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YEAR 3/4 ASSESSMENT CRITERIA Assessment Task and Achievement Targets

Complete 3 SMARTER goals for the school year. Students complete the first two weeks of the school year (Knowledge Understanding A) and review during the last 4 weeks of the school year (Criterion D).

To receive a 10 (Excelling), students need to: 

  

Follow the SMARTER goal acronyms with detail matching to their current skills and knowledge Demonstrate a clear passion to extend their learning. Create 3 goals that explore different aspects of sport and recreation Give evidence on how they are going to achieve their goals Is able to identify new areas of focus with forethought and justification

Complete a ten minute dynamic warm up. Students will select a sport/ activity to link the movements Students complete this task during one of the units prescribed throughout the school year. Students select the skill and unit at the start of the year. To receive a 10 (Excelling), students need to:  Demonstrate a clear sequence of movements that are enjoyable for the participating audience  There are very clear links to the sport/ activity prescribed  There are a number of creative moves that work the full body.  They can move to more complex moves throughout the session that increase the heart rate

Descriptors for Learning from the Australian Curriculum and Vision for Learning

Task Specific Criteria- Either one or two used per assessment task. Knowing and Understanding (A), Planning for a Performance (B), Performance/Skills (C), Reflecting/ Evaluating the Performance (D)

Evaluate and apply A- Knowing and Understanding 1-2- Can apply very limited physical and health the benefits of terminology to their goal setting Can apply limited physical and health physical activity to 3-4terminology to their goal setting health and 5-6- Can apply some physical and health terminology to their goal setting wellbeing 7-8- Can apply physical and health terminology frequently to their goal setting (ACPMP046) Creating- Element 1 &2 Being curious and open to experiment. Planning involves making increased informed choices

Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043) Physical WellbeingElement 1Good technique, a positive attitude and efficient, effective practice develops ability in different areas of physical activity

9-10- Can always apply physical and health terminology to their goal setting

D- Evaluating Performance 1-2- Can provide very limited ideas on how to move forward and set new SMARTER goals 3-4- Can provide limited ideas on how to move forward and set new SMARTER goals 5-6- Can provide some ideas on how to move forward and set new SMARTER goals 7-8- Can provide multiple ideas on how to move forward and set new SMARTER goals with some clarity and construction 9-10- Can provide very clear ideas on how to move forward and set new SMARTER goals with a clear focus toward future goals

B- Planning for a Performance 1-2- Has a very limited understanding of dynamics for a warm up and what is required to link the moves together 3-4- Has a limited understanding of dynamics for a warm up and what is required to link the moves together. Has documented little evidence 5-6- Has some understanding of a dynamic warm up, planning some enjoyable challenges for the participant 7-8- Has demonstrated a clear understanding of a dynamic warm up, developing a detailed plan with forethought and creativity 9-10- Has a very clear understanding of a dynamic warm up, its purpose and planned with detail, creative thought and with research.

C- Performance 1-2- Showed little enthusiasm with their performance. Was unable to provide clear visual or prompted instructions to the group 3-4- Showed some enthusiasm with the task allowing the students to enjoy some parts of the performance. Communication was sometimes clear 5-6- Showed enthusiasm to present their planned task with thought and some creativity. Had some visual or demonstrative prompts 7-8- Showed enthusiasm, clear instructions and other prompts to help the task run smoothly. The performance went for the prescribed time and had a mixture of skills to be performed 9-10- Showed clear enthusiasm, precise instructions and multiple prompts to assist the session. Completes original moves and the heart rate increases throughout the session


Complete a skill analysis using either hudl or coach’s eye on a skill of choice Students complete this task during one of the units prescribed throughout the school year. Students select the skill and unit at the start of the year. To receive a 10 (Excelling), students need to:  Detailed analysis of movement sequence with knowledge of what makes an effective skill  Can identify areas of focus and find ways to make positive change  Has a strong desire to make change to their subsequent performances

Plan and perform a creative routine from either Gymnastics or Dance based themes. Students complete this task during the creative body management unit throughout term 2 and 3. Students will complete a thinking hats reflection. To receive a 10 (Excelling), students need to:  Students complete a detailed plan and execute with fluency  Complete regular rehearsal of routine with accountability for practice and learning  They include all of the components described in the unit outline and make the performance visually stimulating  Students have taken safe risks to include moves that were new to this unit

Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)

A- Knowing and Understanding

Physical WellbeingElement 1Good technique, a positive attitude and efficient, effective practice develops ability in different areas of physical activity

C- Performance

Combine and manipulate elements of space, time, objects and people when performing movement sequences (ACPMP047) Personal and Future Wellbeing Element 2 & 4Taking risks and seizing opportunities can influence wellbeing. Being an active and involved learner involves approaching learning with initiative, motivation and persistence.

