in

pra

ctic

e bu

t no

t in

ral

lies

• ra

llies

will

be

mai

ntai

ned

until

spi

n or

spe

ed p

ress

ure

caus

es m

ista

kes

• ga

me

play

will

hav

e re

stric

ted

varia

tion

in s

hots

and

bal

l pla

cem

ent

• pl

ay c

onsi

sts

of re

turn

ing

the

ball

rath

er t

han

appl

ying

pre

ssur

e•

limite

d fo

otw

ork

will

be

evid

ent,

whi

ch w

ill re

stric

t m

ovem

ent

and

shot

s w

ill b

e re

turn

ed b

y us

ing

both

sid

es o

f th

e bo

dy.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

tha

t sh

ow li

mite

d ab

ility

and

may

be

exec

uted

inco

rrec

tly•

fore

hand

and

bac

khan

d ra

llies

can

be

mai

ntai

ned

in a

pra

ctic

e si

tuat

ion

with

diffi

cul

ty a

nd o

nly

whe

n th

e ba

ll is

fed

by a

par

tner

• pu

sh s

trok

es w

ill d

omin

ate

any

play

• ga

me

play

will

hav

e re

stric

ted

varia

tion

in s

hots

and

bal

l pla

cem

ent

• pl

ay c

onsi

sts

of re

turn

ing

the

ball

rath

er t

han

appl

ying

pre

ssur

e•

very

lim

ited

foot

wor

k w

ill b

e ev

iden

t w

hich

will

rest

rict

mov

emen

t an

d sh

ots.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



TennisAssessment requirements





• Level 2 may need to demonstrate skills in isolation.

• Level 3 may need to demonstrate skills in isolation and/or in conditioned rallies/games.

• Level 4 and above must demonstrate skills in conditioned rallies/games and in competitive games.

Evidence

• Filmed evidence should only include the evidence required to support the awarded mark. This will result in different evidence for different levels of candidate.

• It is important that both the skill and the outcome can be seen, e.g. the shot and placement of the ball.

• The camera should be positioned at one end of the court so that both players and the outcome of their skills can be viewed at all times.

• Only one court, with two candidates playing singles, should be fi lmed at any one time.

Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written on the order of merit form. See section 4.2.4 on candidate identifi cation.

Level of demand

This is set by the ability of the opponent and the diffi culty of the ball being received during rallies.

Assessed skills

In tennis, the mark is determined by the performance of individual shots and their application in rallies and game situations.


Ground strokes: forehand and backhandVolleysServing

Game skills

Variation of servePlacement of shots: depth, pace, down the line and cross court






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTe

nn

is s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

in p

erfo

rmin

g s

kills

in c

on

dit

ion

ed r

allie

s/g

ames

an

d in

a c

om

pet

itiv

e g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

ckha

nd a

nd fo

reha

nd t

hat

take

the

bal

l ear

ly (i

nclu

ding

a r

isin

g ba

ll) a

nd s

how

dep

th o

f ba

ll pl

acem

ent:

str

okes

are

per

form

ed w

ith p

ower

, res

ultin

g in

the

bal

l cro

ssin

g th

e ne

t fa

irly

low

•

serv

es d

emon

stra

te a

whi

p ac

tion,

are

con

sist

ent

and

perf

orm

ed w

ith p

ower

; rac

ket

head

lead

s th

e se

rve

and

is o

n to

p of

the

bal

l•

volle

ys p

unch

the

bal

l dee

p to

the

bas

elin

e•

gam

e pl

ay/r

allie

s sh

ow a

ccur

acy

and

varia

tion

• co

urt

spee

d, a

ntic

ipat

ion

and

good

foot

wor

k an

d co

ntrib

ute

to r

allie

s.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in c

on

dit

ion

ed

ralli

es/g

ames

an

d in

a c

om

pet

itiv

e g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

with

som

e ac

cura

cy, w

ith r

acqu

et o

ver

the

ball,

but

whi

p ac

tion

is le

ss e

ffec

tive

• fo

reha

nd a

nd b

ackh

and

stro

kes

with

som

e de

pth

and

accu

racy

: one

may

be

less

eff

ectiv

e an

d be

per

form

ed w

ith le

ss p

ower

• vo

lleys

per

form

ed c

orre

ctly

, but

lack

dep

th a

nd p

ower

• ra

llies

mai

ntai

ned

but

shot

s sh

ow le

ss v

aria

tion

and

ball

plac

emen

t is

mor

e ce

ntra

l to

the

cour

t•

antic

ipat

ion

and

good

foot

wor

k co

ntrib

ute

to r

allie

s, b

ut c

ourt

spe

ed is

less

eff

ectiv

e.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTe

nn

is s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d/o

r in

co

nd

itio

ned

ral

lies/

gam

es

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

with

som

e ac

cura

cy (b

ut w

ith w

rist

lead

ing

the

serv

e) a

nd li

ttle

pow

er•

fore

hand

with

cor

rect

foot

wor

k, b

ut w

ithou

t po

wer

or

varia

tion;

bac

khan

d st

roke

s ar

e ex

ecut

ed

with

inco

rrec

t fo

otw

ork

and

swin

g; b

oth

stro

kes

have

onl

y lim

ited

succ

ess

• vo

lleys

are

dem

onst

rate

d, b

ut te

chni

que

and

stre

ngth

will

lim

it su

cces

s•

ralli

es c

an b

e m

aint

aine

d fo

r a

limite

d nu

mbe

r of

sho

ts b

ut o

nly

whe

n ba

ll re

ceiv

ed is

eas

y to

pl

ay•

antic

ipat

ion

is li

mite

d an

d co

rrec

t fo

otw

ork

(fore

hand

onl

y) is

dem

onst

rate

d w

hen

the

cand

idat

e ha

s tim

e, b

ut c

ourt

spe

ed is

lim

ited.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• se

rves

with

som

e ac

cura

cy (b

ut w

ith w

rist

lead

ing

the

serv

e) a

nd li

ttle

pow

er; b

all h

as a

hig

h fl i

ght

path

• fo

reha

nd w

ith in

corr

ect

foot

wor

k an

d w

ithou

t po

wer

or

varia

tion;

bac

khan

d st

roke

s ar

e ex

ecut

ed w

ith in

corr

ect

foot

wor

k an

d sw

ing;

bot

h st

roke

s ha

ve o

nly

limite

d su

cces

s•

volle

ys a

re r

arel

y su

cces

sful

• ra

llies

are

rar

ely

mai

ntai

ned

• an

ticip

atio

n is

lim

ited

and

corr

ect

foot

wor

k (fo

reha

nd o

nly)

whe

n th

e ca

ndid

ate

has

time,

but

co

urt

spee

d is

lim

ited.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



VolleyballAssessment conditions




• Level 3 may need to demonstrate skills in isolation and/or in conditioned games.

• Level 4 and above must demonstrate skills in conditioned games/drills and in competitive games.

Evidence

• Filmed evidence should only include the evidence required to demonstrate the awarded mark. This will result in different evidence for different levels of candidate. Skills like the volley and dig should be demonstrated in a dynamic continuous situation.

• It is important that both the skill and the outcome can be seen, e.g. the outcome of a volley.


Identifi cation


Level of demand

This is set by the ability of the opposition and the diffi culty of the skills.

Assessed skills

In volleyball, the mark is determined by the performance of individual skills and their application in game situations.


Serve DigVolleySmash/spike

Game skills

Attacking play:Three-touch rallySetting from a variety of positions

Defending play:Digging in defenceAnticipation






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sV

olle

ybal

l ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in

con

dit

ion

ed g

ames

/dri

lls a

nd

in c

om

pet

itiv

e g

ames

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• co

nsis

tent

and

acc

urat

e se

rvic

e; p

ower

gen

erat

ed b

y an

ove

rarm

ser

ve•

digg

ing

whi

le u

nder

pre

ssur

e fr

om a

n an

gled

or

pow

erfu

l ser

ve o

r sp

ike

is c

onsi

sten

t an

d ac

cura

te, u

sual

ly s

ettin

g up

the

pot

entia

l for

att

acki

ng p

lay

• vo

lleys

are

exe

cute

d fr

om a

ll ar

eas

of t

he c

ourt

with

con

sist

ency

and

acc

urac

y; h

ands

hav

e a

’sof

t to

uch’

and

fi ng

ers

exte

nd t

hrou

gh t

he b

all t

o cr

eate

hei

ght;

vol

leys

can

set

up

a sp

ikin

g op

port

unity

• fl u

ent

cour

t m

ovem

ent

crea

tes

atta

ckin

g op

port

uniti

es in

mos

t po

sitio

ns; g

ood

antic

ipat

ion

give

s ca

ndid

ate

time

to p

ositi

on a

nd p

lay

shot

s; t

hree

-tou

ch r

allie

s ar

e co

mpl

eted

eff

ectiv

ely

thro

ugho

ut t

he g

ame;

set

ting

and

spik

ing

are

effe

ctiv

e.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in c

on

dit

ion

ed

gam

es/d

rills

an

d in

co

mp

etit

ive

gam

es

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• co

nsis

tent

and

acc

urat

e un

dera

rm s

ervi

ce; o

vera

rm s

erve

s ar

e so

met

imes

inco

nsis

tent

and

are

‘fl

oatin

g’ s

erve

s on

ly

• di

ggin

g sh

ows

good

tech

niqu

e an

d th

e ba

ll is

usu

ally

con

trol

led

to e

nabl

e an

eff

ectiv

e se

cond

to

uch;

rece

ivin

g a

dow

nwar

d st

ruck

bal

l sho

ws

less

con

sist

ent

cont

rol

• vo

lleys

are

exe

cute

d w

ith c

onsi

sten

cy a

nd a

re u

sual

ly a

ccur

ate;

han

ds h

ave

a ’s

oft

touc

h’ a

nd

fi nge

rs e

xten

d th

roug

h th

e ba

ll to

cre

ate

heig

ht; v

olle

ys a

re le

ss e

ffec

tive

in s

ettin

g up

spi

king

op

port

uniti

es t

hrou

gh in

cons

iste

nt p

lace

men

t re

lativ

e to

the

net

•

good

cou

rt m

ovem

ent

com

bine

d w

ith a

ntic

ipat

ion

give

s ca

ndid

ates

tim

e an

d co

nsis

tenc

y of

sk

ill e

xecu

tion;

thr

ee-t

ouch

ral

lies

can

be c

ompl

eted

, how

ever

a c

erta

in ro

le (d

ig/v

olle

y) is

muc

h m

ore

cons

iste

nt t

han

the

othe

rs; s

piki

ng w

ill b

e in

effe

ctiv

e.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sV

olle

ybal

l ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in a

pra

ctic

e an

d/o

r in

co

nd

itio

ned

gam

es

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• un

dera

rm s

ervi

ce is

not

con

sist

ent

with

ser

ves

and

tend

s to

follo

w a

hig

h lo

opin

g tr

ajec

tory

; ov

erar

m s

erve

s w

ill b

e de

mon

stra

ted

but

with

a lo

w s

tand

ard

of s

ucce

ss•

digg

ing

is s

omet

imes

acc

urat

e bu

t br

eaks

dow

n w

hen

face

d by

an

angl

ed o

r po

wer

ful s

erve

or

spik

e; d

iggi

ng te

chni

que

is in

cons

iste

nt, s

omet

imes

lead

ing

with

the

arm

s •

volle

ys a

re e

ffec

tive

and

accu

rate

, but

han

ds te

nd to

sla

p at

the

bal

l rat

her

than

the

fi ng

ers

exte

nd•

inco

nsis

tent

sin

gle

bloc

ks d

ue to

a m

istim

ed ju

mp

and/

or p

oor

posi

tioni

ng; p

assi

ng is

var

iabl

e in

ac

cura

cy; l

ack

of c

onsi

sten

cy w

hen

pass

ing

to m

ovin

g te

am m

ates

• lim

ited

fl uen

cy in

cou

rt m

ovem

ent

and

the

cand

idat

e la

cks

cons

iste

ncy

in a

ny ro

le o

n co

urt

(dig

/vo

lley)

; thr

ee-t

ouch

ral

lies

will

be

atte

mpt

ed b

ut p

erfo

rmed

with

diffi

cul

ty a

nd in

cons

iste

ntly

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• la

rgel

y in

effe

ctiv

e se

rvin

g, o

nly

poss

ible

with

a b

asic

und

erar

m te

chni

que;

ser

ves

regu

larly

do

not

cros

s th

e ne

t•

digg

ing

is o

ften

avo

ided

by

the

cand

idat

e or

hit

with

lead

ing

and

unco

ntro

lled

arm

s; d

igs

are

seld

om a

ccur

atel

y pl

aced

to a

llow

thr

ee-t

ouch

ral

lies

• vo

lleyi

ng is

oft

en in

cons

iste

nt, w

ith d

iffi c

ulty

acc

urat

ely

fi ndi

ng m

ovin

g or

sta

tiona

ry te

am

mat

es; h

ands

oft

en s

lap

at t

he b

all a

nd h

eigh

t is

usu

ally

not

ach

ieve

d ad

ding

to in

effe

ctiv

e th

ree-

touc

h ra

llies

• lim

ited

abili

ty to

pla

y a

part

in a

con

trol

led

rally

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Gymnastic activities


6.2 Gymnastic activitiesActivities in this section:

• artistic gymnastics or rhythmic gymnastics

• individual fi gure skating

• trampolining.

Candidates cannot enter for both artistic gymnastics and rhythmic gymnastics.


Candidates should:

• compose and perform routines involving appropriately advanced and technically demanding skills

• perform a range of techniques showing understanding of body form, fl uency and accuracy in execution of elements within the performance

• understand and apply the principles, rules and criteria for performance in the activity.

All activities in this section should be fi lmed in a way which allows moderators to see the full routine and isolated skills as appropriate and enables moderators to see the relevant skills (height, landings, movement, body form, etc.). For details see the relevant section on fi lmed evidence in the individual activities.



Artistic gymnasticsThis activity must not be offered with rhythmic gymnastics.


• Candidates must be assessed completing a routine in either one or two disciplines as specifi ed below.

• Candidates must complete individual routines.


The range of skills/routines that need to be assessed will depend on the ability of the candidate.

• Level 2 and below may need to demonstrate skills on the fl oor in isolation and one vault.

• Level 3 should demonstrate skills in an individual fl oor routine and one vault.

• Level 4 and above must demonstrate skills in an individual fl oor routine, a second discipline and one vault.

Evidence


• The whole routine should be fi lmed so that the gymnast and the mat area are in view.

Identifi cation

Candidates must be identifi ed using distinctive coloured leotard/clothing with identifi ers written on the order of merit form. This information can also be displayed as a caption on the fi lm or as a verbal commentary. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the execution of the skills and the tariff diffi culty of the routine.

Assessed skills

Skills are given diffi culty tariffs and this will help determine the mark. However, skills are also assessed for accuracy of execution and shape. Candidates should perform one routine of linked moves, of a suffi cient length to demonstrate their level of skill.

Disciplines

Girls: beam, asymmetrical bars, vaultBoys: high bar, parallel bars, pommel horse, vault

Skills are not listed for each discipline. The range of fl oor/vault skills below should guide expected skills in other disciplines.

Skills are listed in a hierarchical way and are classifi ed according to diffi culty. Routines should contain specifi c skills, link skills and expressive skills, as well as musicality where appropriate.

Floor skills

Jumps: tucked/piked/straddle/other jumps of choice Rolls: backwards/forwards/other rolls of choiceBalances: handstand/headstand/arabesqueTurns (half and full)Rotational skills cartwheel and round offAdvanced skills: walkovers, handsprings somersaults



Vaults

CrossBox/Springboard for take-off: through/straddle/handspring, short arm over swing (half rotation off)






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sA

rtis

tic

gym

nas

tics

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in b

oth

ro

uti

nes

an

d a

vau

lt

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

wid

e ra

nge

of in

divi

dual

and

link

ed s

kills

in ro

utin

es; w

here

app

ropr

iate

mus

ical

ity w

ill b

e ve

ry

good

; rou

tines

will

hav

e fl u

ency

• ad

vanc

ed s

kills

with

bas

ic s

kills

as

link

mov

es o

r as

com

bine

d sk

ills

• ve

ry g

ood

bala

nce,

con

trol

, pac

e an

d bo

dy fo

rm t

hrou

ghou

t•

the

vaul

t w

ill b

e of

a h

igh

tarif

f an

d ex

ecut

ed w

ith v

ery

good

bod

y fo

rm s

how

ing

fl igh

t on

and

of

f an

d se

cure

land

ings

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in b

oth

ro

uti

nes

an

d a

vau

lt

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

wid

e ra

nge

of in

divi

dual

and

link

ed s

kills

in ro

utin

es; w

here

app

ropr

iate

mus

ical

ity w

ill b

e ve

ry

good

; rou

tines

will

hav

e fl u

ency

• lim

ited

adva

nced

ski

lls a

s w

ell a

s ba

sic

skill

s as

link

mov

es a

nd c

ombi

ned

skill

s•

good

bal

ance

, con

trol

, pac

e an

d bo

dy fo

rm t

hrou

ghou

t•

the

vaul

t w

ill b

e of

a h

igh

tarif

f an

d ex

ecut

ed w

ith g

ood

body

form

, bal

ance

and

con

trol

.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in t

he

rou

tin

e an

d a

vau

lt

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

wid

e ra

nge

of in

divi

dual

and

link

ed s

kills

in ro

utin

es; w

here

app

ropr

iate

mus

ical

ity w

ill b

e so

und;

rout

ines

will

hav

e fl u

ency

• ba

sic

skill

s ar

e lin

ked

to p

rovi

de a

rout

ine

that

dem

onst

rate

s va

riabi

lity

incl

udin

g lin

k m

oves

and

co

mbi

ned

skill

s•

bala

nce,

con

trol

, pac

e an

d bo

dy fo

rm t

hrou

ghou

t•

the

vaul

t w

ill b

e of

a lo

w t

ariff

and

exe

cute

d w

ith s

ound

bod

y fo

rm, b

alan

ce a

nd c

ontr

ol.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sA

rtis

tic

gym

nas

tics

ski

lls

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in is

ola

ted

ski

lls a

nd

a v

ault

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

rang

e of

bas

ic in

divi

dual

ski

lls; s

kills

may

be

pres

ente

d co

ntin

uous

ly b

ut a

s a

rout

ine

it w

ill

appe

ar to

be

a se

t of

ski

lls w

ithou

t fl u

ency

or

subs

tant

ial l

inks

• ba

lanc

e, c

ontr

ol a

nd p

ace

will

be

varia

ble

and

body

form

will

oft

en b

e in

corr

ect;

som

e sk

ills

will

be

per

form

ed in

corr

ectly

• th

e va

ult

will

be

of a

low

tar

iff a

nd e

xecu

ted

with

inco

rrec

t fo

rm a

nd s

ome

imba

lanc

e es

peci

ally

on

land

ing.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Rhythmic gymnasticsThis activity must not be offered with artistic gymnastics.


• Candidates must be assessed completing a routine in either one or two disciplines as specifi ed below.



The range of skills/routines that need to be assessed will depend on the ability of the candidate.

• Level 2 and below may need to demonstrate skills in isolation and in a basic routine of linked moves.

• Level 3 may need to demonstrate skills in isolation and should complete a routine in one discipline.

• Level 4 and above must demonstrate skills in routines in two disciplines.

Evidence


• The whole routine should be fi lmed so that the gymnast and mat area are in view.

Identifi cation


Level of demand

This is set by the execution of the skills and the tariff diffi culty of the routine.

Assessed skills

Skills are given diffi culty tariffs and this will help determine the mark. However, skills are also assessed for accuracy of execution and shape. In rhythmic gymnastics, the mark is determined by the candidate’s ability to perform a routine of their choice of a suffi cient length to demonstrate their level of skill.

Disciplines

Candidates must choose to use a ball, hoop or ribbon to demonstrate skills in isolation or in a routine. Manipulation of other rhythmic gymnastics equipment is not allowed. The candidate may choose the tariff diffi culty to suit their ability.

