Page 1

YEAR 5/6 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 activities that is 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 Participate in physical activities designed to enhance fitness and discuss the impact regular participation can have on health and wellbeing (ACPMP064) Creating- Element 1 &2 Being curious and open to experiment. Planning involves making increased informed choices

Practice specialized movement skills and apply them in movement sequences and situations (ACPMP061) Physical WellbeingElement 1Good technique, a positive attitude and efficient, effective practice develops ability in different areas of physical activity

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)

A- Knowing and Understanding 1-2- Can apply very limited physical and health terminology to their goal setting 3-4- Can apply limited physical and health terminology to their goal setting 5-6- Can apply some physical and health terminology to their goal setting 7-8- Can apply physical and health terminology frequently to their goal setting 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:  Analyse the skill with research and 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 chance to their subsequent performances

Complete a game analysis video using coach note on a sport 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:  Understand the sport/ activity they are trying to analyse using game sense theories and concepts  Provide clear strategies and coaching points throughout the video that make sense in terms of the instructions given and research undertaken  Present with clear communication and with clarity and forethought  Researches the topic and applies this to their video

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 precision

Practice specialized movement skills and apply them in movement sequences and situations (ACPMP061) Physical WellbeingElement 1Good technique, a positive attitude and efficient, effective practice develops ability in different areas of physical activity

A- Knowing and Understanding

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068) Thinking Element 3 & 4Questioning and following a line of inquiry enables new ideas or concepts to be understood more deeply. Different ways of thinking can be utilized.

B- Planning for a performance

Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) Personal and Future Wellbeing Element 2 & 4-

B- Planning for a Performance

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

C- Performance 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 1-2- Has a very limited understanding of their sport/activity and as a result finds limited coaching tips 3-4- Has some understanding of their sport/ activity and provides some coaching tips from their video 5-6- Has a good understanding of their sport/ activity and can provide some good coaching tips from their video 7-8- Has a strong understanding of their sport/activity and provides excellent coaching tips from the video 9-10- Has an excellent understanding of their sport/activity and applies many key coaching strategies through knowledge and research C- Performance 1-2- Has very limited communication, research and understanding of the sport/activity at hand 3-4- Has limited communication, research and understanding of the sport/activity at hand 5-6- Has communicated with some clarity, applied some knowledge and understanding of the sport/activity 7-8- Has communicated clearly, researched the topic and added some good coaching tips that link to make for a clear understanding 9-10- Has structured the video with clarity, purpose, research and linked all together to provide clear strategies for any viewer

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


They rehearse the routine to ensure it is fluent and well prepared 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

Taking risks and seizing opportunities can influence wellbeing. Being an active and involved learner involves approaching learning with initiative, motivation and persistence.

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

Create a home based workout that relates to your areas of focus e.g vertical jump, flexibility etc. *Can be a workout to complete in our fitness centre Students complete this task during the fitness for the future unit. To receive a 10 (Excelling), students need to:

  

Students construct a routine that has been researched demonstrating moves related to their area of focus Was able to make the routine enjoyable and using a variety of muscle groups Included a number of sources to justify their activity choice Completes a review of their routine 10 weeks after starting the routine. They connect this to their new SMARTER goals

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:

Explore how participation in outdoor activities supports personal and community health and wellbeing (ACPPS059) Thinking Element 1 & 2Being curious and open-minded can lead to original thinking and creative ideas. Considering and comparing variables can help reach conclusions.

B- Planning for a Performance

Propose and apply movement concepts and strategies with and without equipment (ACPMP063) Communicating Element 1 & 3-

A- Knowing and Understanding

1-2- Had very limited understanding to coordinate a routine and was unable to link to their areas of focus 3-4- Had limited understanding to coordinate a routine and was only able to link some areas of focus 5-6- Had some understanding to coordinate a routine to meet their key focus areas. Some forethought and research went into the routine 7-8- Had a good understanding of their areas of focus and was able to link the routine together 9-10- Had a strong understanding of planning a routine. Made it with clear connections and a variety of moves using a number of muscle groups

D- Evaluating the Performance 1-2- Showed very limited enthusiasm toward the task and was very limited reviewing their success of the task 3-4- Showed limited enthusiasm toward the task and reviewed the routine with limited thought and thinking 5-6- Showed enthusiasm toward the task and reviewed with some key points for improvement 7-8- Showed good enthusiasm toward the task and reviewed with many key points for improvement and linked to their SMARTER goals 9-10- Showed strong enthusiasm toward the task and reviewed with multiple key points for improvement and linked to their SMARTER goals

1-2- Had very limited knowledge of the sport/ activity presenting little evidence of understanding 3-4- Had limited knowledge of the sport/ activity presenting some evidence of understanding 5-6- Had sound knowledge of the sport/ activity presenting sound evidence of understanding 7-8- Had strong knowledge with research of the sport/ activity presenting good evidence of understanding 9-10- Had excellent knowledge with in depth research of the sport/ activity presenting strong evidence of understanding


  

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

Be the coach and lead a 30 minute session through a sport or activity of choice. Students can work with a partner. Students complete this task during the See, think and move unit. To receive a 10 (Excelling), students need to:  Presented with true  

enthusiasm and thought for the intended audience Was a clear communicator and had visual prompts to assist the lesson Had researched the topic and extended their thinking by creating activities beyond the HPE class Structured the lesson for ‘time on task’ with measures for fair play

Optional Task- Students analyse an International game making clear connections to current trends and other sports Students complete this task during the See, think and move unit. To receive a 10 (Excelling), students need to: 

Researches an authentic game and is able to look at its history, why it is cool and how it links to other sports Displays the finished product in an interesting way to attract a variety of readers

Communication can be constructed to suit a range of purposes. Creative communications involves risk-taking, imagination and selfexpression

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

Demonstrate A- Knowing and Understanding ethical behaviour 1-2- Showed very limited understanding of the sport/ activity. They demonstrated little and fair play that understanding to structure a productive lesson 3-4- Showed limited understanding of the sport/ aligns with rules They demonstrated some understanding when participating activity. to structure a productive lesson in a range of 5-6- Showed some understanding of the sport/ physical activities activity. They demonstrated sound understanding to structure a productive lesson (ACPMP069) 7-8- Showed good understanding of the sport/ Contributing activity. They demonstrated strong understanding to structure a productive lesson Element 3 9-10- Showed excellent understanding of the Being an effective sport/ activity. They demonstrated an excellent understanding to structure a productive lesson. leader involves Demonstrated strong research and connections of facing challenges, class activities making decisions and C- Performance 1-2- Showed little clear communication, the lesson valuing the was not structured clearly and students had a contribution of mixed experience 3-4- Demonstrated some clear communication and others

some of the lesson was structured with forethought and creative thinking. The lesson followed some of the parameters within the unit outline 5-6- Demonstrated clear communication and most of the lesson was structured with forethought and creative thinking. The lesson followed most of the parameters within the unit outline 7-8- Demonstrated clear communication with some key points. Research and creative thinking were used throughout. The lesson followed the parameters within the unit outline 9-10- Demonstrated excellent communication skills with key points. Research and creative thinking were used extensively. The lesson followed the parameters within the unit outline with many extensions

Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066) Understanding of our world and beyond Element 1, 3 & 5 All sorts of communities develop their own distinctive cultures. Change is inevitable. Being curious and open to inquiry is a starting point of learning

A- Knowing and Understanding 1-23-45-67-89-10-


Year 5/6 Assessment Criteria