1-2- Shows very limited understanding of the components of a skill and the key components of it 3-4- Has limited understanding of the skill at hand and can identify limited key components 5-6- Has some understanding of the skill at hand and can identify some key components 7-8- Has a strong understanding of the skill components and can analyse ways to improve future performance 9-10- Has a detailed understanding of the skill, can analyse their performance and make significant improvements for the future 1-2- Has limited ability to complete the skill and importantly shows limited ability to analyse ways to correct 3-4- Has some ability to complete the skill and analyse their performance against the details given 5-6- Has demonstrated the skill satisfactorily and has demonstrated a skill analysis with some positive feedback 7-8- Has demonstrated the skill with control and is able to analyse ways to improve subsequent attempts 9-10- Has been able to clearly execute and analyse their performance. Importantly they have made clear improvements for the future

B- Planning for a Performance 1-2- Has created a very limited plan with little thought towards space, effort, time and the visual creation of the performance 3-4- Has created some structures to their plan to allow for space, time and effort. Has followed some of the structures to begin to create a coherent routine 5-6- Has created a good plan following the guidelines with some forethought into the elements of the routine 7-8- Has created an excellent plan following the guidelines with connections into the elements of the routine and the overall visual performance 9-10- - Has created a well-detailed plan following the guidelines with clear connections into the elements of the routine and an outstanding visual performance

C- Performance

1-2- Had limited enthusiasm, creativity and expression for the performance 3-4- - Had some enthusiasm, creativity and expression for the performance 5-6- Was able to take some safe risks, demonstrate enthusiasm and control. Was able to remember their routine throughout 7-8- Was able to take safe risks, demonstrate clear control and enthusiasm and lead the routine with collaboration 9-10- Can take clear safe risks to extend their learning, working collaboratively and present a very visually stimulating performance with clear connections

D- Evaluating their performance 1-2- Showed very limited thought to reflect clearly using the thinking hats sequence 3-4- Showed limited thought to reflect clearly using the thinking hats sequence 5-6- Showed some thought to reflect clearly using the thinking hats sequence 7-8- Showed excellent thought to reflect clearly using the thinking hats sequence and provide a future direction 9-10- Showed outstanding thought to reflect clearly using the thinking hats sequence and provide definite and well thought out strategies for the future


Complete a 2 minute video walk through of a sport/ activity. This video is designed for someone who has never seen this sport/ activity. Students complete this task during the See, think and move unit. To receive a 10 (Excelling), students need to:  Demonstrated an excellent understanding of the sport/ activity  Presented in a way that kept the audience entertained  Was imaginative in their production skills and was clear with their communication  Combined the history, rules, concepts and skills within the 2 minute time frame

Practise and apply A- Knowing and Understanding 1-2- Had very limited knowledge of the sport/ movement activity presenting little evidence of understanding 3-4- Had limited knowledge of the sport/ activity concepts and presenting some evidence of understanding strategies with and 5-6- Had sound knowledge of the sport/ activity sound evidence of understanding without equipment presenting 7-8- Had strong knowledge with research of the (ACPMP045) sport/ activity presenting good evidence of Communicating Element 1 & 3Communication can be constructed to suit a range of purposes. Creative communications involves risk-taking, imagination and selfexpression

understanding 9-10- Had excellent knowledge with in depth research of the sport/ activity presenting strong evidence of understanding

B- Planning for a Performance

1-2- Showed little clear communication throughout the task and had not planned effectively to produce clarity throughout the video 3-4- Had created a skeleton plan which lacked enough detail to formulate a clear picture of the sport/ activity 5-6- Showed a plan with some key points about the activity, which allowed for some clarity through the video production 7-8- Showed a detailed plan with many key points about the activity. Had researched the topic showing clarity through the production 9-10- Showed a very detailed plan that was well formulated and structured to provide complete detail to the viewer. Research was paramount to the production

Other Content Descriptors (not covered in Assessment Tasks): Personal, Social and Community Health Being healthy, safe and active Explore how success, challenge and failure strengthen identities (ACPPS033) Explore strategies to manage physical, social and emotional change (ACPPS034) Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Communicating and interacting for health and wellbeing Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037) Investigate how emotional responses vary in depth and strength (ACPPS038) Discuss and interpret health information and messages in the media and internet (ACPPS039) Contributing to healthy and active communities Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)


Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Movement and Physical Activity Understanding movement Examine the benefits of physical activity to health and wellbeing (ACPMP046) Participate in physical activities from their own and other cultures (ACPMP108) Learning through movement Adopt inclusive practices when participating in physical activities (ACPMP048) Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)


Year 3 4 Assessment Criteria