Routines should contain specifi c skills, link skills and expressive skills, as well as, where appropriate musicality.


RollsBalances Leaps/jumpsSpinsWalkovers



Manipulation of specifi c equipment (as chosen by the candidate):

Ball: throw/catch/trap/swing/circle/bounce Hoop: throw/catch/trap/spin/swinging/passing through and over Ribbon: throw/catch/swing/circle/fi gure of 8/snake






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

hy

thm

ic g

ymn

asti

cs s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in t

wo

ro

uti

nes

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

lanc

es a

nd w

alko

vers

of

a hi

gh le

vel o

f di

ffi c

ulty

and

bot

h pe

rfor

med

wel

l•

man

ipul

atio

n of

the

app

arat

us s

how

s a

wid

e ra

nge

of s

kills

, exe

cute

d to

a h

igh

leve

l•

rout

ines

incl

ude

gym

nast

ic (b

oth

basi

c an

d ad

vanc

ed s

kills

) and

app

arat

us s

kills

bei

ng li

nked

to

geth

er w

ith fe

w lo

sses

of

cont

rol;

rout

ine

is p

rolo

nged

, con

sist

ent

and

fl ow

s ex

trem

ely

wel

l•

very

goo

d ca

ndid

ate

chor

eogr

aphy

• ex

celle

nt m

usic

ality

in ro

utin

es; r

hyth

m, b

alan

ce, c

ontr

ol a

nd b

ody

form

are

mai

ntai

ned;

oc

casi

onal

att

empt

to u

se t

he n

on-f

avou

rite

hand

for

at le

ast

one

appa

ratu

s sk

ill•

rout

ines

last

at

leas

t 1

min

ute

each

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in t

wo

ro

uti

nes

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

lanc

es a

nd w

alko

vers

of

a go

od le

vel o

f di

ffi c

ulty

and

bot

h pe

rfor

med

wel

l•

man

ipul

atio

n of

the

app

arat

us s

how

s a

wid

e ra

nge

of s

kills

, exe

cute

d to

a g

ood

leve

l•

rout

ines

incl

ude

gym

nast

ic (w

ith s

ome

adva

nced

ski

lls) a

nd a

ppar

atus

ski

lls b

eing

link

ed

toge

ther

with

few

loss

es o

f co

ntro

l; th

e ro

utin

e is

pro

long

ed, c

onsi

sten

t an

d fl o

ws

wel

l•

good

can

dida

te c

hore

ogra

phy

• ex

celle

nt m

usic

ality

and

rhy

thm

in ro

utin

es; b

alan

ce, c

ontr

ol a

re m

aint

aine

d bu

t bo

dy fo

rm

(sha

pe a

nd te

nsio

n) m

ay b

e le

ss d

efi n

ed•

rout

ines

last

at

leas

t 1

min

ute

each

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

hy

thm

ic g

ymn

asti

cs s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in p

ract

ice

and

on

e ro

uti

ne

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

lanc

es a

nd ro

lls a

re p

erfo

rmed

wel

l•

man

ipul

atio

n of

the

app

arat

us s

how

s a

limite

d ra

nge

of s

kills

, exe

cute

d to

a s

ound

leve

l of

tech

niqu

e•

gym

nast

ic a

nd a

ppar

atus

ski

lls c

an b

e co

mbi

ned

in a

n is

olat

ed m

ove

to a

goo

d st

anda

rd•

rout

ines

incl

ude

gym

nast

ic (w

ith o

nly

basi

c sk

ills)

and

app

arat

us s

kills

link

ed to

geth

er w

ith fe

w

loss

es o

f co

ntro

l•

som

e ca

ndid

ate

chor

eogr

aphy

•

reas

onab

le r

hyth

m, b

alan

ce, c

ontr

ol in

rout

ines

but

link

s be

twee

n sk

ills

are

not

fl uid

• ro

utin

es la

st 3

0 se

cond

s to

1 m

inut

e.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

and

on

e ro

uti

ne

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to p

erfo

rm s

ome

of t

he is

olat

ed b

asic

gym

nast

ic a

nd a

ppar

atus

ski

lls w

ith s

ome

cont

rol;

no m

oves

of

a hi

gher

tar

iff a

re d

emon

stra

ted;

bas

ic s

kills

are

repe

ated

but

not

co

nsis

tent

ly•

bala

nces

cho

sen

are

ofte

n no

t he

ld a

nd ro

lls a

re e

xecu

ted

with

out

good

form

• th

e ro

utin

e in

clud

es o

nly

a fe

w m

oves

link

ed to

geth

er w

ith s

ome

obvi

ous

loss

of

cont

rol a

nd

bala

nce

• ro

utin

e la

sts

30 s

econ

ds o

r le

ss a

nd a

ppea

rs m

ore

as a

per

form

ance

of

isol

ated

mov

es•

man

ipul

atio

n of

app

arat

us in

the

rout

ine

is in

cons

iste

nt a

nd la

cks

cont

rol;

mus

ical

ity is

lim

ited.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Individual fi gure skatingAssessment requirements

• Candidates must be assessed as individual skaters.




• Level 3 may need to demonstrate skills in isolation and/or in a routine.

• Level 4 and above must demonstrate skills within a continuous routine/dance and choreograph their own routine.

Evidence

• Filmed evidence should only include the evidence required to demonstrate the mark. This will result in different evidence for different levels of candidate.

• Candidates should be fi lmed showing isolated skills and a routine set to music.

• It is important that both the skill and context (movement around the rink) can be observed.

Identifi cation

Candidates must be identifi ed using distinctive costume with identifi ers written on the order of merit form. This information can also be displayed as a caption on the fi lm or as a verbal commentary. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the execution of the skills and the diffi culty tariff of the skills and the way they are linked together in a routine/dance.

Assessed skills

In fi gure skating, the mark is determined by the performance of individual skills and their application in a routine/dance. Figure skating is partly judged on the diffi culty of a skill. It is also judged on the quality of the execution to include body tension, balance and fl ow.


Skating forwards and backwards on two skates and single skateAlternating between forward and backward facingCrossovers, curves using both edgesTurns to include three turns, twizzles, mohawks/choctawsSpiralsSpins JumpsLandings

Routine

Linking movementsFlowVariationMusicalitySpecifi c fi gure skating moves Use of both edges





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sIn

div

idu

al fi

gu

re s

kati

ng

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a

pra

ctic

e an

d in

a r

ou

tin

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to s

pin

on o

ne fo

ot fo

r at

leas

t th

ree

rota

tions

• a

spira

l in

arab

esqu

e w

ith b

ody

shap

e an

d ba

lanc

e m

aint

aine

d•

a ro

utin

e la

stin

g at

leas

t 80

sec

onds

incl

udin

g at

leas

t ei

ght

fi gur

e sk

atin

g sk

ills

and

link

mov

emen

ts; r

outin

e w

ill s

how

ski

lls a

t a

very

goo

d le

vel,

with

ver

y go

od li

nkin

g m

ovem

ents

; bo

dy te

nsio

n, e

xten

sion

, bal

ance

and

fl ow

will

be

very

goo

d •

jum

ps h

ave

heig

ht re

sulti

ng in

cor

rect

land

ings

and

allo

win

g th

e ro

utin

e to

fl ow

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

a p

ract

ice

and

in a

ro

uti

ne

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to s

pin

on o

ne fo

ot fo

r at

leas

t th

ree

rota

tions

• a

spira

l in

arab

esqu

e w

ith b

ody

shap

e an

d ba

lanc

e m

aint

aine

d•

a ro

utin

e la

stin

g at

leas

t 60

sec

onds

incl

udin

g at

leas

t si

x fi g

ure

skat

ing

skill

s an

d lin

k m

ovem

ents

; rou

tine

will

sho

w s

kills

at

a go

od le

vel,

with

goo

d lin

king

mov

emen

ts; b

ody

tens

ion,

ext

ensi

on, b

alan

ce a

nd fl

ow w

ill b

e go

od

• ju

mps

hav

e he

ight

whi

ch w

ill a

ssis

t la

ndin

gs b

ut w

hich

may

cau

se t

he ro

utin

e to

‘stu

tter

’.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sIn

div

idu

al fi

gu

re s

kati

ng

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d/o

r in

a

rou

tin

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• tu

rn to

fac

e th

e ot

her

way

whi

le m

ovin

g fo

rwar

d or

bac

kwar

ds; s

kate

on

one

leg;

cro

ssov

ers

to c

hang

e di

rect

ion

curv

e sm

ooth

ly to

the

left

and

rig

ht; b

asic

ski

lls s

uch

as t

hree

ste

p an

d m

ohaw

k•

an a

bilit

y to

spi

n on

tw

o fe

et fo

r at

leas

t th

ree

rota

tions

• a

spira

l in

arab

esqu

e bu

t bo

dy s

hape

and

bal

ance

may

be

limite

d•

a ro

utin

e la

stin

g at

leas

t 60

sec

onds

incl

udin

g at

leas

t si

x fi g

ure

skat

ing

skill

s an

d lin

k m

ovem

ents

; rou

tine

will

sho

w s

kills

at

a re

ason

able

leve

l, w

ith g

ood

linki

ng m

ovem

ents

; bod

y te

nsio

n, e

xten

sion

and

bal

ance

will

be

soun

d.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• sk

ate

in a

forw

ard

and

back

war

d di

rect

ion

with

the

abi

lity

to t

urn

to f

ace

the

othe

r w

ay w

hile

st

ill m

ovin

g fo

rwar

d; c

urve

on

one

skat

e in

one

dire

ctio

n•

a sp

in o

f at

leas

t tw

o ro

tatio

ns b

ut e

xecu

ted

at lo

w s

peed

and

som

e im

bala

nce

• a

rout

ine

last

ing

at le

ast

40 s

econ

ds in

clud

ing

at le

ast

fi ve

fi gur

e sk

atin

g sk

ills

and

link

mov

emen

ts; r

outin

e w

ill s

how

ski

lls a

t a

reas

onab

le le

vel;

body

tens

ion,

ext

ensi

on a

nd b

alan

ce

will

be

soun

d bu

t fl o

w o

f th

e ro

utin

e w

ill b

e lim

ited.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



TrampoliningAssessment requirements

• Candidates must be assessed completing either one or two 10-bounce routines.




• Level 2 and below may need to demonstrate skills in isolation only or in a routine.

• Level 3 may need to demonstrate skills in isolation and/or in a routine.

• Level 4 and above must demonstrate advanced skills in isolation and in two routines.

Evidence• Filmed evidence should only include the evidence required to demonstrate the awarded mark. This will

result in different evidence for different levels of candidate.

• Filming needs to take place from an angle that allows the candidate’s skills, travel and height from the bed to be seen.

Identifi cation


Level of demand

This is set by the execution of the skills and the tariff diffi culty of the routine(s).

Assessed skills

Skills are given diffi culty tariffs and this will help determine the mark. However, skills are also assessed as to their accuracy of execution and body shape. Trampolining is also assessed on form, consistency of height, amount of travel and control.


Basic skills (to be shown in isolation)

Shapes: pike, straddle, tuckDrops: back, seat, frontTwists: half, full Combined movements: swivel hips, half twist in/out of front and back landingRotational movements: seat drop to front drop, back drop to front drop (combined with twists, e.g. cradle), turnovers

Advanced skills

Front and back somersault: tuck, pike, straightBarani: tuck, pike, straightCombined movements: full twist in/out of front and back landing



Routine

Depending on their level, candidates should perform one or two routines. Movement skills should be selected from above, linked together as 10-bounce routines. The routine(s) performed by candidates should show the full range of skills of the candidates and contain a mixture of basic and advanced skills as appropriate to enable the candidate to access the mark of which they are capable.

The following two routines are given as an indication of diffi culty (tariff). Consideration will be made to height from the bed, transitions between moves, tariff diffi culty and travel.

Suggested routine for a moderate ability candidate (Level 3 and below):

1 seat drop

2 half twist to seat drop

3 half twist to feet

4 half twist jump

5 tuck jump

6 front drop

7 to feet

8 straddle jump

9 back drop

10 to feet

Suggested routine for a high ability candidate (Level 4 and above):

1 back somersault (tucked or straight)

2 straddle jump

3 seat drop

4 half twist to seat drop


6 pike jump

7 back drop


9 tuck jump

10 front somersault (tucked)


Safety

Trampolining is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have appropriate ability and experience in order to be safe and confi dent. Candidates must not attempt skills that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTr

amp

olin

ing

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n

and

in t

wo

ro

uti

nes

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to p

erfo

rm a

ll is

olat

ed a

dvan

ced

skill

s w

ith e

xcel

lent

tech

niqu

e an

d ve

ry li

ttle

tra

vel;

appr

opria

te h

eigh

t is

gen

erat

ed; t

he f

ront

and

bac

k so

mer

saul

t is

com

plet

ed a

t he

ight

, with

the

tu

ck b

eing

wel

l defi

ned

and

not

rus

hed

• sk

ills

have

ver

y go

od s

hape

, con

trol

and

exe

cutio

n•

the

two

rout

ines

are

at

or a

bove

the

sug

gest

ed t

ariff

diffi

cul

ty fo

r a

high

abi

lity

cand

idat

e, b

oth

are

perf

orm

ed w

ith v

ery

good

bal

ance

and

con

trol

• bo

th ro

utin

es h

ave

very

goo

d he

ight

, fl u

ency

, bal

ance

and

ver

y lit

tle t

rave

l•

a w

ide

sele

ctio

n of

ski

lls, w

ith w

ell-d

efi n

ed s

hape

s.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

in

two

ro

uti

nes

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to p

erfo

rm s

ome

isol

ated

adv

ance

d sk

ills

with

goo

d te

chni

que

and

very

litt

le t

rave

l; ap

prop

riate

hei

ght

is g

ener

ated

; the

fro

nt a

nd b

ack

som

ersa

ult

is c

ompl

eted

, with

the

tuc

k be

ing

wel

l defi

ned

• sk

ills

have

goo

d sh

ape,

con

trol

and

exe

cutio

n•

the

two

rout

ines

are

at

the

sugg

este

d ta

riff

diffi

cul

ty fo

r a

high

abi

lity

cand

idat

e, b

oth

perf

orm

ed w

ith g

ood

bala

nce

and

cont

rol

• bo

th ro

utin

es h

ave

good

hei

ght,

fl ue

ncy,

bal

ance

and

lim

ited

trav

el•

a go

od s

elec

tion

of s

kills

, with

wel

l-defi

ned

sha

pes.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTr

amp

olin

ing

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

in a

ro

uti

ne

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• an

abi

lity

to p

erfo

rm a

few

isol

ated

adv

ance

d sk

ills

but

with

inco

rrec

t te

chni

que

and

shap

e•

basi

c sk

ills

have

cor

rect

sha

pe, c

ontr

ol a

nd e

xecu

tion

• th

e ro

utin

e is

at

the

sugg

este

d di

ffi c

ulty

tar

iff fo

r a

mod

erat

e ab

ility

can

dida

te, p

erfo

rmed

with

ba

lanc

e an

d co

ntro

l•

the

rout

ine

has

som

e fl u

ency

, bal

ance

and

lim

ited

trav

el•

a go

od s

elec

tion

of s

kills

, with

wel

l-defi

ned

sha

pes.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

iso

late

d s

kills

an

d/o

r in

a r

ou

tin

e

Can

dida

tes

dem

onst

rate

:

• an

abi

lity

to p

erfo

rm s

ome

basi

c is

olat

ed s

kills

but

with

inco

rrec

t te

chni

que

and

shap

e•

the

rout

ine

is a

t or

bel

ow t

he s

ugge

sted

tar

iff d

iffi c

ulty

for

a m

oder

ate

abili

ty c

andi

date

, pe

rfor

med

with

bal

ance

and

con

trol

• th

e ro

utin

e ha

s on

ly s

ome

fl uen

cy, b

alan

ce a

nd c

ontr

ol•

heig

ht is

lim

ited

and

trav

el is

exa

gger

ated

• a

basi

c se

lect

ion

of m

oves

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Dance


6.3 Dance• Candidates may enter only one dance.

Candidates should demonstrate the ability to select and perform appropriate skills to produce effective performance. Candidates must be assessed as individual dancers.

Candidates should:

• choreograph and perform routines involving appropriately advanced and technically demanding dances that successfully communicate the artistic intention

• demonstrate a range of techniques showing understanding of body form, fl uency, use of space and musicality

• understand and apply the principles, rules and criteria for performance in the dance.

All dances should be fi lmed in a way which allows moderators to see the full routine.



DanceAssessment requirements

• Candidates can choose the dance genre. It must be an artistic interpretation of a stimulus (usually music but it could be a poem or other stimulus).

• The dance should be approximately 2 minutes’ duration.

• Candidates must be assessed as individual dancers.



• Level 3 and below may need to dance with others.

• Level 4 and above must perform the dance on their own except where the dance expressly requires a partner, e.g. ballroom.

• Level 4 and above must choreograph their own dance.

Evidence


• Filmed evidence should include the whole dance with sound.

Identifi cation

Candidates must be identifi ed using distinctive clothing or a sash with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

When selecting a dance, remember that some dances / dance styles create a higher level of demand than others, meet the criteria much more easily, and provide greater potential. Dances should demonstrate candidates’ abilities to be dynamic, use space, change levels, link movements, show body shape, tension and have a general fl ow. In Level 4 and above candidates are required to compose/choreograph the dance (which excludes direct repetition of a set dance and whole-school performances). Dances should demonstrate the candidate’s ability to interpret the stimulus (usually music).

Some traditional/historical dance styles can be repetitive and static, which makes them diffi cult to compare with very dynamic and complex dances and award a similar mark.

Dance teaching

Candidates should be taught dance so that dance techniques can be developed, demonstrated and assessed. Dances should not be a candidate’s interpretation of what they have seen on a music video. Candidates in these circumstances rarely produce performances that can be awarded high marks.

Assessed skills

In dance, the mark is determined by the performance of the whole dance and the interpretation to music. Expected skills will vary between different genres.



All dances will show movements that will be judged by the assessment of:

Physical aspects

Body tension in both the core and the limbsBody extensionBalanceFlexibilityShaping

Link elements

Fluidity, rhythm, fl ow, coordination, variation in speed

Dance content

Originality, composition, musicality (artistic interpretation)Elements that defi ne the dance genre and typeUnderstanding of any constraints/regulations if applicable






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sD

ance

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rman

ce a

nd

ch

ore

og

rap

hy

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• al

l ass

esse

d sk

ills

com

plet

ed to

a v

ery

good

sta

ndar

d co

nsis

tent

ly m

aint

aine

d th

roug

hout

the

pe

rfor

man

ce•

a ve

ry g

ood

varie

ty o

f ph

ysic

al s

kills

•

link

elem

ents

to p

rodu

ce a

sm

ooth

sea

mle

ss d

ance

• or

igin

al c

hore

ogra

phy

and

com

posi

tion,

inte

rpre

ting

the

mus

ic (s

timul

us) w

ith a

ppro

pria

te

mov

emen

t, b

ody

expr

essi

on a

nd m

usic

ality

• kn

owle

dge

and

perf

orm

ance

of

skill

s th

at d

efi n

e th

e da

nce

genr

e an

d an

y ap

plic

able

re

gula

tions

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rman

ce a

nd

ch

ore

og

rap

hy

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• al

l ass

esse

d sk

ills

com

plet

ed to

a g

ood

stan

dard

fre

quen

tly s

een

thro

ugho

ut t

he p

erfo

rman

ce•

a go

od v

arie

ty o

f ph

ysic

al s

kills

•

link

elem

ents

but

the

per

form

ance

may

not

fl ow

con

sist

ently

• co

mpo

sitio

n of

the

dan

ce, i

nter

pret

ing

the

mus

ic (s

timul

us) w

ith a

ppro

pria

te m

ovem

ent,

bod

y ex

pres

sion

and

mus

ical

ity•

know

ledg

e an

d pe

rfor

man

ce o

f sk

ills

that

defi

ne

the

danc

e ge

nre

and

any

appl

icab

le

regu

latio

ns.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sD

ance

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rman

ce

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

rang

e of

ass

esse

d sk

ills

com

plet

ed to

a s

ound

sta

ndar

d of

ten

seen

thr

ough

out

the

perf

orm

ance

• a

varie

ty o

f ph

ysic

al s

kills

•

link

elem

ents

but

the

per

form

ance

will

not

alw

ays

fl ow

con

sist

ently

• in

terp

reta

tion

of t

he m

usic

(stim

ulus

) with

app

ropr

iate

mov

emen

t, b

ody

expr

essi

on a

nd

mus

ical

ity•

perf

orm

ance

may

be

in a

gro

up w

here

sup

port

fro

m o

ther

s as

sist

s th

e pe

rfor

man

ce.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in p

erfo

rman

ce

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

me

reco

gnis

able

ass

esse

d sk

ills

• a

limite

d nu

mbe

r of

phy

sica

l ski

lls b

ut n

ot d

emon

stra

ted

cons

iste

ntly

and

with

out

clea

r de

fi niti

on•

link

elem

ents

may

be

dem

onst

rate

d bu

t th

e pe

rfor

man

ce w

ill n

ot fl

ow c

onsi

sten

tly•

tend

ency

for

danc

e to

be

repe

titiv

e or

sta

tic

• pe

rfor

man

ce m

ay b

e in

a g

roup

whe

re s

uppo

rt f

rom

oth

ers

assi

sts

the

perf

orm

ance

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Athletic activities


6.4 Athletic activitiesActivities in this section:

• cross-country running

• cycling

• rowing and sculling

• track and fi eld athletics

• weight training for fi tness.


