A • Students demonstrate a very high level of
leadership, fair play and cooperation across a
range of movement and health contexts.
• They apply an extensive range of decision-
making and problem-solving skills when taking
action to enhance their own and other’s
health, safety and wellbeing.
• They consistently apply and transfer
movement concepts and strategies to new and
challenging movement situations.
• They consistently make judgements about
and refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and
apply a range of advanced solutions to
movement concepts.
B • Students demonstrate high level of
leadership, fair play and cooperation across a
range of movement and health contexts.
• They apply a variety of decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They regularly apply and transfer movement
concepts and strategies to new and
challenging movement situations.
• They regularly make judgements about and
refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and
apply a range of solutions to movement
concepts.
C • Students demonstrate leadership, fair play
and cooperation across a range of movement
and health contexts.
• They apply decision-making and problem-
solving skills when taking action to enhance
their own and other’s health, safety and
wellbeing.
• They apply and transfer movement concepts
and strategies to new and challenging
movement situations.
• They apply criteria to make judgements about
and refine their own and others’ specialised
movement skills and movement performances.
• They work collaboratively to design and apply
solutions to movement concepts.
D • Students demonstrate some leadership, fair
play and cooperation across a range of
movement and health contexts.
• They apply some decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They apply movement concepts and
strategies to movement situations
• They make some judgements about and
refine their own and others’ specialised
movement skills and movement performances.
• They design and apply some solutions to
movement concepts.
• Students critically analyse contextual factors that influence identities,
relationships, decision and behaviours to a very high level
• They thoroughly analyse the impact attitudes and beliefs about diversity have
on community connection and wellbeing
• They evaluate the outcome of emotional responses to different situations to a
very high level
• Students access, synthesise and apply health information from a large
variety of credible sources to propose and justify responses to health situations
• Students propose and evaluate a wide range of innovative interventions to
improve fitness and physical activity levels in their communities
• They comprehensively examine the role physical activity has played
historically in defining cultures and cultural identities
• Students critically analyse contextual factors that influence identities,
relationships, decision and behaviours to a high level
• They extensively analyse the impact attitudes and beliefs about diversity have
on community connection and wellbeing
• They evaluate the outcome of emotional responses to different situations to a
high level
• Students access, synthesise and apply health information from a variety of
credible sources to propose and justify responses to health situations
• Students propose and evaluate a wide range of interventions to improve
fitness and physical activity levels in their communities
• They extensively examine the role physical activity has played historically in
defining cultures and cultural identities
• Students critically analyse contextual factors that influence identities,
relationships, decision and behaviours to a satisfactory level
• They analyse the impact attitudes and beliefs about diversity have on
community connection and wellbeing.
• They evaluate the outcome of emotional responses to different situations
• Students access, synthesise and apply health information from credible
sources to propose and justify responses to health situations
• Students propose and evaluate interventions to improve fitness and physical
activity levels in their communities
• They examine the role physical activity has played historically in defining
cultures and cultural identities
• Students analyse contextual factors that influence identities, relationships,
decision and behaviours to a basic level
• Students give limited analyse of the impact attitudes and beliefs that diversity
has on community connection and wellbeing
• They somewhat evaluate the outcome of emotional responses to different
situations
• Students access, synthesise and apply health information from limited
sources to propose and justify responses to health situations
• Students propose some ways to improve fitness and physical activity levels in
their communities
• They demonstrate basic knowledge of the role physical activity has played
historically in defining cultures and cultural identities
E • Students demonstrate little leadership, fair
play and cooperation across a range of
movement and health contexts.
• They apply minimal decision-making and
problem-solving skills when taking action to
enhance their own and other’s health, safety
and wellbeing.
• They apply some movement concepts and
strategies to movement situations.
• They make little judgements about and refine
their own and others’ specialised movement
skills and movement performances.
• They design some solutions to movement
concepts.
• Students analyse contextual factors that influence identities, relationships,
decision and behaviours to a very basic level
• Students give very limited analysis of the impact attitudes and beliefs that
diversity has on community connection and wellbeing
• They provide minimal evaluation the outcome of emotional responses to
different situations
• Students access health information from very limited sources to propose and
justify responses to health situations
• Students propose very limited ways to improve fitness and physical activity
levels in their communities
• They give very basic knowledge the role physical activity has played
historically in defining cultures and cultural identities