Candidates should:

• perform in selected events showing good form and technique

• where appropriate apply the strategies and tactics in their chosen events

• understand and apply the principles, rules and criteria for performance in the activity.

All activities in this section should be fi lmed in a way which allows moderators to see the appropriate aspects of performance. For details see the relevant section on fi lmed evidence in the individual physical activities.

There are specifi c order of merit forms to record performance in the following activities:

• cross-country running

• cycling

• track and fi eld athletics.

There is an additional form to record evidence in the following activity:

• weight training for fi tness.

These can be found on the samples database at www.cie.org.uk/samples



Cross-country runningAssessment requirements

Girls should run a distance of 3000 metres.

Boys should run a distance of 4000 metres.

The course should be predominantly a grass course in open terrain with some inclines/undulations. It should not include any roads (unless they are being crossed) or artifi cial surfaces. Flat track running is not permitted.

The overall increase in height of the course distance should be a minimum of 15 metres for girls and 20 metres for boys, which can be split into any number of separate inclines, e.g. 3 × 5 metres for girls and 4 × 5 metres for boys. Multiple laps of, for example, 1000 metres would be acceptable.

Evidence

• Centres should submit the time for all the candidates, the course map and the total increase in height for each course. The course map should have a scale and indicate the number of laps run, the type of terrain, any signifi cant inclines, and any water courses or obstacles that have to be negotiated.

• Filmed evidence for this activity must include candidates running up an incline and on open terrain.

Identifi cation


Assessment

In cross-country running, the time achieved by the candidate is converted to a mark out of 25 using the cross-country performance table.

A teacher/adult must time the candidates.

Marks should be entered on the Cross-Country Order of Merit Form, which is available from www.cie.org.uk/samples



Performance tables for cross-country running

All times should be rounded up or down to the nearest second. A teacher/adult must time the candidates.

GIRLS 3000 m mins:secs

Mark BOYS 4000 m mins:secs

Mark

11:15 or less 25 13:15 or less 25

11:16–11:35 24 13:16–13:35 24

11:36–11:55 23 13:36–13:55 23

11:56–12:15 22 13:56–14:15 22

12:16–12:38 21 14:16–14:35 21

12:39–13:00 20 14:36–14:55 20

13:01–13:23 19 14:56–15:15 19

13:24–13:45 18 15:16–15:35 18

13:46–14:08 17 15:36–15:55 17

14:09–14:30 16 15:56–16:15 16

14:31–14:53 15 16:16–16:35 15

14:54–15.15 14 16:36–16:55 14

15:16–15.38 13 16:56–17:15 13

15:39–16:00 12 17:16–17:35 12

16:01–16:23 11 17:36–17:55 11

16:24–16:45 10 17:56–18:15 10

16:46–17:08 9 18:16–18:35 9

17:09–17:30 8 18:36–18:55 8

17:31–17:53 7 18:56–19:15 7

17:54–18:15 6 19:16–19:35 6

18:16–18:38 5 19:36–19:55 5

18:39–19:00 4 19:56–20:15 4

19:01–19:23 3 20:16–20:35 3

19:24–19:45 2 20:36–20:55 2

19:46–25:00 1 20:56–26:00 1



CyclingAssessment requirements

• Candidates must cycle for either 10 miles or 15 kilometres.

Evidence

• A map with a scale that clearly indicates the distance and the course used by each candidate must be submitted by the Centre.

• Filmed evidence should include part of the assessment (preferably from a following vehicle).

• Close-up shots of the stopwatch should be submitted to confi rm results for the sample candidates.

• A camera worn by the candidate is not acceptable as fi lmed evidence for cycling.

Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation. The use of offi cial race identifi ers is permitted.

Assessment

In cycling, the time achieved by the candidate for either 10 miles or 15 kilometres is converted to a mark out of 25 using the cycling performance tables.

A teacher/adult must time the candidates.

Marks should be entered on the Cycling Order of Merit Form, which is available from www.cie.org.uk/samples

Safety

There are safety advantages if the assessment takes place during an offi cial event/competition. Offi cial events ensure marshalling and a safe environment for candidates. Candidates trying to achieve good times might disregard traffi c and road conditions if being assessed outside a marshalled event. Centres have the responsibility to ensure the safety of candidates.



Performance tables for cycling

All times should be rounded up or down to the nearest second. A teacher/adult must time the candidates.

GIRLS hours:mins:secs BOYS mins:secs

10 miles 15 km Mark 10 miles 15 km Mark

27:30 or less 26:00 or less 25 24:00 or less 22:30 or less 25

27:31–28:40 26:01–27:00 24 24:01–25:00 22:31–23:30 24

28:41–29:50 27:01–28:00 23 25:01–26:00 23:31–24:30 23

29:51–31:00 28:01–29:00 22 26:01–27:00 24:31–25:30 22

31:01–32:10 29:01–30:00 21 27:01–28:00 25:31–26:15 21

32:11–33:20 30:01–31:15 20 28:01–29:00 26:16–27:10 20

33:21–34:30 31:16–32:20 19 29:01–30:00 27:11–28:00 19

34:31–35:25 32:21–33:10 18 30:01–30:50 28:01–28:50 18

35:26–36:20 33:11–34:00 17 30:51–31:40 28:51–29:40 17

36:21–37:15 34:01–34:50 16 31:41–32:30 29:41–30:30 16

37:16–38:20 34:51–35:50 15 32:31–33:20 30:31–31:15 15

38:21–39:25 35:51–36:55 14 33:21–34:20 31:16–32:10 14

39:26–40:35 36:56–38:00 13 34:21–35:20 32:11–33:05 13

40:36–41:45 38:01–39:10 12 35:21–36:20 33:06–34:00 12

41:46–43:10 39:11–40:25 11 36:21–37:30 34:01–35:10 11

43:11–44:35 40:26–41:50 10 37:31–38:50 35:11–36:20 10

44:36–46:10 41:51–43:15 9 38:51–40:10 36:21–37:40 9

46:11–47:45 43:16–44:45 8 40:11–41:30 37:41–39:00 8

47:46–49:20 44:46–46:15 7 41:31–42:50 39:01–40:20 7

49:21–51:15 46:16–48:00 6 42:51–44:35 40:21–42:00 6

51:16–53:15 48:01–49:55 5 44:36–46:20 42:01–44:00 5

53:16–55:15 49:56–51:45 4 46:21–48:05 44:01–46:00 4

55:16–57:15 51:46–53:40 3 48:06–49:50 46:01–48:00 3

57:16–59:25 53:41–55:40 2 49:51–51:40 48:01–50:00 2

59:26–1:09:00 55:41–1:04:00 1 51:41–60:00 50:01–57:00 1



Rowing and scullingAssessment requirements

• Candidates must be assessed in single sculls or rowing pairs.


• Candidates should be assessed by demonstrating isolated components of the whole action and rowing skill. Candidates should also be assessed while rowing continuously over a single distance.

Evidence

• Candidates should be fi lmed so that the rowing action and the run of the whole boat through the water can be seen.

• Filming from a support boat can be very effective. Cameras mounted on the side of the boat will give evidence of the rowing action if mounted from the side but will not show balance and run of the boat.

Identifi cation

Candidates can be identifi ed verbally or by caption and by position (stroke or bow) at the start of the fi lmed evidence with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Assessed skills

Phases of rowing stroke: catch, draw, swing, fi nish, slide control (demonstrated through back stops, quarter and half slide, and square blade rowing; slide control demonstrated by slow rating)

Boat control: balance, timing (if in a pair), rating control (demonstrated through rowing single strokes to ‘hands away’ and changes in rating)

Race skills: starts, rating control and changes






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ow

ing

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ve

ry g

ood

tech

niqu

e in

all

phas

es o

f th

e st

roke

with

a g

ood

swin

g an

d fa

st h

ands

, bla

des

catc

h th

e w

ater

squ

are

• bo

at s

its b

alan

ced,

bla

des

off

the

wat

er•

slid

e co

ntro

l det

erm

ines

rat

ing

• st

arts

sho

w a

var

iatio

n fr

om t

he m

ain

row

ing

stro

ke a

nd a

re e

ffec

tive

(bla

des

do n

ot w

ash

out)

• ra

ting

chan

ges

are

appr

opria

te a

nd c

lear

ly d

emon

stra

ted.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od te

chni

que

in a

ll ph

ases

of

the

stro

ke w

ith a

goo

d sw

ing

and

fast

han

ds, b

lade

s ca

tch

the

wat

er s

quar

e; s

trok

e ca

n sh

orte

n at

hig

her

ratin

g•

boat

sits

bal

ance

d, b

lade

s of

f th

e w

ater

on

mos

t oc

casi

ons

• sl

ide

cont

rol d

eter

min

es r

atin

g•

star

ts s

how

a v

aria

tion

from

the

mai

n ro

win

g st

roke

and

are

som

etim

es e

ffec

tive

(bla

des

was

h ou

t at

tim

es)

• ra

ting

chan

ges

are

appr

opria

te a

nd c

lear

ly d

emon

stra

ted.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

und

tech

niqu

e in

all

phas

es o

f th

e st

roke

but

han

ds fi

nish

low

and

bla

des

not

alw

ays

squa

re

on e

ntry

; str

oke

is c

orre

ctly

coo

rdin

ated

• bo

at b

alan

ce is

var

iabl

e w

ith b

lade

s fr

eque

ntly

on

the

wat

er•

no s

lide

cont

rol

• st

arts

sho

w a

var

iatio

n fr

om t

he m

ain

row

ing

stro

ke b

ut a

re le

ss e

ffec

tive

and

caus

e so

me

boat

im

bala

nce.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ow

ing

ski

lls

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

sic

reco

gnis

able

tech

niqu

e in

all

phas

es o

f th

e st

roke

but

str

oke

is n

ot fl

uent

or

coor

dina

ted

• bo

at b

alan

ce is

var

iabl

e w

ith b

lade

s fr

eque

ntly

on

the

wat

er•

no s

lide

cont

rol.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Track and fi eld athleticsAssessment requirements

• Candidates are assessed in two events chosen from two of the three different groups: track, jump and throw.

• Candidates must comply with rules and regulations for their chosen events.

• For the 100 m, 200 m and hurdles track events, candidates are assessed on the total time of their two best times for the event.

Hurdles heights

Distance Height Number of fl ights

Approach Interval Finish

Girls 80 metres 76.20 cm 8 12.00 m 8.00 m 12.00 m

Boys 100 metres 84.00 cm 10 13.00 m 8.50 m 10.50 m

Masses for throwing events

Girls Boys

Shot 3 kg 5 kg

Discus 1.0 kg 1.5 kg

Javelin 500 g 700 g

Evidence

• Filmed evidence should be submitted of candidates performing their events.

• Close-up shots of the tape measure or stopwatch should be submitted to confi rm results for the sample candidates.

Identifi cation


Assessment

The time or distance should be converted to a mark out of 25 for each event using the performance tables for track and fi eld athletics.

The marks for the two chosen events are added together and divided by 2 to give the fi nal mark out of 25. Only whole marks should be submitted. Any total mark ending in .5 should be rounded up to the nearest whole number.

Marks should be entered on the Track and Field Athletics Order of Merit Form, which is available from www.cie.org.uk/samples

Timing and measuring

All times in the 100, 200, 300 metres and hurdles events should be rounded up or down to the nearest one tenth of a second. Times in all other track events should be rounded up or down to the nearest whole second. For both the 100 m, 200 m and hurdles track events, this applies to the total time of their two best times for the event.

A teacher/adult must time or measure the candidates.





Per

form

ance

tab

les

for

trac

k an

d fi

eld

ath

leti

cs: G

IRLS

Trac

k ev

ents

(min

s:se

cs)

Jum

p e

ven

ts (m

etre

s)T

hro

w e

ven

ts (m

etre

s)

100

m

(su

m o

f b

est

two

ti

mes

)

200

m

(su

m o

f b

est

two

ti

mes

)

300

m80

0 m

1500

m30

00 m

80 m

h

urd

les

(su

m o

f b

est

two

ti

mes

)

Lon

g ju

mp

Trip

le

jum

pH

igh

jum

pS

ho

t 3

kgD

iscu

s 1.

0 kg

Jave

lin

50

0 g

Mar

k

25.8

5242

2:10

4:40

10:3

024

.80

5.10

10.4

51.

5110

.40

30.0

35.0

25

26.2

53

44

2:20

4:50

10:4

025

.40

4.95

10.3

01.

48

10.0

028

.033

.024

26.6

54

46

2:25

5:0

010

:50

26.0

04.

8010

.15

1.45

9.6

026

.031

.023

27.2

554

82:

305:

1011

:00

26.2

04.

6510

.00

1.42

9.20

25.0

29.0

22

27.6

5650

2:35

5:20

11:1

526

.80

4.50

9.70

1.39

8.75

24.0

27.0

21

28.0

5752

2:40

5:30

11:3

027

.40

4.35

9.40

1.36

8.30

23.0

25.0

20

28.4

585

42:

455:

4011

:45

28.0

04.

209.

101.

337.

8522

.023

.019

28.8

5956

2:50

5:50

12:0

028

.60

4.05

8.80

1.30

7.40

21.0

21.0

18

29.1

1:0

057

2:5

35:

5512

:07

28.7

63.

90

8.50

1.27

7.10

20.0

20.0

17

29.3

1:01

582:

566:

00

12:1

528

.92

3.75

8.20

1.24

6.80

19.0

19.0

16

29.5

1:02

592:

596:

0512

:22

29.0

83.

60

7.9

01.

216.

5018

.018

.015

29.7

1:03

1:0

03:

016:

1012

:30

30.0

43.

457.

60

1.18

6.30

17.0

17.0

14

29.9

1:0

41:

013:

036:

1512

:37

30.2

03.

357.

351.

156.

00

16.0

16.0

13

30.0

1:05

1:02

3:05

6:20

12:4

530

.40

3.25

7.10

1.12

5.70

15.0

15.0

12

30.4

1:0

61:

04

3:10

6:30

13:0

031

.00

3.15

6.85

1.0

95.

4014

.014

.011

30.8

1:07

1:05

3:15

6:40

13:3

031

.60

3.05

6.6

01.

06

5.10

13.0

13.0

10

31.2

1:08

1:0

63:

206:

5014

:00

32.2

02.

956.

351.

034.

8012

.012

.09

31.6

1:0

91:

073:

257:

00

14:3

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01



Weight training for fi tnessAssessment requirements

• Candidates are assessed on their ability to design and implement a weight-training programme to improve their performance in a chosen activity.

• The activity is restricted to weight training and does not include other aspects of fi tness.

• Weight training can use free weights and/or fi xed weight machines (multi-gyms) or resistance machines, e.g. isokinetic, hydraulic resistance. Equipment used must be for weight training (this excludes gym equipment which is aimed at cardiovascular improvement or exercises using the body weight as the resistance).

• This activity is not weight lifting or power lifting and so skills such as ‘clean’, ‘clean and jerk’, and ‘dead lift’ are not assessed.


Candidates must set out a programme describing:

• the perceived improvements in the selected activity that will be realised by the training

• the type of muscular fi tness the programme is designed to improve

• the candidate’s body mass and/or 1 RM*

• the type of resistance that will be used

• an initial programme of weight, rep and set

Candidates will also.

• record the programme and changes to ensure progression as appropriate.

• verbally explain the purpose of each exercise and the programme as a whole.

*Teenage candidates are advised not to use maximal weights.

Evidence

• Candidates must be fi lmed participating so that the movement and the weight (resistance) can be seen.

• Captions or a verbal declaration of the weight should also be on the fi lm.

• Candidates should be fi lmed giving a brief verbal explanation of the exercise.

• Candidates must submit a weight training log of their programme using the specifi c form available from www.cie.org.uk/samples

Identifi cation


Level of demand

This is set by the demand of the programme: the number of exercises and also the weight used (as a percentage of body weight or 1 RM). Weights must refl ect the purpose and be appropriate. Weights that are too light or not calculated in line with the aims of the programme do not provide correct levels of demand. Each programme should be designed for the individual candidate.



Assessed skills

Weight training exercises which provide a general development of the whole body.

Exercises which develop legs, abdomen, shoulders and arms.

Specifi c exercises which target the declared goals.


Correct body position/movementsFull range of movementUse of appropriate weights


Safety

Safe practice is essential to participation. This includes warm-up, use of safety equipment, appropriate weights, ‘spotters’ and correct technique.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

eig

ht

trai

nin

g f

or

fi tn

ess

skill

s

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

, co

nsi

sten

cy a

nd

kn

ow

led

ge

in t

he

pro

gra

mm

e an

d in

per

form

ing

th

e sk

ills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

very

goo

d ab

ility

to p

lan

a su

itabl

e pr

ogra

mm

e to

mee

t id

entifi

ed

need

s in

clud

ing

the

appl

icat

ion

of t

rain

ing

prin

cipl

es a

nd k

now

ledg

e•

a ve

ry g

ood

abili

ty to

det

erm

ine

exis

ting

wei

ght-

trai

ning

sta

ndar

d an

d de

taile

d sp

ecifi

c go

als

• ve

ry g

ood

theo

retic

al k

now

ledg

e of

cor

rect

tech

niqu

e an

d th

e m

uscl

e be

ing

exer

cise

d•

a ve

ry g

ood

abili

ty to

com

plet

e a

rang

e of

app

ropr

iate

exe

rcis

es w

ith c

orre

ct te

chni

que;

wei

ght

used

will

be

appr

opria

te to

1 R

M a

nd d

ecla

red

purp

ose

of t

he p

rogr

amm

e •

a ve

ry g

ood

abili

ty to

sho

w p

rogr

essi

on a

nd h

ow t

he t

rain

ing

prog

ram

me

is a

dapt

ed to

mat

ch

the

prog

ress

ion

(ver

bally

and

in t

he lo

g).

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

, co

nsi

sten

cy a

nd

kn

ow

led

ge

in t

he

pro

gra

mm

e an

d in

p

erfo

rmin

g t

he

skill

s

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

good

abi

lity

to p

lan

a su

itabl

e pr

ogra

mm

e to

mee

t id

entifi

ed

need

s in

clud

ing

the

appl

icat

ion

of

trai

ning

prin

cipl

es a

nd k

now

ledg

e •

a go

od a

bilit

y to

det

erm

ine

exis

ting

wei

ght-

trai

ning

sta

ndar

d an

d so

me

clea

rly s

tate

d go

als

• go

od t

heor

etic

al k

now

ledg

e of

cor

rect

tech

niqu

e an

d th

e m

uscl

e be

ing

exer

cise

d•

a go

od a

bilit

y to

com

plet

e a

rang

e of

app

ropr

iate

exe

rcis

es; w

eigh

t us

ed w

ill b

e ap

prop

riate

to

1 R

M a

nd d

ecla

red

purp

ose

of t

he p

rogr

amm

e•

a go

od a

bilit

y to

sho

w p

rogr

essi

on a

nd h

ow t

he t

rain

ing

prog

ram

me

is a

dapt

ed to

mat

ch t

he

prog

ress

ion

(ver

bally

and

in t

he lo

g).





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

eig

ht

trai

nin

g f

or

fi tn

ess

skill

s

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e, a

ccu

racy

, co

nsi

sten

cy a

nd

kn

ow

led

ge

in t

he

pro

gra

mm

e an

d in

p

erfo

rmin

g t

he

skill

s

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

soun

d ab

ility

to p

lan

a su

itabl

e pr

ogra

mm

e to

mee

t id

entifi

ed

need

s in

clud

ing

the

appl

icat

ion

of t

rain

ing

prin

cipl

es a

nd k

now

ledg

e•

a so

und

abili

ty to

det

erm

ine

exis

ting

wei

ght-

trai

ning

sta

ndar

d an

d se

t so

me

goal

s•

dem

onst

ratio

n of

sou

nd t

heor

etic

al k

now

ledg

e of

cor

rect

tech

niqu

e, a

nd t

he m

uscl

e be

ing

exer

cise

d•

a so

und

abili

ty to

com

plet

e a

limite

d ra

nge

of a

ppro

pria

te e

xerc

ises

; wei

ght

used

may

be

too

light

and

may

be

too

sim

ilar

betw

een

som

e ex

erci

ses;

exe

rcis

es a

re n

ot c

ompl

eted

with

cor

rect

te

chni

que

or f

ull r

ange

of

mov

emen

t; b

ody

posi

tion

is n

ot c

orre

ct fo

r so

me

exer

cise

s.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

bas

ic t

ech

niq

ue

and

kn

ow

led

ge

in t

he

pro

gra

mm

e an

d in

so

me

skill

s,

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• th

e pr

ogra

mm

e is

not

pla

nned

and

litt

le t

heor

etic

al k

now

ledg

e is

dem

onst

rate

d•

wei

ght-

trai

ning

sta

ndar

d is

det

erm

ined

by

othe

rs (t

each

er/c

oach

)•

dem

onst

ratio

n of

litt

le t

heor

etic

al k

now

ledg

e of

cor

rect

tech

niqu

e, a

nd t

he m

uscl

e be

ing

exer

cise

d•

a lim

ited

abili

ty to

com

plet

e a

limite

d ra

nge

of a

ppro

pria

te e

xerc

ises

; wei

ght

used

may

be

too

light

and

may

be

too

sim

ilar

betw

een

som

e ex

erci

ses;

exe

rcis

es a

re n

ot c

ompl

eted

with

cor

rect

te

chni

que

or f

ull r

ange

of

mov

emen

t; b

ody

posi

tion

is n

ot c

orre

ct fo

r so

me

exer

cise

s.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

sta

ndar

d in

Lev

el 2

. The

y w

ill n

ot b

e ab

le to

par

ticip

ate

effe

ctiv

ely

in a

re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Outdoor and adventurous activities


6.5 Outdoor and adventurous activitiesActivities in this section:

• canoeing

• hill walking or orienteering

• horse riding

• mountain biking

• rock climbing

• sailing

• skiing or snowboarding

• windsurfi ng.

Candidates cannot enter for both hill walking and orienteering and also may not enter for both skiing and snowboarding.


Candidates should:

• perform in selected events showing appropriately advanced techniques and the safety procedures appropriate to the activity undertaken

• be aware of and respond to changing situations and environmental conditions

• understand and apply the appropriate health and safety rules and the rules and conventions in the activity.

Some activities in this syllabus have a higher level of risk. The Centre is responsible for the safety of candidates and must ensure that candidates have the knowledge, physical fi tness and skill to undertake the chosen activity. Where applicable the routes and conditions under which the activity takes place should be considered carefully before the activities take place.

All activities in this section should be fi lmed in a way which allows moderators to see the appropriate aspects of performance. For details see the relevant section on fi lmed evidence in the individual activities.

There is an additional form to record evidence in the following activity:

• hill walking.

This can be found on the samples database at www.cie.org.uk/samples



CanoeingAssessment requirements

• Canoeing is restricted to any type of canoe that can be fi tted with a spray deck. Open canoes and canoes on which the paddler sits on top of the canoe are not accepted for assessment. Racing kayaks are also much less suitable as manoeuvring and off balance skills are more diffi cult to perform.



• Level 2 and below may demonstrate skills in a swimming pool.

• Level 3 must demonstrate skills on open still water.

• Level 4 must show skills on moving water.

• Level 5 and above must show skills on moving water at Grade 2 or above except for rescues, which must be on open still water.

Evidence

• Filmed evidence should only include the evidence required to demonstrate the awarded mark. This will result in different evidence for different levels of candidate. If you are unsure which condition is most appropriate, the more diffi cult conditions should be used for assessment.

Identifi cation

Candidates must be identifi ed using numbered or lettered bibs (front and back) with identifi ers written onto the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the diffi culty of the water conditions and the diffi culty of the skills demonstrated.

Assessed skills

In canoeing, the mark is determined by the performance of individual skills and linked skills that react to the water conditions.

Individual skills

Knowledge of activity including equipment and safety considerationsLaunching/entering the canoePaddling forwards and backwardsMaintaining balance and directional stabilityStoppingTurning using sweep strokes, stern rudder, low brace and high brace, bow rudderDraw strokes (sculling and T)J strokeSupport strokes (sculling and slap)CapsizeRescue techniques: T, X and HMoving water techniques, ferry glide and cutting in and out


Safety

Canoeing is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have proven water profi ciency in order to be safe and confi dent. Candidates must not attempt water conditions that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

ano

ein

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• em

erge

ncy

stop

s fr

om s

igni

fi can

t sp

eed,

sto

ppin

g th

e ca

noe

com

plet

ely

stra

ight

and

qui

ckly

• ef

fect

ive

scul

ling

supp

ort

stro

kes

• ef

fect

ive

cont

inuo

us d

raw

str

okes

; han

d, h

ead

and

body

pos

ition

sho

win

g ad

vanc

ed te

chni

ques

•

effe

ctiv

e bo

w r

udde

r•

forw

ard

ferr

y gl

ide

• br

eaki

ng in

and

out

of

mov

ing

wat

er•

follo

win

g a

cour

se o

n m

ovin

g w

ater

whi

ch s

how

s lin

ked

skill

s •

resc

uing

and

bei

ng re

scue

d us

ing

X a

nd H

resc

ues.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Can

dida

tes

will

dem

onst

rate

:

• em

erge

ncy

stop

s fr

om s

igni

fi can

t sp

eed,

sto

ppin

g th

e ca

noe

com

plet

ely

stra

ight

and

qui

ckly

• sc

ullin

g an

d T

draw

str

okes

kee

ping

the

can

oe p

aral

lel,

but

the

padd

le m

ay b

e oc

casi

onal

ly

rese

t•

effe

ctiv

e sl

ap s

uppo

rt s

trok

es o

n bo

th s

ides

and

eff

ectiv

e sc

ullin

g su

ppor

t on

at

leas

t on

e si

de•

effe

ctiv

e us

e of

a s

tern

rud

der

on b

oth

side

s•

effe

ctiv

e J

stro

ke o

nce

cano

e is

mov

ing

• be

ing

resc

ued

usin

g a

T re

scue

(oth

er c

anoe

in c

lose

pro

xim

ity)

• pe

rfor

min

g an

X re

scue

as

the

resc

uer

with

ass

ista

nce.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

ano

ein

g s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Can

dida

tes

will

dem

onst

rate

:

• a

deep

wat

er la

unch

with

out

assi

stan

ce•

padd

ling

forw

ards

and

bac

kwar

ds w

ith d

irect

iona

l sta

bilit

y on

ly n

eedi

ng o

ccas

iona

l cor

rect

ion

• ef

fect

ive

swee

p st

roke

s (fo

rwar

ds a

nd b

ackw

ards

) to

turn

the

can

oe•

emer

genc

y st

ops

in b

oth

dire

ctio

ns f

rom

a re

ason

able

spe

ed a

nd k

eepi

ng t

he c

anoe

reas

onab

ly

stra

ight

• ei

ther

a s

culli

ng o

r T

draw

but

the

pad

dle

may

nee

d to

be

occa

sion

ally

rese

t an

d th

e ca

noe

may

tu

rn•

supp

ort

stro

kes

on b

oth

side

s an

d be

eff

ectiv

e on

at

leas

t on

e si

de b

ut c

anoe

will

onl

y ju

st

reac

h tip

ping

poi

nt•

caps

ize

drill

(with

fi tt

ed s

pray

dec

k) w

hich

is c

ontr

olle

d an

d ca

ndid

ate

will

sur

face

in c

onta

ct

with

pad

dle

and

cano

e•

padd

ling

tech

niqu

e sh

owin

g to

p ha

nd p

ush

and

body

upr

ight

• pe

rfor

min

g a

T re

scue

as

the

resc

uer.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Can

dida

tes

will

dem

onst

rate

:

• a

beac

h la

unch

(sea

l lau

nch)

but

will

requ

ire h

elp

with

a je

tty

(dee

p w

ater

laun

ch)

• pa

ddlin

g fo

rwar

ds in

a s

trai

ght

line

with

fre

quen

t us

e of

pus

h st

roke

s to

cor

rect

the

can

oe•

padd

ling

back

war

ds b

ut d

irect

iona

l sta

bilit

y w

ill b

e lim

ited

• st

oppi

ng t

he c

anoe

but

not

fro

m s

igni

fi can

t sp

eed

and

the

cano

e m

ay s

win

g to

90

degr

ees

• ‘ra

ft u

p’ w

ith o

ther

s•

unde

velo

ped

padd

ling

tech

niqu

e an

d bo

dy p

ositi

on; h

ands

/arm

s w

ill te

nd to

pul

l (ra

ther

tha

n to

p ha

nd p

ushi

ng) a

nd b

ody

will

not

be

as u

prig

ht a

s ex

pect

ed•

cano

e no

t al

way

s ba

lanc

ed a

nd b

lade

pla

cem

ent

will

cau

se u

nste

adin

ess

• sa

fe e

xit

from

an

over

turn

ed c

anoe

but

kne

es m

ay b

e ra

ised

bef

ore

they

cap

size

and

spr

ay

deck

will

be

loos

e.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

sta

ndar

d in

Lev

el 2

. The

y w

ill n

ot b

e ab

le to

par

ticip

ate

effe

ctiv

ely

in a

re

duce

d ve

rsio

n of

the

act

ivity

.



Hill walkingThis activity must not be offered with orienteering.


• Hill walking is assessed under conditions that are different from other activities. Candidates complete the activity as a group but they must be assessed as individuals.

• All candidates must complete the expedition distance of 40 to 45 kilometres. Assessment is based on the completion of the required skills before and during the expedition.

• Candidates should spend two nights camping (the fi rst night before the start and the second night during the expedition) and complete the expedition over two days.

• The expedition must take place in hilly (but not mountainous) country with routes along footpaths and open country. Roads must not be used (they may need to be crossed). The route should be divided (by naturally occurring points) into short legs.

• The expedition environment must require candidates to use navigational skills including map work, compass work and feature recognition. This means that sometimes a ‘clear sight’ of destinations should be hidden and decision-making at crossing points and best route selection dilemmas should be created by the route and environment.



• Level 2 and below may demonstrate skills in a classroom environment but must complete the expedition as part of a group.

• Level 3 must demonstrate navigational skills in open countryside.

• Level 4 and above must demonstrate skills in open countryside and complete an assessment in an ‘unforeseen situation’.

Candidates must be assessed on their ability to demonstrate skills as individuals and as group leader in an environment which is unfamiliar. Training and practice cannot take place in the same area as the assessment.

Where possible, candidates should complete the expedition in groups of four. Where numbers do not allow equal groups then a group of fi ve is permitted. Centres may need to use non-IGCSE students to facilitate expedition group size.

Groups should plan routes so that they are not following each other. Where this proves diffi cult, groups should be at least 30 minutes apart.

Candidates must carry all the equipment required (in a packed rucksack) so that they are self-suffi cient as a group.

Evidence

• Evidence must be personal to each candidate (route maps will be common to each group but each candidate must plan the route).

• Evidence must include:

– map (one map of the area is suffi cient as long as each candidate has a photocopy of their route)

– expedition log:personal copy of the route, individual candidate route sheet specifying legs as leader, (available from www.cie.org.uk/samples), a brief account of their training and expedition experience, packing and menu lists.

– assessor notes on candidate performance and reasons for awarding individual marks.



Filmed evidence

• Filmed evidence should also include an interview with the sample candidates while on the expedition.

• Skills in an ‘unforeseen situation’ may need to be fi lmed as a group or can follow the individual interview method. In situations that require group responses, the group leader (person being assessed) should be identifi ed.

• Filming should include evidence of packing a rucksack, correct clothing, navigation and map-reading skills and situation skills.

Identifi cation

Candidates can be identifi ed by distinguishing clothes or similar, with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation. Candidates should also be introduced verbally at the start of their interview.

Supervision and adult involvement

Contact with groups should be kept to the minimum safe level. Ideally contact should only be at predetermined assessment points. However, some environments present dangers, especially from wild animals, which require an adult to be with the group. Where this is necessary, the ideal situation is that the candidate group size remains as four, the adult takes a position at the rear, and the adult takes a role which does not prevent candidates from demonstrating their skills. The adult should allow the group to make mistakes (within safety considerations). The adult may or may not be the assessor. If they are assessing the candidates, they should assume this role only at predetermined assessment points.

Level of demand

This is set by the diffi culty of the environment and the diffi culty of the skills demonstrated.

Organisation

Selecting suitable routes takes considerable planning by Centres. Routes should be demanding but risk assessed. Groups should follow different routes. All the groups can share a common campsite each night. If routes cross, this gives opportunities for supervision and assessment. A series of minibus drop-offs might give fl exibility.

Setting group tasks along the way (e.g. collecting an object, copying down the words on a notice, taking a bearing) can be a benefi cial way to assist organisation. Different bearings from one point could be taken by different members of the group and recorded in their individual expedition logs.

Assessed skills

In hill walking, the mark is determined by the performance of individual skills and their application while completing an expedition.

Individual skills

Planning an expedition through unfamiliar rural environmentsPreparing equipment and clothingUsing a map and compass to plan and navigateKnowing grid/magnetic/true north, map orientation, grid references, feature and symbol recognition, bearingsUsing environment features to navigate Reacting appropriately to unforeseen situations



Unforeseen situations

Unforeseen situations must be used to assess the ability of candidates to deal with a situation which they do not expect. These are planned by the Centre and presented to candidates without their prior knowledge as situations on the expedition. These situations must be fi lmed and Centres must indicate who is the group leader (person being assessed). This identifi cation can be in the notes or on the fi lm.

The same situation can be presented to more than one candidate in the same group if candidates cannot overhear or confer. Alternatively, a different situation can be used with each candidate.

Centres can choose from any of the example situations below or devise their own situations.

Situation 1

Group is lost. Using recognisable features their position is triangulated (back bearing) and then a safe route to a safe point planned (suitable for Level 5 candidates only).

Situation 2

Group member has an injury which prevents further participation. Appropriate action required. (Note that no assessment is made of fi rst aid action.)

Situation 3

Low visibility requires walking on a bearing as a group.

Situation 4

Problem on the route ahead requires a detour to be planned.


Safety

Hill walking is considered to be an activity which presents higher risks. This risk can vary depending on the level of supervision. However, the ‘spirit’ of the activity is to assess candidates’ ability to be self-suffi cient and this requires independent participation. Centres must ensure that candidates are correctly prepared.

This must include:

• use of appropriate clothing and equipment

• teaching and training of skills and awareness

• teaching of basic fi rst aid (which is not assessed but is essential for participation)

• adequate fi tness levels of all participants.

Teachers must be familiar with the area in which practice and assessed expeditions are to take place.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ill w

alki

ng

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d a

pp

licat

ion

of

kno

wle

dg

e an

d s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

very

goo

d ab

ility

to u

se a

map

: acc

urat

e gr

id re

fere

nces

, sym

bol a

nd fe

atur

e re

cogn

ition

, re

adin

g gr

adie

nts,

pla

nnin

g ro

utes

(usi

ng m

ap s

cale

and

app

lyin

g N

aism

ith’s

rul

e)•

a ve

ry g

ood

abili

ty to

use

a c

ompa

ss: t

ake

bear

ings

, app

ly m

agne

tic d

iffer

ence

s, t

riang

ulat

e,

orie

ntat

e m

ap

• a

very

goo

d ab

ility

to k

eep

to t

imes

of

diff

eren

t le

gs•

deta

iled

plan

ning

of

equi

pmen

t an

d ro

ute

• de

cisi

ve, a

ppro

pria

te re

spon

ses

to t

he ‘u

nfor

esee

n si

tuat

ion’

• de

taile

d lo

g w

hich

dem

onst

rate

s pl

anni

ng a

nd p

artic

ipat

ion

• ru

cksa

ck p

acki

ng (c

onte

nt a

nd p

acki

ng s

kill)

and

per

sona

l clo

thin

g ar

e co

rrec

t•

a do

min

ant

role

whe

n le

adin

g th

e gr

oup.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d a

pp

licat

ion

of

kno

wle

dg

e an

d s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od a

bilit

y to

use

a m

ap: a

ccur

ate

grid

refe

renc

es, s

ymbo

l and

feat

ure

reco

gniti

on, g

radi

ent

diff

eren

ces

are

reco

gnis

ed b

ut w

ith le

ss a

ccur

acy

whe

n pl

anni

ng a

rout

e•

good

abi

lity

to u

se a

com

pass

: tak

e be

arin

gs, a

pply

mag

netic

diff

eren

ces,

orie

ntat

e m

ap•

good

abi

lity

to k

eep

to m

ost

times

on

diff

eren

t le

gs•

good

resp

onse

s to

the

‘unf

ores

een

situ

atio

n’•

a go

od lo

g w

hich

dem

onst

rate

s pl

anni

ng a

nd p

artic

ipat

ion

• ru

cksa

ck p

acki

ng (c

onte

nt c

orre

ct b

ut p

acki

ng s

kill

less

ski

lful)

and

pers

onal

clo

thin

g ar

e co

rrec

t•

a co

mpe

tent

role

whe

n le

adin

g th

e gr

oup.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ill w

alki

ng

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d a

pp

licat

ion

of

kno

wle

dg

e an

d s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to u

se a

map

: grid

refe

renc

es c

an b

e ca

lcul

ated

but

with

less

acc

urac

y, s

ome

sym

bol a

nd

feat

ure

reco

gniti

on, c

onto

ur li

nes

are

reco

gnis

ed b

ut n

ot a

pplie

d to

pla

nnin

g a

rout

e•

abili

ty to

use

a c

ompa

ss: k

now

ing

the

diff

eren

ce b

etw

een

mag

netic

and

grid

nor

th b

ut u

nlik

ely

to u

se w

hen

rout

e pl

anni

ng; l

imite

d ab

ility

to t

ake

bear

ings

, orie

ntat

ing

map

but

with

diffi

cul

ty•

time

keep

ing

over

legs

is in

cons

iste

nt•

a lo

g w

hich

dem

onst

rate

s lim

ited

plan

ning

and

par

ticip

atio

n an

d on

ly c

over

s pa

rt o

f th

e ac

tivity

• ru

cksa

ck p

acki

ng a

nd p

erso

nal c

loth

ing

is a

dequ

ate

• ab

ility

to le

ad t

he g

roup

but

nee

ds s

uppo

rt f

rom

oth

er g

roup

mem

bers

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

ap

plic

atio

n o

f kn

ow

led

ge

and

ski

lls

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

limite

d ab

ility

to u

se a

map

: som

e sy

mbo

l and

feat

ure

reco

gniti

on•

a lim

ited

abili

ty to

use

a c

ompa

ss: n

orth

, eas

t, s

outh

, wes

t ar

e re

cogn

ised

; una

ble

to li

nk t

he

com

pass

and

map

in a

mea

ning

ful w

ay•

a lo

g w

hich

is li

mite

d an

d in

com

plet

e•

ruck

sack

pac

king

and

per

sona

l clo

thin

g re

quire

s di

rect

ion

from

oth

ers.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

sta

ndar

d in

Lev

el 2

. The

y w

ill n

ot b

e ab

le to

par

ticip

ate

effe

ctiv

ely

in a

re

duce

d ve

rsio

n of

the

act

ivity

.



OrienteeringThis activity must not be offered with hill walking.


• Candidates must complete an unknown course as an individual.



• Level 2 and below may need to demonstrate skills on a course described as Orange on the British Orienteering (BOF) classifi cation.

• Level 3 must demonstrate skills on a course described as Light Green on the BOF classifi cation.

• Level 4 and above must demonstrate skills on a course described as Green on the BOF classifi cation.

Evidence

• Evidence must include:

– an explanation of course diffi culty

– control cards

– map of the course

– total length of the course (in km) and the time.

Filmed evidence

• The fi lmed evidence is a short, fi lmed interview in the fi eld. It should focus on at least two occasions and record the following skills:

– using a compass to check bearing

– orientation of map

– identifi cation of features

– selecting ‘attack points’

– ability to calculate distance

– ability to ‘pace’ to know distance.

• The fi lming of evidence should not assist candidates in locating control points.

• The time the interview takes should be subtracted from the candidate’s total time.

Identifi cation

Candidates can be identifi ed by distinguishing clothes or similar, with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation. Candidates should also be introduced verbally at the start of their interview.

Level of demand

This is set by the diffi culty of the course:

• diffi culty of the terrain

• number of control points/length of the course

• accessibility/disguise of control points



• type and diffi culty of obstacles, e.g. forest, river, terrain, gates, fences

• layout of control points and range of choice on routes between – a simple circular course with only single routes between control points is easier than a course where the route crosses, there is a choice of routes or an obstacle that needs circumventing.

Orienteering maps are at a scale of some detail (often 1:10 000).

Target times

All courses should have a target time. It is not possible to give a guide to target times due to differences in course diffi culty and length. However, a course should have target times which refl ect the length of the course and diffi culty of control point location. It would be expected that candidates awarded higher marks will have completed diffi cult courses with higher target times. Centres will need to judge whether less able candidates follow the same course as more able candidates and complete a diffi cult course less successfully and in a longer time, or complete an easier course. If you are unsure which condition is most appropriate, the more diffi cult conditions should be used for assessment.

Characteristics of courses

Green:

4–5 km longFrequent crossing of routesControl points not obvious and away from routesAttack points away from distinct features therefore requiring either contour reading or pacing or bothLeg length and obstacles/terrain require route choice decisions15–20 control points

Light Green:

3–4 km longCourse will cross occasionallyControl points away from routesSome attack points away from distinct features therefore requiring either contour reading or pacingLegs of different distances and some route choices required10–12 control points

Orange:

2.5–3 km longCircular courseControl points close to routes and near distinct featuresAny attack points at distinct features8–10 control points

Assessed skills

In orienteering, the mark is determined by the performance of individual skills and their application while completing an unknown course.




Measuring:

Transferring distances from a map scale to actual ground distanceUsing pace counts to measure ground distanceUsing running time to measure distance

Feature recognition:

Recognise features on the map and on the course features to aid navigation. To include paths, tracks, roads, streams, crossing points, ditches, fences, walls, buildings, open ground (and the condition, e.g. marsh, wooded areas, steep slopes (gradient)).

Map and compass:

Identify location, control points and featuresOrientate map to north and direction of travel using compass and features both at the start and during the courseCalculate a bearing using both compass and featuresIdentify hand rails and attack points on the map and on the ground






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sO

rien

teer

ing

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

on

an

u

nfa

mili

ar c

ou

rse

at B

OF

gra

de

Gre

en

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ve

ry g

ood

judg

emen

t of

dis

tanc

e •

abili

ty to

use

a r

ange

of

feat

ures

, map

and

com

pass

to lo

cate

pos

ition

of

them

selv

es, a

ttac

k po

ints

and

con

trol

poi

nts;

abi

lity

to fo

llow

a ro

ute

and

mak

e di

rect

ion

chan

ges

accu

rate

ly a

nd

quic

kly

• us

ing

the

map

and

feat

ures

to p

lan

and

loca

te c

once

aled

con

trol

poi

nts

and

to t

ake

rapi

d ac

cura

te b

earin

gs to

orie

ntat

e se

lf an

d th

e m

ap•

cour

se w

ill b

e fo

llow

ed a

ccur

atel

y an

d co

mpl

eted

with

in a

tar

get

time.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

on

an

un

fam

iliar

co

urs

e at

BO

F g

rad

e G

reen

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od ju

dgem

ent

of d

ista

nce

• ab

ility

to u

se a

ran

ge o

f fe

atur

es, m

ap a

nd c

ompa

ss to

loca

te p

ositi

on o

f th

emse

lves

, att

ack

poin

ts a

nd c

ontr

ol p

oint

s; a

bilit

y to

follo

w a

rout

e an

d m

ake

dire

ctio

n ch

ange

s•

usin

g th

e m

ap a

nd fe

atur

es to

pla

n an

d lo

cate

sem

i-con

ceal

ed c

ontr

ol p

oint

s an

d to

tak

e ra

pid

accu

rate

bea

rings

to o

rient

ate

self

and

the

map

• co

urse

will

be

follo

wed

acc

urat

ely

and

com

plet

ed w

ithin

a t

arge

t tim

e.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

on

an

un

fam

iliar

co

urs

e at

B

OF

gra

de

Lig

ht

Gre

en

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

und

judg

emen

t of

dis

tanc

e•

abili

ty to

use

a r

ange

of

feat

ures

, map

and

com

pass

to lo

cate

pos

ition

of

them

selv

es, a

ttac

k po

ints

and

con

trol

poi

nts;

abi

lity

to fo

llow

a ro

ute

and

mak

e si

mpl

e di

rect

ion

chan

ges

• co

urse

will

be

follo

wed

acc

urat

ely

and

com

plet

ed w

ithin

a t

arge

t tim

e.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sO

rien

teer

ing

ski

lls

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

on

an

un

fam

iliar

co

urs

e at

BO

F g

rad

e O

ran

ge

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ba

sic

judg

emen

t of

dis

tanc

e•

abili

ty to

use

a r

ange

of

feat

ures

, map

and

com

pass

to lo

cate

pos

ition

of

them

selv

es, a

ttac

k po

ints

and

con

trol

poi

nts;

abi

lity

to fo

llow

a ro

ute

and

mak

e si

mpl

e di

rect

ion

chan

ges

• co

urse

will

be

follo

wed

reas

onab

ly a

ccur

atel

y an

d co

mpl

eted

with

in a

tar

get

time.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Horse ridingAssessment requirements

Candidates are assessed on horsemanship, control of the animal and jumping. Cross-country and dressage are not assessed.

Care of the animal does not form part of the assessment.



• Level 2 and below may need to demonstrate skills in isolation without jumping.

• Level 3 may need to demonstrate skills in isolation. They should perform 6 simple jumps at a minimum height of 2 ft (61 cm).

• Level 4 and above must demonstrate advanced skills on a jump course of 8 to 10 jumps at a minimum height of 3 ft (90 cm).

Evidence


• It is important that the skill can be seen, including the horse, rider and jump as appropriate. Filming from behind and to the side (the back corner of the riding arena) gives the best view.

Identifi cation


Level of demand

This is set by the diffi culty of the skills and diffi culty of the fences/jumping course.

Assessed skills

In horse riding, the mark is determined by the performance of individual skills and their application to a structured jumping situation.


Mounting and dismountingRiding position when walking, trotting, canteringControl through reins, legs, voice (aids)Transitions – increase and decrease in paceBasic school movements – circles, changes of direction, lines (Centre, quarter), looping fi gures (serpentines, fi gure of 8), awareness of diagonals (trot) and lead leg (canter)

Structured situation

Complete a jump course as specifi ed in each level




Safety

Horse riding is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely.

The horse should be of suitable size and temperament for the ability of the rider. Candidates must not attempt jump courses that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ors

e ri

din

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n

and

on

a c

ou

rse

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ve

ry g

ood

bala

nce

and

cont

rol o

f th

e ho

rse

• ve

ry g

ood

ridin

g po

sitio

n, w

ith te

chni

que

mai

ntai

ned

for

all s

kills

, eve

n w

hen

linke

d to

geth

er•

cant

er a

nd t

rot

are

perf

orm

ed w

ith fl

uidi

ty a

nd b

ody

posi

tion

is m

aint

aine

d at

all

times

• co

ntro

l of

the

hors

e al

low

s tig

ht d

irect

iona

l cha

nges

; ser

pent

ines

in a

ll th

ree

pace

s, w

hich

in

volv

e si

mpl

e ch

ange

of

cant

er le

ads

and

tight

er t

urns

; the

hor

se a

nd r

ider

wor

k to

geth

er a

nd

are

wel

l bal

ance

d•

ridin

g si

mpl

e la

tera

l mov

emen

ts c

onfi d

ently

fro

m a

nd in

wal

k (t

urn

on t

he fo

reha

nd, l

eg y

ield

ing

and

shou

lder

in)

• ju

mp

cour

se in

clud

es a

t le

ast

1 do

uble

jum

p an

d 1

spre

ad fe

nce;

abi

lity

to w

ork

and

set

the

hors

e co

rrec

tly o

n a

cour

se; p

repa

ratio

n, e

xecu

tion

and

tran

sitio

n be

twee

n ju

mps

sho

w fl

uenc

y an

d co

ntro

l; a

suita

ble

pace

is a

dopt

ed b

etw

een

fenc

es a

nd a

bal

ance

d po

sitio

n is

use

d ov

er

the

fenc

e.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od b

alan

ce a

nd c

ontr

ol o

f th

e ho

rse

• go

od q

ualit

y of

rid

ing

posi

tion,

with

tech

niqu

e m

aint

aine

d fo

r al

l ski

lls, e

ven

whe

n lin

ked

toge

ther

• ca

nter

and

tro

t ar

e pe

rfor

med

with

fl ui

dity

and

bod

y po

sitio

n is

mai

ntai

ned

at a

ll tim

es; t

rans

fer

betw

een

pace

may

not

be

smoo

th•

cont

rol o

f th

e ho

rse

allo

ws

tight

dire

ctio

nal c

hang

es; s

erpe

ntin

es w

hen

trot

ting,

whi

ch in

volv

e tig

hter

tur

ns; t

he h

orse

and

rid

er w

ork

toge

ther

and

are

wel

l bal

ance

d•

ridin

g la

tera

l mov

emen

ts f

rom

and

in w

alk

(tur

n on

the

fore

hand

, leg

yie

ldin

g an

d sh

ould

er in

)•

jum

p co

urse

incl

udes

at

leas

t 8

fenc

es; a

bilit

y to

set

the

hor

se c

orre

ctly

on

a co

urse

; pr

epar

atio

n, e

xecu

tion

and

tran

sitio

n be

twee

n ju

mps

sho

w s

ome

fl uen

cy a

nd c

ontr

ol; a

sui

tabl

e pa

ce is

ado

pted

bet

wee

n fe

nces

and

a re

ason

ably

bal

ance

d po

sitio

n is

use

d ov

er t

he fe

nce.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sH

ors

e ri

din

g s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

und

bala

nce

and

cont

rol o

f th

e ho

rse

• so

und

ridin

g po

sitio

n, w

ith te

chni

que

mai

ntai

ned

for

all s

kills

, whe

n de

mon

stra

ted

in is

olat

ion

• tr

ot is

per

form

ed w

ell b

ut c

ante

r do

es n

ot s

how

bal

ance

or

cont

rol;

tran

sfer

bet

wee

n pa

ce m

ay

not

be s

moo

th•

cont

rol o

f th

e ho

rse

allo

ws

dire

ctio

nal c

hang

es; s

erpe

ntin

es w

hen

trot

ting,

whi

ch in

volv

e tu

rns;

th

e ho

rse

and

rider

wor

k to

geth

er a

nd a

re b

alan

ced

• rid

ing

sim

ple

late

ral m

ovem

ents

fro

m a

nd in

wal

k (t

urn

on t

he fo

reha

nd, l

eg y

ield

ing

and

shou

lder

in)

• ju

mp

cour

se in

clud

es a

t le

ast

6 fe

nces

; abi

lity

to s

et t

he h

orse

cor

rect

ly o

n a

cour

se;

prep

arat

ion,

exe

cutio

n an

d tr

ansi

tion

betw

een

jum

ps s

how

s so

me

cont

rol;

a su

itabl

e pa

ce is

ad

opte

d be

twee

n fe

nces

and

usu

ally

a b

alan

ced

posi

tion

is u

sed

over

the

fenc

e.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to m

ount

and

dis

mou

nt s

moo

thly

with

out

assi

stan

ce•

atte

mpt

at

a si

ttin

g tr

ot•

ridin

g po

sitio

n/te

chni

que

is g

ener

ally

sou

nd in

wal

k bu

t is

unb

alan

ced

in t

rot;

abi

lity

to r

ide

and

coor

dina

te re

ins

and

legs

allo

win

g ca

ndid

ate

to r

ide

the

hors

e fo

rwar

d bu

t di

rect

iona

l cha

nge

is

mor

e di

ffi c

ult

• ab

ility

to t

urn

and

atte

mpt

to c

ircle

hor

se b

ut o

ccas

iona

lly a

ppea

ring

to b

e a

‘pas

seng

er’ r

athe

r th

an in

con

trol

• ab

ility

to w

ork

the

hors

e co

rrec

tly o

ver

a co

urse

but

fenc

es w

ill b

e so

low

the

hor

se c

an s

tep

over

the

m; c

ours

e w

ill b

e ci

rcul

ar a

nd in

one

dire

ctio

n.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Mountain bikingAssessment requirements

• Candidates should be assessed on suitable riding trails.

• Trail classifi cations vary from country to country. UK trails use the following ratings: Green (easy), Blue (more diffi cult), Red (diffi cult), Black Diamond (very diffi cult), Orange (extremely diffi cult).

• Every effort should be taken to make use of trails which have an offi cial classifi cation.



• Level 2 and below may need to demonstrate skills in isolation only or on a trail of Green standard.

• Level 3 may need to demonstrate skills in isolation only and on a trail of Blue standard.

• Level 4 and above must demonstrate skills in isolation and on a trail of Red standard.

Evidence


• Candidates should be fi lmed demonstrating isolated skills and completing one downhill trail, as appropriate to their level.

• Filming needs to take place from an angle that allows the candidate’s skills to be seen. Evidence of the rating classifi cation of the downhill trail should be included in the fi lming. Filming of the trail itself can be carried out using a head cam or a similar. Another rider can wear the head cam and follow the candidate to be fi lmed or fi lming can take place at strategic points to demonstrate the rider’s ability.

Identifi cation

Numbered bibs do not need to be worn but the candidate should wear a colour which is easily identifi able on fi lm. If the candidate is wearing identifi cation supplied in an offi cial competition this is acceptable. Identifi ers should be written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the rating diffi culty of the trail and the diffi culty of the demonstrated skills.

Characteristics of trails:

Red:

Any usable trail with pushing or portage unlikely to exceed 2% of total distanceA wide range of climbs and descents of a challenging natureWidths from 1 m and any usable surface, includes single track and other technical sections, some sections have very narrow tracksLoose surfaces, ruts, potholes and/or tree roots may be expected, limited rock negotiation, shallow drop offs and other obstaclesMaximum climb is less than 500 m

Blue:

Bridleways, byways and unsurfaced unclassifi ed roadsShallow/moderate climbs, short sections of steeper climbs which may have to be walkedMostly stoned surfaces (less than 10% is earth based); single track with a width less than 2 mSome loose surfaces, ruts, potholes and/or tree roots may be expectedMaximum climb is less than 100 m



Green:

Rail trails, towpaths, reservoir trails, estate or forestry tracksShallow climbs and descentsCompacted limestone or gravel; essentially smooth with a minimum content of loose surfaces; normal width is 2 to 3 mMaximum climb is less than 50 m

Assessed skills

In mountain biking, the mark is determined by the performance of individual skills. It is also determined by the ability to perform one downhill trail.

Basic skills to be shown in isolation:

Body position when descending on different gradients and performing specifi c skillsBody position to ride rough groundCornering/changing directionRiding uphill

Advanced skills

Bunny hops/bike liftsNegotiating obstaclesNegotiating single steps or drop offsNarrow track ridingSteep descents


Safety

Mountain biking is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have appropriate ability and experience in order to be safe and confi dent. Candidates must not attempt trail classifi cations or skills that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sM

ou

nta

in b

ikin

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n

and

on

a d

ow

nh

ill t

rail

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ve

ry g

ood

cont

rol o

f th

e bi

ke w

ith b

alan

ce; b

ody

posi

tion

and

wei

ght

dist

ribut

ion

• ab

ility

to p

erfo

rm a

dvan

ced

skill

s on

sui

tabl

e te

rrai

n w

ith g

ood

tech

niqu

e an

d co

ntro

l; bo

dy

posi

tion

is a

djus

ted

to c

ope

with

the

diff

eren

t de

man

ds o

f va

ryin

g te

rrai

n an

d ob

stac

les;

bod

y w

eigh

t sh

ifts

from

bac

k cr

ank

to f

ront

whe

el a

s ap

prop

riate

• do

wnh

ill t

rail

is a

t R

ed o

r ab

ove;

rid

ing

on t

he t

rail

is s

moo

th s

how

ing

bala

nce

and

cont

rol;

ther

e is

min

imal

loss

of

mom

entu

m.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

on

a

do

wn

hill

tra

il

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od c

ontr

ol o

f th

e bi

ke w

ith b

alan

ce; b

ody

posi

tion

and

wei

ght

dist

ribut

ion

• ab

ility

to p

erfo

rm s

ome

isol

ated

adv

ance

d sk

ills

in s

uita

ble

terr

ain

with

goo

d te

chni

que

and

cont

rol;

body

pos

ition

is a

djus

ted

to c

ope

with

the

diff

eren

t de

man

ds o

f va

ryin

g te

rrai

n an

d ob

stac

les;

bod

y w

eigh

t sh

ifts

from

bac

k cr

ank

to f

ront

whe

el a

s ap

prop

riate

• do

wnh

ill t

rail

is a

t R

ed o

r ab

ove;

rid

ing

on t

he t

rail

is s

moo

th, s

how

ing

bala

nce

and

cont

rol;

ther

e is

som

e lo

ss o

f m

omen

tum

and

mor

e di

ffi c

ult

obst

acle

s w

ill b

e ta

ckle

d w

ith s

ome

caut

ion

and

less

suc

cess

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sM

ou

nta

in b

ikin

g s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

on

a d

ow

nh

ill

trai

l

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

und

cont

rol o

f th

e bi

ke w

ith b

alan

ce o

n m

oder

ate

terr

ain;

bod

y po

sitio

n•

abili

ty to

per

form

som

e is

olat

ed s

kills

with

sou

nd te

chni

que,

with

loss

of

cont

rol e

vide

nt o

n th

e m

ore

diffi

cul

t sk

ills

• bo

dy p

ositi

on is

adj

uste

d to

cop

e w

ith t

he d

iffer

ent

dem

ands

of

vary

ing

terr

ain

and

obst

acle

s bu

t th

e po

sitio

n ad

opte

d is

not

alw

ays

the

mos

t ef

fi cie

nt; b

ody

wei

ght

shift

s fr

om b

ack

cran

k to

fr

ont

whe

el, a

lthou

gh t

his

mov

emen

t is

oft

en m

istim

ed re

sulti

ng in

a lo

ss o

f ba

lanc

e•

dow

nhill

tra

il is

at

Blu

e; r

idin

g on

the

tra

il is

sm

ooth

sho

win

g ba

lanc

e an

d co

ntro

l but

the

re a

re

som

e ob

viou

s lo

sses

of

mom

entu

m•

durin

g th

e tr

ail r

ide,

the

rid

er la

rgel

y us

es t

heir

brea

ks w

ith e

ffi c

ienc

y; w

hen

nece

ssar

y na

tura

l ob

stac

les

are

nego

tiate

d al

thou

gh t

he c

andi

date

occ

asio

nally

lack

s ba

lanc

e an

d co

ntro

l.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e p

ract

ice

situ

atio

ns,

wit

h a

ttem

pts

to

per

form

on

a

do

wn

hill

tra

il

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

me

cont

rol o

f th

e bi

ke w

ith b

alan

ce o

n m

oder

ate

terr

ain;

bod

y po

sitio

n ra

rely

cha

nges

to

cope

with

terr

ain

• on

ly b

asic

ski

lls a

re d

emon

stra

ted

• do

wnh

ill t

rail

is a

t G

reen

; rid

ing

on t

his

trai

l sho

ws

som

e fl u

ency

, bal

ance

and

con

trol

but

the

re

are

som

e ob

viou

s lo

sses

of

mom

entu

m.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Rock climbingAssessment requirements

• Assessment can only take place in the natural outdoor environment. Assessment on indoor or artifi cial climbing walls is not acceptable.


Assessment should take place on single pitch graded climbs of at least 10 m. Centres should use the French Grading System (if Centres use an alternative grading system the comparability with the French Grading System must be explained).

Candidates should not act as a lead climber and should be top roped.


• Level 2 and below may need to demonstrate skills on a lower ability climb and for less than the prescribed distance.

• Level 3 must demonstrate skills on a climb of a diffi culty of 4 or above.

• Level 4 must demonstrate skills on a climb of a diffi culty of 4b or above.

• Level 5 must demonstrate skills on a climb of a diffi culty of 5 or above.

Evidence


• Candidates should be fi lmed performing skills as they climb the rock face. It is important that both the skills of the candidate and the diffi culty of the climb can be seen.

• The skill elements can be fi lmed at a low height where the demand of the skill is determined by the diffi culty of the rock face and not the element of risk that is associated with height or exposure.

Identifi cation


Level of demand

This is set by the diffi culty of the climb and the diffi culty of the demonstrated skills.

Assessed skills

In rock climbing, the mark is determined by the performance of individual skills and their application on a climb.


Moving with agility and balanceWeight transfer and controlMaintaining correct contact with rock and body position to maximise control/grip/balanceTraversingJammingBridge laying




Safety

Rock climbing is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have appropriate ability and experience in order to be safe and confi dent. Candidates must not attempt rock conditions or climbs that are beyond their ability.

Candidates must only climb in safe conditions where they are top roped (from above or by belaying from below with rope running through a top fi xed point).





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ock

clim

bin

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ve

ry g

ood

prep

arat

ion

• cl

imbi

ng s

moo

thly

with

out

hesi

tanc

y (h

old

choi

ce d

ecis

ions

acc

epte

d); v

ery

good

bal

ance

and

co

ntro

l mai

ntai

ned

thro

ugho

ut•

body

pos

ition

is a

way

fro

m t

he ro

ck f

ace

• go

od c

onta

ct w

ith t

he ro

ck is

mai

ntai

ned

exce

pt w

here

str

etch

ing

requ

ires

less

tha

n th

ree

poin

ts o

f co

ntac

t•

who

le r

ange

of

clim

bing

ski

lls a

pplie

d co

rrec

tly a

nd e

ffec

tivel

y.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od p

repa

ratio

n •

clim

bing

sm

ooth

ly w

ithou

t he

sita

ncy

(hol

d ch

oice

dec

isio

ns a

ccep

ted)

; bal

ance

and

con

trol

m

aint

aine

d in

mos

t si

tuat

ions

• bo

dy p

ositi

on is

aw

ay f

rom

the

rock

fac

e•

good

con

tact

with

the

rock

is m

aint

aine

d ex

cept

whe

re s

tret

chin

g re

quire

s le

ss t

han

thre

e po

ints

of

cont

act

• w

hole

ran

ge o

f cl

imbi

ng s

kills

app

lied

corr

ectly

and

reas

onab

ly e

ffec

tivel

y.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• pr

epar

atio

n re

quire

s so

me

assi

stan

ce f

rom

oth

ers

• cl

imbi

ng w

ill b

e he

sita

nt w

ith s

ever

al a

ttem

pts

to o

verc

ome

som

e si

tuat

ions

• bo

dy p

ositi

on n

ot a

lway

s co

rrec

t•

thre

e-po

int

clim

bing

will

be

evid

ent

but

may

not

alw

ays

show

con

trol

or

good

wei

ght

tran

sfer

• tr

aver

sing

will

be

perf

orm

ed w

ith c

ontr

ol a

nd b

alan

ce; o

ther

ski

lls m

ay n

ot b

e ev

iden

t.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sR

ock

clim

bin

g s

kills

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• pr

epar

atio

n re

quire

s as

sist

ance

fro

m o

ther

s•

clim

bing

will

be

hesi

tant

with

sev

eral

att

empt

s to

ove

rcom

e so

me

situ

atio

ns a

nd m

ay re

ly o

n ro

pe fo

r su

ppor

t•

body

pos

ition

oft

en n

ot c

orre

ct•

thre

e-po

int

clim

bing

will

be

evid

ent

but

may

not

alw

ays

show

con

trol

or

good

wei

ght

tran

sfer

• tr

aver

sing

may

be

perf

orm

ed; o

ther

ski

lls w

ill n

ot b

e ev

iden

t.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



SailingAssessment requirements

• Candidates are assessed on their ability to helm a sailing dinghy. This may be as an individual sailor (in a single-sail boat) or with one crew (in a two-sail mainsail and jib boat).



• Level 2 and below may need to be assessed in very light wind conditions; they may be assessed as crew only at 5 knots.

• Level 3 may need to be assessed in wind conditions of at least 5 knots.

• Level 4 and above need to be assessed in wind conditions of at least 10 knots.

Evidence

• Filmed evidence should only include the evidence required to demonstrate the mark. This will result in different evidence for different levels of candidate.

• Evidence of rigging and launching the boat should be kept to a minimum. Good fi lmed evidence provides this footage at a much faster speed than normal play.

• Candidates should be fi lmed showing isolated skills and sailing a course where the three points of sail are demonstrated.

• A support vessel is the best place from which to fi lm, because the camera is close enough to fi lm in suffi cient detail.

Identifi cation


Level of demand

This is set by the diffi culty of the wind and water conditions.

Assessed skills

In sailing, the mark is determined by the performance of individual skills and their application when sailing a course.


Rigging and launching a boatPoints of sail: close haul (into the wind); reaching (wind on the beam); running (wind on the stern)Changing direction (tacking and gybing)Capsize deliberately and re-right boat and enter from the water


Safety

Sailing is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have proven water profi ciency in order to be safe and confi dent. Candidates must not attempt water/wind conditions that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

ailin

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

at w

ill b

e rig

ged

and

laun

ched

effi

cie

ntly

• sa

iling

on

all t

hree

poi

nts

will

sho

w a

ver

y go

od s

tand

ard

of s

ail s

et, C

entr

e bo

ard,

bal

ance

and

tr

im•

chan

ging

dire

ctio

n w

ill b

e co

mpl

eted

sm

ooth

ly w

ith e

xper

tise,

clo

se to

mar

ker

buoy

s an

d co

urse

mad

e go

od im

med

iate

ly; t

acki

ng a

nd g

ybin

g w

ill b

e pe

rfor

med

• ca

psiz

e dr

ill c

ompl

eted

qui

ckly

and

effi

cie

ntly

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

at w

ill b

e rig

ged

and

laun

ched

effi

cie

ntly

• sa

iling

on

all p

oint

s w

ill s

how

a g

ood

stan

dard

of

sail

set,

Cen

tre

boar

d, a

lthou

gh b

alan

ce a

nd

trim

may

be

less

eff

ectiv

e an

d on

ly a

chie

ved

afte

r a

paus

e w

hen

com

plet

ing

a di

rect

ion

chan

ge•

chan

ging

dire

ctio

n w

ill b

e co

mpl

eted

with

com

pete

nce;

mov

emen

t in

the

boa

t m

ay b

e le

ss

smoo

th; t

urns

will

be

clos

e to

mar

ker

buoy

s an

d co

urse

mad

e go

od a

fter

som

e ad

just

men

ts;

only

tac

king

will

be

dem

onst

rate

d•

caps

ize

drill

com

plet

ed e

ffi c

ient

ly.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

at w

ill b

e rig

ged

and

laun

ched

but

som

e as

sist

ance

will

be

need

ed•

saili

ng o

n al

l poi

nts

will

sho

w s

ail s

et b

eing

cor

rect

; clo

se-h

aul s

ailin

g w

ill d

emon

stra

te e

rror

s an

d fr

eque

nt d

irect

ion

chan

ges

to c

ompe

nsat

e fo

r lu

ffi n

g; C

entr

e bo

ard

use,

bal

ance

and

trim

w

ill o

nly

be c

orre

ct o

n oc

casi

ons

• ch

angi

ng d

irect

ion

(tac

king

onl

y) b

ut w

ill n

ot a

lway

s be

sm

ooth

; cou

rse

will

onl

y be

mad

e go

od

afte

r se

vera

l adj

ustm

ents

; cou

rse

chan

ges

will

not

be

clos

e to

mar

ker

buoy

s•

caps

ize

drill

com

plet

ed b

ut a

ssis

tanc

e m

ay b

e re

quire

d.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

ailin

g s

kills

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

at w

ill b

e rig

ged

and

laun

ched

by

othe

rs•

saili

ng in

one

dire

ctio

n w

ill d

emon

stra

te c

orre

ct s

ail s

et; c

lose

-hau

l sai

ling

will

con

tain

fre

quen

t er

rors

• as

a c

rew

the

y w

ill s

et t

he ji

b co

rrec

tly, m

ove

in t

he b

oat

corr

ectly

and

hel

p to

bal

ance

and

trim

th

e bo

at•

chan

ging

dire

ctio

n (t

acki

ng o

nly)

but

will

not

be

smoo

th; c

ours

e w

ill o

nly

som

etim

es b

e m

ade

good

aft

er s

ever

al a

djus

tmen

ts; c

ours

e ch

ange

s w

ill n

ot b

e cl

ose

to m

arke

r bu

oys

• ca

psiz

e dr

ill c

ompl

eted

but

onl

y w

ith a

ssis

tanc

e.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



SkiingThis activity must not be offered with snowboarding.


• The assessment criteria for skiing incorporate the slope/piste diffi culty ratings used in Europe. These classifi cations should be used by all candidates even if the classifi cation is different in the home country.

• Assessment must take place on outdoor natural pistes and not snow domes or artifi cial surfaces.



• Level 2 and below may need to demonstrate skills in isolation or on a Green piste.

• Level 3 may need to demonstrate skills on a Blue piste.

• Level 4 and above must demonstrate skills on a Red piste.

Evidence


• Candidates should be fi lmed demonstrating isolated skills and continuous linked skills on downhill runs.

• It is important that the candidate and the diffi culty of the piste can be seen. Filming from the bottom of the slope with a zoom lens may provide the best view. Centres may use a head cam or similar worn by another skier behind the candidate being fi lmed.

Identifi cation


Level of demand

This is set by the diffi culty of the slope and the diffi culty of the demonstrated skills.

Assessed skills

In skiing, the mark is determined by the performance of individual skills. It can also be determined by the ability of candidates to ski on unprepared pistes.


Body position and use of polesBasic turnsLinking turnsWeighting and unweighting skisUse of edgesStem turns, traversing and side slippingSkidding to halt

Advanced skills

Linking turns at speedUse of carved turnsSkiing on more diffi cult terrain (unprepared pistes/moguls)




Safety

Skiing is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have appropriate ability and experience in order to be safe and confi dent. Candidates must not attempt skiing conditions or piste diffi culties that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

kiin

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ef

fect

ive

body

pos

ition

bet

wee

n an

d du

ring

turn

s on

bot

h si

des

with

wei

ght

dist

ribut

ed

appr

opria

tely

and

cor

rect

use

of

edge

s•

abili

ty to

link

car

ved

turn

s at

spe

ed o

n a

Red

pis

te w

ith m

aint

enan

ce o

f ba

lanc

e an

d co

ntro

l; bo

dy p

ositi

on is

cor

rect

• ab

ility

to s

ki w

ith b

alan

ce a

nd c

orre

ct b

ody

posi

tion

on a

n un

prep

ared

pis

te•

abili

ty to

sto

p sa

fely

and

qui

ckly

fro

m f

ull s

peed

whe

n re

quire

d.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

.

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ef

fect

ive

body

pos

ition

bet

wee

n tu

rns

and

on s

ome

turn

s w

ith w

eigh

t di

strib

uted

app

ropr

iate

ly

• ab

ility

to li

nk t

urns

at

spee

d on

a R

ed p

iste

with

mai

nten

ance

of

bala

nce

and

cont

rol;

exam

ples

of

par

alle

l (sk

idde

d) t

urns

and

som

e ex

ampl

es o

f ca

rved

tur

ns•

trav

ersi

ng w

ill d

emon

stra

te g

ood

body

and

ski

pos

ition

• bo

dy p

ositi

on w

ill b

e co

rrec

t an

d fa

ce t

he d

ownh

ill o

n m

ost

occa

sion

s; p

oles

will

be

held

co

rrec

tly; o

n m

ore

diffi

cul

t te

rrai

n bo

dy p

ositi

on a

nd fl

uenc

y w

ill d

eter

iora

te

• sk

is w

ill b

e w

eigh

ted

and

unw

eigh

ted

corr

ectly

on

turn

s an

d ed

ges

tran

sfer

red

quic

kly

• ab

ility

to s

top

safe

ly f

rom

spe

ed w

hen

requ

ired.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

dy p

ositi

on w

ill b

e sa

t ba

ck a

nd b

ody

will

alw

ays

face

dire

ctio

n of

tra

vel;

pole

s w

ill b

e he

ld

corr

ectly

• ab

ility

to li

nk t

urns

on

a B

lue

pist

e w

ith b

alan

ce a

nd c

ontr

ol; t

urns

will

be

stem

and

insi

de s

ki

may

be

lifte

d; t

rans

fer

of w

eigh

t an

d ch

ange

of

edge

will

be

evid

ent

• sk

i pos

ition

on

trav

erse

s w

ill b

e co

rrec

t•

side

slip

ping

will

sho

w g

ood

edge

con

trol

• ab

ility

to s

top

by s

kidd

ing

skis

acr

oss

dire

ctio

n of

tra

vel.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

kiin

g s

kills

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in s

om

e si

tuat

ion

s

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

dy p

ositi

on w

ill b

e sa

t ba

ck a

nd b

ody

will

alw

ays

face

dire

ctio

n of

tra

vel;

pole

s w

ill b

e he

ld

inco

rrec

tly•

abili

ty to

per

form

bas

ic s

now

plou

gh t

urns

on

a G

reen

pis

te in

isol

atio

n w

ith b

alan

ce a

nd c

ontr

ol;

turn

s ca

n be

link

ed to

geth

er w

ith s

kis

brou

ght

to p

aral

lel o

n th

e tr

aver

se•

abili

ty to

ste

p si

dew

ays

up a

slo

pe

• ab

ility

whi

le re

tain

ing

skis

to g

et to

feet

fro

m p

rone

• ab

ility

to s

top

safe

ly u

sing

sno

w p

loug

h fa

cing

dow

nhill

and

usi

ng s

now

plo

ugh

to t

urn

acro

ss

the

slop

e to

a s

top.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



SnowboardingThis activity must not be offered with skiing.


• The assessment criteria for snowboarding incorporate the slope/piste diffi culty ratings used in Europe. These classifi cations should be used by all candidates even if the classifi cation is different in the home country.

• Assessment must take place on outdoor natural pistes and not snow domes or artifi cial surfaces.



• Level 2 and below may need to demonstrate skills in isolation or on a Green piste.

• Level 3 may need to demonstrate skills on a Blue piste.

• Level 4 and above must demonstrate skills on a Red piste.

Evidence


• Candidates should be fi lmed demonstrating isolated skills and continuous linked skills on downhill runs.

• It is important that the candidate and the diffi culty of the piste can be seen. Filming from the bottom of the slope with a zoom lens may provide the best view. Centres may use a head cam or similar worn by another snowboarder behind the candidate being fi lmed.

Identifi cation


Level of demand

This is set by the diffi culty of the slope and diffi culty of the demonstrated skills.

Assessed skills

In snowboarding, the mark is determined by the performance of individual skills. It can also be determined by the ability of candidates to snowboard on unprepared pistes and in snow parks.


Falling leaf technique: feathering on heel edge to move across and down slopesStopping on toe and heel edgeBasic regular ‘S’ turns: on heel edge and toe edgeLinking turns (fakie, switch or carved)

Advanced skills

Linking turns at speedSnowboarding on terrain of increasing diffi culty‘Trick’ skills to include railing and jumping off kickers




Safety

Snowboarding is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have appropriate ability and experience in order to be safe and confi dent. Candidates must not attempt snowboarding conditions or piste diffi culties that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

no

wb

oar

din

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to li

nk ‘S

’ tur

ns a

t sp

eed

on a

Red

pis

te w

ith m

aint

enan

ce o

f ba

lanc

e an

d co

ntro

l; tu

rns

will

be

very

sho

rt•

effe

ctiv

e bo

dy p

ositi

on b

etw

een

and

durin

g tu

rns

on b

oth

side

s w

ith w

eigh

t di

strib

uted

ap

prop

riate

ly

• ab

ility

to s

now

boar

d w

ith b

alan

ce a

nd c

orre

ct b

ody

posi

tion

on a

n un

prep

ared

pis

te•

abili

ty to

dem

onst

rate

sim

ple

tric

ks in

a s

now

par

k to

incl

ude

jum

ps, h

alf

turn

s an

d ra

iling

• ab

ility

to s

top

safe

ly a

nd q

uick

ly f

rom

ful

l spe

ed w

hen

requ

ired

on t

he to

e or

hee

l edg

e as

ap

prop

riate

.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to li

nk ‘S

’ tur

ns a

t sp

eed

on a

Red

pis

te w

ith m

aint

enan

ce o

f ba

lanc

e an

d co

ntro

l; so

me

evid

ence

of

carv

ed t

urns

•

effe

ctiv

e bo

dy p

ositi

on b

etw

een

turn

s an

d on

som

e tu

rns

with

wei

ght

dist

ribut

ed a

ppro

pria

tely

• ab

ility

to d

emon

stra

te s

impl

e ju

mps

in a

sno

w p

ark

• ab

ility

to s

top

safe

ly f

rom

spe

ed w

hen

requ

ired

on t

he to

e or

hee

l edg

e w

ith c

ontr

ol a

nd

bala

nce.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sS

no

wb

oar

din

g s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to li

nk ‘S

’ tur

ns o

n a

Blu

e pi

ste

with

mai

nten

ance

of

bala

nce

and

cont

rol

• ef

fect

ive

body

pos

ition

bet

wee

n tu

rns

with

wei

ght

dist

ribut

ed a

ppro

pria

tely

• ab

ility

to u

se f

allin

g le

af a

s a

mec

hani

sm to

con

trol

spe

ed a

nd m

aint

ain

cont

rol

• ab

ility

to s

top

effe

ctiv

ely

whe

n re

quire

d on

the

toe

or h

eel e

dge

as a

ppro

pria

te.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ab

ility

to p

erfo

rm b

asic

tur

ns in

isol

atio

n on

a G

reen

pis

te w

ith b

alan

ce a

nd c

ontr

ol; s

ome

turn

s ca

n be

link

ed to

geth

er b

ut w

ithou

t ba

lanc

e an

d co

ntro

l•

chan

ging

dire

ctio

n is

usu

ally

sta

ying

on

the

heel

edg

e an

d sw

itchi

ng•

effe

ctiv

e bo

dy p

ositi

on o

n a

Gre

en p

iste

with

wid

e tu

rns

poss

ible

• ab

ility

to u

se f

allin

g le

af a

s a

mec

hani

sm to

con

trol

spe

ed a

nd m

aint

ain

cont

rol

• ab

ility

to s

top

safe

ly; s

topp

ing

on h

eel e

dge

may

be

mar

kedl

y be

tter

tha

n th

e to

e ed

ge.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Windsurfi ngAssessment requirements

• Candidates should be assessed on boards that will enable uphaul to be completed.



• Level 2 and below may need to be assessed in very light wind conditions and with a ‘training sail’.

• Level 3 may need to be assessed in wind conditions of at least 5 knots and a ‘training sail’ may be required.

• Level 4 and above need to be assessed in wind conditions of at least 10 knots and sail a course to show different points of sail.

Evidence


• Evidence of rigging the board should be kept to a minimum. Good fi lmed evidence provides this footage at a much faster speed than normal play.

• Candidates should be fi lmed performing isolated skills and sailing a course where the three points of sail are demonstrated.

• A support vessel is the best place from which to fi lm, because the camera is close enough to fi lm in suffi cient detail.

Identifi cation


Level of demand

This is set by the diffi culty of the wind and water conditions.

Assessed skills

In windsurfi ng, the mark is determined by the performance of individual skills in appropriate wind/water conditions and their application when sailing a course.


Rigging a boardStarts: uphaul and beach/jettySailing on different points to emphasise sail set, dagger board use, balance and trimClose haul (into the wind); reaching (wind on the beam); running (wind on the stern)

Changing direction

Tacking, moving around the front of the mastGybing, sail moves around front of mast



Performance of skills

Balance: personal balance on the board and balance of the board in the waterBody positionSmooth sail changesAccuracy of direction stability, rounding marker buoys, course changes made good


Safety

Windsurfi ng is considered to be an activity which presents higher risks. Supervising staff must have the necessary expertise to ensure that this activity is carried out safely. Candidates must have proven water profi ciency in order to be safe and confi dent. Candidates must not attempt water conditions that are beyond their ability.





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

ind

surfi

ng

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

ard

will

be

rigge

d qu

ickl

y an

d ef

fi cie

ntly

• up

haul

sta

rts

will

be

effi c

ient

and

bal

ance

d an

d bo

ard

will

mov

e fo

rwar

d qu

ickl

y; b

each

/jett

y st

arts

will

als

o be

suc

cess

ful

• sa

iling

on

diff

eren

t po

ints

of

the

win

d w

ill d

emon

stra

te c

lear

diff

eren

ces

in s

ail p

ositi

on; b

alan

ce

whe

n ru

nnin

g w

ill b

e ve

ry g

ood

and

dagg

er b

oard

will

be

adju

sted

• so

me

evid

ence

of

plan

ning

•

tack

ing

will

be

effe

ctiv

e, t

ight

to m

arke

r bu

oys

with

goo

d bo

ard

bala

nce

and

mov

emen

t an

d co

urse

will

be

mad

e go

od im

med

iate

ly; g

ybes

will

be

cont

rolle

d an

d ba

lanc

ed a

nd b

oard

spe

ed

quic

kly

esta

blis

hed

• ve

ry g

ood

body

pos

ition

will

be

mai

ntai

ned

and

mov

emen

t on

the

boa

rd w

ill b

e sm

ooth

and

ra

pid.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

ard

will

be

rigge

d qu

ickl

y•

upha

ul s

tart

s w

ill b

e ef

fi cie

nt, b

alan

ced

and

boar

d w

ill m

ove

forw

ard

quic

kly;

bea

ch/je

tty

star

ts

will

be

atte

mpt

ed b

ut w

ith le

ss s

ucce

ss•

saili

ng o

n di

ffer

ent

poin

ts o

f th

e w

ind

will

dem

onst

rate

cle

ar d

iffer

ence

s in

sai

l pos

ition

; bal

ance

w

hen

runn

ing

will

be

good

• ta

ckin

g w

ill b

e ef

fect

ive,

clo

se to

mar

ker

buoy

s w

ith re

ason

able

boa

rd b

alan

ce a

nd m

ovem

ent

and

cour

se w

ill b

e m

ade

good

rap

idly

• go

od b

ody

posi

tion

will

be

mai

ntai

ned

and

mov

emen

t on

the

boa

rd w

ill b

e sm

ooth

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

ind

surfi

ng

ski

lls

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a b

asic

leve

l of

tech

niq

ue

and

acc

ura

cy in

per

form

ing

ski

lls

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• bo

ard

will

be

rigge

d co

rrec

tly•

upha

ul s

tart

s ar

e sm

ooth

but

fi lli

ng t

he s

ail c

ause

s so

me

imba

lanc

e an

d fa

lling

off

• sa

iling

will

mai

nly

be o

n re

ache

s, c

lose

-hau

l sai

ling

will

be

muc

h le

ss e

ffec

tive;

run

ning

will

sh

ow b

oard

and

bod

y im

bala

nce

• ta

ckin

g w

ill b

e ef

fect

ive

but

not

fl uen

t, im

bala

nce

will

be

seen

, boa

rd w

ill a

lmos

t st

op a

nd n

ot

use

mar

ker

buoy

s•

good

bod

y po

sitio

n no

t al

way

s m

aint

aine

d.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in p

erfo

rmin

g s

om

e sk

ills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• as

sist

ance

nee

ded

to r

ig t

he b

oard

• up

haul

sta

rts

are

com

plet

ed b

ut w

ith im

bala

nce

and

freq

uent

fal

ling

off

• ta

ckin

g is

rar

ely

succ

essf

ul; d

irect

iona

l sta

bilit

y is

ver

y va

riabl

e•

body

pos

ition

is n

ot c

orre

ct.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Swimming activities


6.6 Swimming activitiesActivities in this section:

• competitive swimming

• life saving or personal survival

• water polo.

Candidates cannot enter for both life saving and personal survival.

All activities in this section should be fi lmed in a way which will allow moderators to see the appropriate aspects of performance. For details see the relevant section on fi lmed evidence in the individual activities.


Candidates should:

• perform in selected events showing appropriately advanced techniques

• understand and apply the appropriate health and safety rules, and the rules and conventions in the activity.

There is a specifi c form to record performance in the following activity:

• competitive swimming.

This can be found on the samples database at www.cie.org.uk/samples



Competitive swimmingAssessment requirements

• Candidates are required to swim two strokes over 50 metres from a choice of front crawl (FC), back crawl (BC) and breaststroke (Br).

• Clear knowledge of specifi c stroke rules should be demonstrated.


The use of swimming goggles is permitted.

Evidence

• Filmed evidence should include the whole swim.

• Close-up shots of the stopwatch should be submitted to confi rm results for the sample candidates.

Identifi cation

Candidates must be identifi ed either by lane or by a numbered swimming (water polo) hat with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the times described in the performance table for competitive swimming and by the diffi culty of the technique.

Assessed skills

In swimming, the mark is predominantly determined by the time achieved for the swim. Marks for technique consider stroke technique, entry and turns.

Marks should be entered on the Competitive Swimming Order of Merit Form, which is available from www.cie.org.uk/samples

Assessment

For each stroke, candidates should be given a performance table mark out of 40 based on a time assessment and a technique assessment mark out of 10 using the marking criteria. This will give a mark out of 50 for each stroke and a total mark out of 100 for both strokes. The total mark should be divided by 4 to give a fi nal mark out of 25 for the activity.

Stroke technique should be assessed by the component parts (body position, leg action, arm action and breathing) and the whole stroke, entry (dive) and turns for execution and compliance with rules.





Per

form

ance

tab

les

for

com

pet

itiv

e sw

imm

ing

GIR

LS 5

0 m

etre

s (s

eco

nd

s)B

OY

S 5

0 m

etre

s (s

eco

nd

s)

Fro

nt

craw

lB

reas

t st

roke

Bac

k cr

awl

Mar

k fo

r st

roke

Fro

nt

craw

lB

reas

t st

roke

Bac

k cr

awl

Mar

k fo

r st

roke

33.0

42.0

38.0

4030

.038

.034

.040

33.5

42.5

38.5

3930

.538

.534

.539

34.0

43.0

39.0

3831

.039

.035

.038

34.5

43.5

39.5

3731

.539

.535

.537

35.0

44.0

40.0

3632

.040

.036

.036

35.5

44.5

40.5

3532

.540

.536

.535

36.0

45.0

41.0

3433

.041

.037

.034

36.5

45.5

41.5

3333

.541

.537

.533

37.0

46.0

42.0

3234

.042

.038

.032

37.5

46.5

42.5

3134

.542

.538

.531

38.0

47.0

43.0

3035

.043

.039

.030

38.5

47.5

43.5

2935

.543

.539

.529

39.0

48.0

44.0

2836

.044

.040

.028

39.5

48.5

44.5

2736

.544

.540

.527

40.0

49.0

45.0

2637

.045

.041

.026

40.5

49.5

45.5

2537

.545

.541

.525

41.0

50.0

46.0

2438

.046

.042

.024

41.5

50.5

46.5

2338

.546

.542

.523

42.0

51.0

47.0

2239

.047

.043

.022

42.5

51.5

47.5

2139

.547

.543

.521

43.0

52.0

48.0

2040

.048

.044

.020

43.5

52.5

48.5

1940

.548

.544

.519





GIR

LS 5

0 m

etre

s (s

eco

nd

s)B

OY

S 5

0 m

etre

s (s

eco

nd

s)

Fro

nt

craw

lB

reas

t st

roke

Bac

k cr

awl

Mar

k fo

r st

roke

Fro

nt

craw

lB

reas

t st

roke

Bac

k cr

awl

Mar

k fo

r st

roke

44.0

53.0

49.0

1841

.049

.045

.018

44.5

53.5

49.5

1741

.549

.545

.517

45.0

54.0

50.0

1642

.050

.046

.016

45.5

54.5

50.5

1542

.550

.546

.515

46.0

55.0

51.0

1443

.051

.047

.014

46.5

55.5

51.5

1343

.551

.547

.513

47.0

56.0

52.0

1244

.052

.048

.012

47.5

56.5

52.5

1144

.552

.548

.511

48.0

57.0

53.0

1045

.053

.049

.010

48.5

57.5

53.5

945

.553

.549

.59

49.0

58.0

54.0

846

.054

.050

.08

49.5

58.5

54.5

746

.554

.550

.57

50.0

59.0

55.0

647

.055

.051

.06

50.5

59.5

55.5

547

.555

.551

.55

51.0

60.0

56.0

448

.056

.052

.04

51.5

60.5

56.5

348

.556

.552

.53

52.0

61.0

57.0

249

.057

.053

.02

52.5

61.5

57.5

149

.557

.553

.51





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

om

pet

itiv

e sw

imm

ing

ski

lls

Leve

l 610

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 58

–9C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te, c

orre

ct s

trok

e te

chni

que

perf

orm

ed to

a h

igh

stan

dard

• di

ves

max

imis

ing

forw

ard

spee

d an

d co

mpl

ying

with

rul

es•

turn

s m

inim

isin

g lo

ss o

f sp

eed,

exe

cute

d sm

ooth

ly a

nd w

ith fl

ow.

Leve

l 46

–7C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• ac

cura

te, c

orre

ct s

trok

e te

chni

que,

per

form

ed to

a g

ood

stan

dard

• di

ves

max

imis

ing

forw

ard

spee

d an

d co

mpl

ying

with

rul

es•

turn

s m

inim

isin

g lo

ss o

f sp

eed,

exe

cute

d co

rrec

tly, b

ut s

light

ly d

isjo

inte

d an

d w

ithou

t fu

ll fl o

w.

Leve

l 34

–5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e, b

ut

it is

no

t al

way

s co

nsi

sten

t

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

cogn

isab

le s

trok

e te

chni

que

but

at le

ast

one

aspe

ct e

xecu

ted

inco

rrec

tly•

reas

onab

ly e

ffec

tive

dive

s le

adin

g di

rect

ly in

to t

he s

trok

e, b

ut m

ay b

e to

o de

ep•

turn

s lim

ited

to to

uch,

tur

n an

d pu

sh o

ff•

evid

ence

of

tirin

g/lo

ss o

f te

chni

que

tow

ards

the

end

of

the

swim

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sC

om

pet

itiv

e sw

imm

ing

ski

lls

Leve

l 22–

3C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue,

bu

t it

is n

ot

mai

nta

ined

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• m

ost

com

pone

nts

of s

trok

e te

chni

que

perf

orm

ed in

corr

ectly

• st

artin

g in

the

wat

er o

r ve

ry d

eep

or v

ery

fl at

dive

s. A

sto

p an

d pa

use

befo

re s

trok

e is

sta

rted

• tu

rns

limite

d to

touc

h, s

top,

tur

n an

d pu

sh o

ff•

evid

ence

of

tirin

g/lo

ss o

f te

chni

que

durin

g th

e sw

im.

Leve

l 11

• C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Life savingThis activity must not be offered with personal survival.



• Level 3 and below may demonstrate isolated skills.

• Level 4 and above must demonstrate skills which combine together to form a complete rescue.

A manikin can be used to replace a casualty. Level 4 should use a fi lled manikin. For Level 3 and below, the manikin can be half-fi lled. When rescuing and towing, the ‘casualty’ should be a similar size and weight to the candidate.


Evidence


Identifi cation

Candidates must be identifi ed by a numbered swimming (water polo) hat with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the task requirements and the times described below.

Assessed skills

In life saving, the mark is determined by the performance of individual skills which also include times achieved.

Resuscitation skills

Assessment of casualty to check for breathing, circulation shockEmergency resuscitation proceduresAfter careUse of other fi rst-aiders / people to assist

Land-based rescue skills

Reaching with a pole or similarRope rescue over 10 m to include coiling, throwing, rescue and securing the casualtyLanding the casualtyCasualty care

Water rescue skills

Approach skillsNon-contact tow using a fl oat, clothing or rescue buoy Contact tows using the following methods:• chin tow (for more able candidates, this will be assessed in a timed situation)

• cross chest tow

• deep water rescue

• landing the casualty





Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sLi

fe s

avin

g s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

in a

co

mp

lete

res

cue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

susc

itatio

n w

ith g

ood

verb

al a

naly

sis

and

all e

xpec

ted

chec

ks c

ompl

eted

acc

urat

ely

• ef

fect

ive

com

bine

d re

susc

itatio

n an

d C

PR

•

effe

ctiv

e ca

re o

f ca

sual

ty in

all

situ

atio

ns•

accu

rate

reac

h an

d th

row

resc

ues

exec

uted

to a

hig

h st

anda

rd

• 50

m s

wim

and

25

m c

hin

tow

resc

ue c

ompl

eted

in le

ss t

han

2 m

inut

es 3

0 se

cond

s•

50 m

cro

ss c

hest

tow

• re

scue

of

man

ikin

(or

sim

ilar)

fro

m a

dep

th o

f 1.

5 m

, exc

hang

e fo

r ca

sual

ty, 5

0 m

tow

, lan

d,

adm

inis

ter

EA

R.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

in a

co

mp

lete

res

cue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

susc

itatio

n w

ith g

ood

verb

al a

naly

sis

and

all e

xpec

ted

chec

ks•

effe

ctiv

e re

susc

itatio

n an

d so

me

CP

R

• ef

fect

ive

care

of

casu

alty

•

accu

rate

reac

h an

d th

row

resc

ues

exec

uted

to a

goo

d st

anda

rd

• 50

m s

wim

and

25

m c

hin

tow

resc

ue c

ompl

eted

in le

ss t

han

3 m

inut

es•

50 m

cro

ss c

hest

tow

•

resc

ue o

f m

anik

in (o

r si

mila

r) f

rom

a d

epth

of

1.5

m, e

xcha

nge

for

casu

alty

, 50

m to

w, l

and,

ad

min

iste

r E

AR

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sLi

fe s

avin

g s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

susc

itatio

n w

ith v

erba

l ana

lysi

s an

d so

me

chec

ks•

resu

scita

tion

with

cor

rect

tech

niqu

e bu

t no

t al

way

s fu

lly e

ffec

tive

• ef

fect

ive

care

of

casu

alty

•

reac

h an

d th

row

resc

ues

exec

uted

to a

reas

onab

le s

tand

ard

but

rope

may

not

unc

oil s

moo

thly

, th

e re

scue

r’s p

ositi

on m

ay n

ot b

e co

rrec

t an

d m

ore

than

one

att

empt

may

be

need

ed•

50 m

sw

im a

nd c

hin

tow

resc

ue c

ompl

eted

in le

ss t

han

3 m

inut

es 3

0 se

cond

s•

resc

ue o

f m

anik

in (o

r si

mila

r) f

rom

a d

epth

of

1.5

m, e

xcha

nge

for

casu

alty

, 20

m to

w, l

and

with

as

sist

ance

.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• re

susc

itatio

n sh

owin

g ba

sic

know

ledg

e bu

t in

effe

ctiv

e•

min

imal

car

e of

cas

ualty

•

reac

h an

d th

row

resc

ues

atte

mpt

ed b

ut in

corr

ectly

exe

cute

d an

d w

ith a

low

leve

l of

succ

ess,

re

scue

r’s p

ositi

on m

ay n

ot b

e co

rrec

t an

d m

ore

than

one

att

empt

may

be

need

ed; 5

0 m

sw

im

and

non-

cont

act

tow

resc

ue.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Personal survivalThis activity must not be offered with life saving.


The assessment should be carried out as a continuous sequence of tasks without periods of rest.

• Candidates assessed in Level 2 and below should only wear trousers over the swimming costume.

• Candidates assessed in Level 3 should wear a T-shirt and trousers over the swimming costume.

• Candidates assessed in Level 4 and above should wear a T-shirt, trousers, trainers and a sweatshirt over the swimming costume.


Evidence


• The fi lmed evidence must include the specifi ed tasks (entry, removal of clothes, fl oat making). Evidence of treading water and distance swimming should be fi lmed at the start and at the end of the timed period. Close-up shots of the stopwatch should be submitted to confi rm results for the sample candidates. Therefore treading water and distance swimming may only be fi lmed for a minute.

Identifi cation

Candidates must be identifi ed either by lane or by a numbered swimming (water polo) hat with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the task requirements and times described below.

Assessed skills

In personal survival, the mark is determined by the performance of individual tasks, which also include times achieved.

Candidates should complete the tasks in the following order:

1 Straddle entry wearing clothes (see assessment conditions)

2 50 m or 100 m swim wearing clothes

3 Remove clothes

4 Make a fl oat from clothing and show the HELP position

5 Tread water (where an arm is required to be out of the water the forearm should be on top of the head)

6 Complete the distance swim with surface dives (as required)

7 Exit






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sP

erso

nal

su

rviv

al s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• he

ad a

bove

wat

er in

str

addl

e en

try

• 10

0 m

sw

im w

earin

g cl

othe

s co

mpl

eted

in le

ss t

han

2 m

inut

es•

effi c

ient

clo

thin

g re

mov

al a

nd e

ffec

tive

fl oat

-mak

ing

• tr

eadi

ng w

ater

for

5 m

inut

es w

ith o

ne a

rm o

ut o

f th

e w

ater

for

2 m

inut

es c

ontin

uous

ly; t

read

ing

wat

er h

as a

sm

ooth

act

ion

with

no

bobb

ing

• 80

0 m

sw

im in

less

tha

n th

e re

quire

d tim

e (b

oys:

17

min

utes

; girl

s: 1

9 m

inut

es)

• fi v

e su

rfac

e di

ves,

eac

h w

ith a

5 m

und

erw

ater

sw

im; s

urfa

ce d

ives

sho

w c

lean

sub

mer

sion

an

d un

derw

ater

sw

im is

ful

ly s

ubm

erge

d.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• he

ad a

bove

wat

er in

str

addl

e en

try

• 10

0 m

sw

im w

earin

g cl

othe

s co

mpl

eted

in le

ss t

han

2 m

inut

es 3

0 se

cond

s•

effi c

ient

clo

thin

g re

mov

al a

nd e

ffec

tive

fl oat

-mak

ing

• tr

eadi

ng w

ater

for

5 m

inut

es w

ith o

ne a

rm o

ut o

f th

e w

ater

for

1 m

inut

e co

ntin

uous

ly; t

read

ing

wat

er h

as a

sm

ooth

act

ion

with

litt

le b

obbi

ng•

800

m s

wim

in le

ss t

han

the

requ

ired

time

(boy

s: 2

0 m

inut

es; g

irls:

22

min

utes

) •

fi ve

surf

ace

dive

s, e

ach

with

a 5

m u

nder

wat

er s

wim

; sur

face

div

es s

how

cle

an s

ubm

ersi

on

and

unde

rwat

er s

wim

is f

ully

sub

mer

ged.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sP

erso

nal

su

rviv

al s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• st

radd

le e

ntry

but

hea

d go

es u

nder

wat

er•

100

m s

wim

wea

ring

clot

hes

com

plet

ed

• cl

othi

ng re

mov

al c

ompl

eted

but

pos

sibl

e di

ffi c

ulty

with

som

e ite

ms;

fl oa

t-m

akin

g at

tem

pted

bu

t fl o

at is

not

eff

ectiv

e•

trea

ding

wat

er fo

r 3

min

utes

• 60

0 m

sw

im in

less

tha

n th

e re

quire

d tim

e (b

oys:

16

min

utes

; girl

s: 1

8 m

inut

es)

• tw

o su

rfac

e di

ves,

eac

h w

ith a

5 m

und

erw

ater

sw

im; f

eet

may

kic

k on

the

sur

face

dur

ing

dive

s an

d un

derw

ater

sw

im.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• st

radd

le e

ntry

but

hea

d go

es u

nder

wat

er•

50 m

sw

im w

earin

g cl

othe

s is

com

plet

ed

• cl

othi

ng re

mov

al c

ompl

eted

but

pos

sibl

e di

ffi c

ulty

with

som

e ite

ms;

fl oa

t-m

akin

g ca

nnot

be

dem

onst

rate

d•

trea

ding

wat

er fo

r 2

min

utes

•

400

m s

wim

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



Water poloAssessment conditions



• Level 3 and below may need to demonstrate skills in isolation or simple conditioned games only.

• Level 4 and above must show skills within a conditioned game/game situation.


Evidence


• It is important that both the skill and the outcome, e.g. the skill of a throw/shot and the accuracy of the result can be seen.

Identifi cation

Candidates must be identifi ed by numbered water polo hats with identifi ers written on the order of merit form. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the ability of the opposition.

Assessed skills

In water polo, the mark is determined by the performance of individual skills and their application in game situations.


Water skills: treading water (eggbeater), head up front and back crawl, changing direction/getting freeBall skills: catching, throwing (dry and wet passes), shooting, dribbling

Game skills

Attacking play: getting freeDefending play Marking Intercepting






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

ater

po

lo s

kills

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d in

a g

ame

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od w

ater

abi

lity

skill

s; e

ggbe

ater

kic

k is

str

ong

and

lifts

bod

y si

gnifi

cant

ly o

ut o

f th

e w

ater

; he

ad u

p fr

ont

craw

l is

quic

k th

roug

h th

e w

ater

; dire

ctio

n ch

ange

is e

xecu

ted

rapi

dly

enab

ling

a m

arke

r to

be

‘lost

’•

ball

drib

blin

g w

ith s

peed

• dr

y pa

sses

thr

own

accu

rate

ly (t

o a

targ

et o

r pl

ayer

) ove

r a

dist

ance

of

15 m

fro

m b

all i

n w

ater

in

fron

t w

ith o

ne a

rm a

ctio

n•

pass

es re

ceiv

ed (c

augh

t) w

ithou

t ba

ll to

uchi

ng t

he w

ater

• po

wer

ful s

hoot

ing

gene

rate

d fr

om a

str

ong

leg

kick

to g

ive

heig

ht a

nd p

ower

• tig

ht m

arki

ng

• dy

nam

ic g

ame

play

, bei

ng e

ffec

tive

unde

r pr

essu

re a

nd c

ontr

ibut

ing

to te

am p

erfo

rman

ce.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in a

pra

ctic

e an

d

in a

gam

e

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od w

ater

abi

lity

skill

s; e

ggbe

ater

kic

k is

goo

d an

d su

ppor

ts b

ody

whe

n ba

ll sk

ills

are

perf

orm

ed; h

ead

up f

ront

cra

wl i

s qu

ick

thro

ugh

the

wat

er•

effe

ctiv

e ba

ll dr

ibbl

ing

• dr

y pa

sses

thr

own

accu

rate

ly (t

o a

targ

et o

r pl

ayer

) ove

r a

dist

ance

of

10 m

fro

m b

all i

n w

ater

in

fron

t w

ith o

ne a

rm a

ctio

n•

pass

es s

omet

imes

rece

ived

(cau

ght)

with

out

ball

touc

hing

the

wat

er•

effe

ctiv

e sh

ootin

g w

hen

suffi

cie

nt t

ime

is a

vaila

ble

and

in p

ract

ice

• m

arki

ng w

hich

is u

sual

ly e

ffec

tive

• dy

nam

ic g

ame

play

, con

trib

utin

g to

team

per

form

ance

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sW

ater

po

lo s

kills

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od w

ater

abi

lity

skill

s; e

ggbe

ater

kic

k is

evi

dent

alth

ough

bre

ast

stro

ke le

g m

ay b

e m

ore

effe

ctiv

e; h

ead

up f

ront

cra

wl i

s qu

ick

thro

ugh

the

wat

er•

dry

pass

es t

hrow

n w

ith re

ason

able

acc

urac

y (to

a t

arge

t or

pla

yer)

ove

r a

dist

ance

of

10 m

onc

e ba

ll is

in t

he h

and

• pa

sses

som

etim

es re

ceiv

ed (c

augh

t) w

ithou

t ba

ll to

uchi

ng t

he w

ater

• ef

fect

ive

shoo

ting

in p

ract

ice

• m

arki

ng w

hich

is s

omet

imes

eff

ectiv

e•

gam

e pl

ay c

ontr

ibut

ing

to te

am p

erfo

rman

ce.

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• lim

ited

wat

er a

bilit

y sk

ills;

egg

beat

er k

ick

is n

ot u

sed;

bre

ast

stro

ke le

g su

ppor

ts b

ody

but

only

w

hen

arm

s ar

e su

bmer

ged;

hea

d up

fro

nt c

raw

l is

used

but

with

onl

y pa

rtia

l suc

cess

• dr

y pa

sses

thr

own

over

a d

ista

nce

of 5

m o

nce

ball

is in

the

han

d•

pass

es s

omet

imes

rece

ived

(cau

ght)

with

out

ball

touc

hing

the

wat

er•

shoo

ting

not

dem

onst

rate

d•

mar

king

whi

ch is

rar

ely

effe

ctiv

e•

gam

e pl

ay r

arel

y co

ntrib

utin

g to

team

per

form

ance

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

Marking criteria for physical activities Combat activities


6.7 Combat activitiesActivities in this section:

• judo or taekwondo.

Candidates cannot enter for both judo and taekwondo.

All activities in this section should be fi lmed in a way which will allow moderators to see the appropriate aspects of performance. For details see the relevant section on fi lmed evidence in the individual activities.


Candidates should:

• perform increasingly advanced techniques in both practice and competition

• participate in a recognised version of a competitive contest

• use increasingly advanced strategies and tactics and adapt these to the strengths and limitations of other participants

• understand and apply the rules of the activity including those governing specifi c competitions.



JudoThis activity must not be offered with taekwondo.


Candidates should work against opponents of a similar ability, age, sex and weight.



• Level 3 may need to demonstrate skills in isolation and in a conditioned bout.

• Level 4 and above must show skills in isolation, a conditioned bout and in a competitive bout.

In a conditioned bout, skills are demonstrated against a defensive opponent. This means that the opponent can try and prevent the skill being completed but cannot attack back.

Evidence


Identifi cation

Candidates must be identifi ed by different coloured belts worn in addition to their grading belt with colours written on the order of merit form. This information can also be displayed as a caption on the fi lm or as a verbal commentary. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the ability of the opponent. Belt colour may be one useful way to match opponents. It is important that throws and bouts are not ‘staged’, particularly for more able candidates. The level of resistance will assist in determining the mark. The opponent may be at a very similar standard to the candidate and so the resistance will be greater as the skill levels are similar.

Assessed skills

In judo, the mark is determined by the performance of individual skills and their application in ‘fi ght’ situations.


Throws: generated with the arm/hand/shoulder, hip and foot/legGroundwork: holds and escapesAttacking play: maintaining own balance, creating imbalance, combining attack moves to provide opportunitiesDefending play: stepping back, stepping around






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sJu

do

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

is

ola

tio

n a

nd

in a

bo

ut

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

good

ran

ge o

f th

row

s in

isol

atio

n to

incl

ude

arm

, hip

and

foot

/leg;

thr

ows

are

tech

nica

lly

corr

ect

and

perf

orm

ed a

gain

st a

def

ensi

ve p

laye

r w

ith s

ome

resi

stan

ce; a

com

bina

tion

of

mov

es w

ill d

emon

stra

te h

ow a

n at

tack

can

be

‘set

up’

to fi

nish

with

a p

artic

ular

thr

ow•

grou

ndw

ork

incl

udin

g th

ree

diff

eren

t ho

lds

agai

nst

a de

fens

ive

play

er•

bout

s sh

owin

g st

rong

mov

emen

t to

imba

lanc

e op

pone

nt; a

com

bina

tion

of m

oves

will

set

up

a fi n

al t

hrow

• an

abi

lity

to w

in b

outs

by

both

suc

cess

ful t

hrow

s an

d gr

ound

wor

k ho

lds.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g t

he

skill

s in

iso

lati

on

an

d in

a b

ou

t

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

good

ran

ge o

f th

row

s in

isol

atio

n to

incl

ude

arm

, hip

and

foot

/leg;

thr

ows

are

tech

nica

lly

corr

ect

and

perf

orm

ed a

gain

st a

def

ensi

ve o

ppon

ent

with

som

e re

sist

ance

• gr

ound

wor

k in

clud

ing

two

diff

eren

t ho

lds

agai

nst

a de

fens

ive

play

er•

bout

s sh

owin

g st

rong

mov

emen

t to

imba

lanc

e op

pone

nt; a

com

bina

tion

of m

oves

will

be

atte

mpt

ed to

set

up

a fi n

al t

hrow

• an

abi

lity

to w

in b

outs

by

a su

cces

sful

thr

ow o

r a

grou

ndw

ork

hold

.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g m

ost

ski

lls

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

rang

e of

thr

ows

in is

olat

ion

to in

clud

e at

leas

t on

e fr

om e

ach

of a

rm, h

ip a

nd fo

ot/le

g; t

hrow

s ar

e te

chni

cally

cor

rect

and

per

form

ed a

gain

st a

def

ensi

ve p

laye

r •

grou

ndw

ork

incl

udin

g tw

o di

ffer

ent

hold

s ag

ains

t a

defe

nsiv

e pl

ayer

• bo

uts

show

ing

stro

ng m

ovem

ent

to im

bala

nce

oppo

nent

; a c

ombi

natio

n of

mov

es w

ill b

e at

tem

pted

to s

et u

p a

fi nal

thr

ow•

an a

bilit

y to

win

bou

ts b

y a

grou

ndw

ork

hold

.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sJu

do

ski

lls

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in p

erfo

rmin

g s

om

e sk

ills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

rang

e of

thr

ows

in is

olat

ion

to in

clud

e at

leas

t on

e fr

om e

ach

of a

rm, h

ip a

nd fo

ot/le

g; t

hrow

s ar

e te

chni

cally

cor

rect

and

per

form

ed w

ith a

ssis

tanc

e (m

inim

al d

efen

ce)

• gr

ound

wor

k w

ill d

emon

stra

te a

hol

d ag

ains

t a

sem

i-pas

sive

def

ensi

ve p

laye

r.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.



TaekwondoThis activity must not be offered with judo.


Candidates should work against players of a similar ability, age, sex and weight.


• Level 2 and below may need to demonstrate skills in isolation and in a limited number of predetermined moves.

• Level 3 may need to demonstrate skills in isolation and in simple sparring situations.

• Level 4 and above must demonstrate skills in isolation and within a competitive sparring match.

Evidence


Identifi cation

Candidates must be identifi ed by colour of protective equipment with colours written on the order of merit form. This information can also be displayed as a caption on the fi lm or as a verbal commentary. See section 4.2.4 in this booklet on candidate identifi cation.

Level of demand

This is set by the ability of the opponent and the demand of the spar.

Assessed skills

In taekwondo, the mark is determined by the performance of individual skills and their application in sparring situations.


Attacking play: kicks (basic, advanced); punches (basic, advanced)Defending play: blocks






Rea

d t

he

per

form

ance

des

crip

tio

n a

nd

th

e ac

tivi

ty-s

pec

ifi c

ski

lls b

elo

w. A

pp

ly t

hes

e as

a w

ho

le w

hen

mar

kin

g.

Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTa

ekw

on

do

ski

lls

Leve

l 623

–25

Can

dida

tes

dem

onst

rate

:

• ex

cept

iona

l per

form

ance

• pe

rfor

man

ce t

hat

sign

ifi ca

ntly

ex

ceed

s de

scrip

tion

for

Leve

l 5.

Can

dida

tes

shou

ld o

nly

be a

war

ded

a m

ark

in t

his

leve

l if

they

hav

e ex

ceed

ed a

ll th

e cr

iteria

fro

m

Leve

l 5.

Leve

l 519

–22

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is e

ffec

tive,

as

appr

opria

te to

the

act

ivity

• a

good

abi

lity

to s

elec

t an

d ap

ply

the

mos

t ap

prop

riate

ski

lls•

perf

orm

ance

tha

t us

ually

pro

duce

s in

tend

ed re

sults

/acc

urac

y.

a ve

ry g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n

and

in a

sp

ar

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od a

bilit

y to

per

form

bot

h ba

sic

and

adva

nced

att

acki

ng k

icks

and

pun

ches

in is

olat

ion

and

in c

ombi

natio

n w

hen

prac

tisin

g; te

chni

cally

goo

d ki

cks

and

punc

hes

ofte

n co

ntac

t ac

cura

tely

; go

od e

xten

sion

of

limbs

and

mai

ntai

ned

body

bal

ance

• go

od a

bilit

y to

att

ack

in a

bou

t to

pla

ce e

ffec

tive

(sco

ring)

kic

ks a

nd p

unch

es•

good

abi

lity

to d

efen

d th

roug

h m

ovem

ent

and

bloc

ks to

pre

vent

att

acks

fro

m s

corin

g•

rapi

d an

d ba

lanc

ed m

ovem

ent;

fein

ts a

nd a

com

bina

tion

of a

ttac

ks c

reat

e sc

orin

g op

port

uniti

es.

Leve

l 415

–18

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is u

sual

ly e

ffec

tive,

as

app

ropr

iate

to t

he a

ctiv

ity

• an

abi

lity

to p

erfo

rm a

nd to

app

ly a

ra

nge

of a

ppro

pria

te s

kills

• pe

rfor

man

ce t

hat

usua

lly p

rodu

ces

inte

nded

resu

lts/a

ccur

acy

depe

ndin

g on

leve

l of

dem

and.

a g

oo

d le

vel o

f te

chn

iqu

e, a

ccu

racy

an

d c

on

sist

ency

in p

erfo

rmin

g s

kills

in is

ola

tio

n a

nd

in

a sp

ar

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• go

od a

bilit

y to

per

form

bas

ic a

nd s

ome

adva

nced

att

acki

ng k

icks

and

pun

ches

in is

olat

ion

and

in c

ombi

natio

n w

hen

prac

tisin

g; te

chni

cally

goo

d ki

cks

and

punc

hes

ofte

n co

ntac

t ac

cura

tely

• go

od a

bilit

y to

att

ack

in a

bou

t to

pla

ce e

ffec

tive

(sco

ring)

kic

ks a

nd p

unch

es•

good

abi

lity

to d

efen

d th

roug

h m

ovem

ent

and

bloc

ks to

pre

vent

att

acks

fro

m s

corin

g•

bala

nced

mov

emen

t.

Leve

l 311

–14

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is s

omet

imes

ef

fect

ive,

as

appr

opria

te to

the

act

ivity

• an

abi

lity

to p

erfo

rm s

kills

tha

t ar

e so

met

imes

app

ropr

iate

• pe

rfor

man

ce t

hat

som

etim

es

prod

uces

inte

nded

resu

lts/a

ccur

acy.

a so

un

d le

vel o

f te

chn

iqu

e an

d a

ccu

racy

in p

erfo

rmin

g s

kills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• so

und

abili

ty to

per

form

a li

mite

d ra

nge

of b

asic

att

acki

ng k

icks

and

pun

ches

in is

olat

ion

and

in

com

bina

tion

whe

n pr

actis

ing;

tech

nica

lly g

ood

kick

s an

d pu

nche

s of

ten

cont

act

accu

rate

ly•

soun

d ab

ility

to a

ttac

k in

a b

out

to p

lace

eff

ectiv

e (s

corin

g) k

icks

and

pun

ches

• so

und

abili

ty to

def

end

thro

ugh

mov

emen

t an

d bl

ocks

to p

reve

nt a

ttac

ks f

rom

sco

ring.





Leve

lM

arks

Per

form

ance

des

crip

tio

n f

or

all

ph

ysic

al a

ctiv

itie

sTa

ekw

on

do

ski

lls

Leve

l 26

–10

Can

dida

tes

dem

onst

rate

:

• pe

rfor

man

ce t

hat

is in

cons

iste

nt a

nd

is o

nly

occa

sion

ally

eff

ectiv

e •

a lim

ited

abili

ty to

per

form

bas

ic s

kills

w

ith a

low

leve

l of

dem

and

• pe

rfor

man

ce t

hat

occa

sion

ally

pr

oduc

es in

tend

ed re

sults

/acc

urac

y.

a b

asic

leve

l of

tech

niq

ue

in p

erfo

rmin

g s

om

e sk

ills

Tech

niqu

es d

emon

stra

ted

will

incl

ude:

• a

basi

c ab

ility

to p

erfo

rm k

icks

and

pun

ches

in is

olat

ion

• a

basi

c ab

ility

to c

ombi

ne a

ser

ies

of s

kills

aga

inst

a p

assi

ve d

efen

der

• a

basi

c ab

ility

to c

ombi

ne m

oves

in a

pre

-set

pat

tern

aga

inst

a p

assi

ve d

efen

der;

mov

es w

ill b

e re

cogn

ised

but

lack

ext

ensi

on, fl

ow

and

bal

ance

.

Leve

l 11–

5C

andi

date

s de

mon

stra

te:

• pe

rfor

man

ce t

hat

is in

effe

ctiv

e.

limit

ed a

bili

ty a

nd

tec

hn

iqu

e

Can

dida

tes

who

are

aw

arde

d m

arks

in t

his

leve

l are

bel

ow t

he e

xpec

ted

stan

dard

for

IGC

SE

. The

y w

ill b

e w

orki

ng b

elow

the

bas

ic s

tand

ard

in L

evel

2. T

hey

will

not

be

able

to p

artic

ipat

e ef

fect

ivel

y in

a re

duce

d ve

rsio

n of

the

act

ivity

.

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