FREE online sessions for teachers — sign-up today! Related Qualifications. Upcoming Professional Learning Events. More info Please visit our secure website to view training materials for this subject.
I'm Sean Williams. Our subject team is happy to help you with all your queries related to the teaching and learning of our specifications. Our Subject Officers are all former teachers and are here to support you with delivering our qualifications. Get in touch with us via e-mail or telephone. We offer an extensive range of free digital educational resources. Grade boundaries are the minimum number of marks needed to achieve each grade.
View Resources. Here you will find a collection of interactive units that bring together a number of elements including general data, exam questions, their marking schemes and examiner comments, which will lead you through a review of exam questions. Visit OER Website. Materials from previous courses can be found on the Secure website.
If you need further information or support, please contact our Professional Learning Team via cpd wjec. Teaching: Sep Accept cookies. More information. Find out more. This qualification is linear.
Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played.
The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent.
The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.
The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.
The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant.
The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.
Students should be assessed in two separate athletic events. These could be from two different groups from the table below, for example a sprint and a jump, or two from the same group, for example shot put and discus.
This must not be in a fully competitive athletic competition. The quality of technique is maintained for all skills and throughout all practices in both chosen events.
The student is consistently effective in applying their technique in both events, even when faced with more pressure and direct competition. The quality of technique is largely maintained for all skills and throughout all practices in both events, but starts to deteriorate in the most challenging practices. The student is effective in applying their technique in both chosen events, although consistency may start to deteriorate when faced with more pressure and direct competition.
The quality of technique is maintained for most skills and throughout most practices in both events, but starts to deteriorate in the most challenging practices, particularly for one event.
The student shows some effectiveness in applying their technique in both chosen events, although consistency may start to deteriorate in one event in particular when faced with more pressure and direct competition.
The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices for both events. The student is occasionally effective in both or either event, but consistency in both events deteriorates when faced with more pressure and direct competition.
The quality of technique is maintained for few skills in both events and often deteriorates in the most challenging practices. The student is generally ineffective in both events and consistency deteriorates when faced with more pressure and direct competition.
Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level or higher.
Students should demonstrate their ability in both events against suitably challenging opponents. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully appropriate to maximise their performance in both events, achieving very high results. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in both events.
The application of skill is fully appropriate to the demands of both events. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in maximising their performance to excel against other very high ability competitors. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to maximise their performance in both events, with only minor lapses.
They achieve a high level of results. The student maintains technique, accuracy and consistency in the performance of all skills in both competitions.
The application of skill is usually appropriate to the demands of both events, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often maximising their potential to excel against other high ability competitors.
The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses in one event in particular and they are occasionally not relevant to maximise performance and result.
The student maintains technique and accuracy in the performance of most skills in both events but it is not always consistent for one event in particular. The application of skill is not consistently appropriate to the demands of both events.
The student demonstrates some ability to select and apply appropriate skills, sometimes maximising their potential, though there may be some obvious areas of weakness in one event. They succeed against good, but not high ability performers. The student shows some technique and accuracy in the performance of some skills but there are obvious inconsistencies and weaknesses in both events.
The application of skill is only occasionally appropriate to the demands of either event. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally maximises potential in either event.
They find success difficult against proficient performers. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to maximise potential in either event with limited results. The student's contribution is evident within both events but is seldom effective or significant for either.
The student shows only limited technique and accuracy in the performance of a few skills in both events. The application of skill is rarely appropriate to meet the demands of either event. The student demonstrates only very limited ability to select and apply appropriate skills, rarely maximising potential in either event or against even lower level performers.
Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.
This must not be in a fully competitive game of badminton. There are very few errors and the student is adaptive when faced with progressively challenging situations, maintaining quick and effective footwork.
There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations, maintaining effective footwork. The student makes more effective decisions in predetermined situations than in spontaneous situations, occasionally lacking effective footwork.
There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations, often finding footwork difficult.
Footwork is rather static and ineffective. Students should perform in a fully competitive game of badminton singles or doubles , demonstrating the appropriate skills against a suitably challenging opponent s. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position of the opponent s. They maintain quick and effective footwork. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in game play.
The application of skill is fully appropriate to the positioning of their opponent s. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting their opponent s , while hardly ever being outwitted themselves.
The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position of their opponent s , with only minor lapses. They maintain effective footwork. The student maintains technique, accuracy and consistency in the performance of all skills in game play.
The application of skill is usually appropriate to the position of their opponent s , though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting their opponent s but only occasionally being outwitted themselves.
The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position of their opponent s. There may be significant lapses and they occasionally lack effective footwork. The student maintains technique and accuracy in the performance of most skills in game play but it is not always consistent.
The application of skill is not consistently appropriate to the position of their opponent s. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting their opponent s , though there may be some obvious areas of weakness and they will sometimes be outwitted themselves. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position of their opponent s. They often find footwork difficult.
The student shows some technique and accuracy in the performance of some skills in game play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of their opponent s. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits their opponent s and is often outwitted themselves.
The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position of their opponent s. The student's contribution is evident within the game but is seldom effective or significant.
The student shows only limited technique and accuracy in the performance of a few skills in game play. The application of skill is rarely appropriate to the position of their opponent s.
The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting their opponent s and usually being outwitted themselves.
This must not be in a full 5 versus 5 basketball match. Students should perform in a fully competitive basketball match 5 versus 5 , demonstrating the skills appropriate to their chosen position.
This must not be in a full 15 versus 15 camogie match. Students should perform in a fully competitive camogie match 15 versus 15 , demonstrating the skills appropriate to their chosen position. Students cannot be assessed in both canoeing and kayaking. Progressive drills may start with the skill in isolation but should aim to increase speed and incorporate further difficulty with gates.
This must not be in a fully competitive slalom run. Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course.
This should be on a slalom course with a minimum of 18 gates green and red. The difficulty of the course chosen should be appropriate to the level of ability of the performer.
Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race. Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.
The sprint should be over a distance appropriate to the age of the student. This must not be in a full 11 versus 11 cricket match. Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position. Students should perform in a fully competitive cricket match 11 versus 11 , demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:. The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the role being performed.
The application of skill is fully appropriate to their role. The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the role being performed, with only minor lapses.
The application of skill is usually appropriate to their role, though there may be some lapses. The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the role being performed. The application of skill is not consistently appropriate to their role. The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the role being performed.
The application of skill is only occasionally appropriate to their role. The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the role being performed. The application of skill is rarely appropriate to their role. Time trialling is allowed with staggered starts 5 skills only.
Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace.
This must not be in a fully competitive race. The quality of cycling technique is maintained for all skills and throughout all practices. When cycling with additional riders, decision making is consistently effective in both predetermined and more spontaneous situations.
There are very few errors and the student is adaptive with their gear changes and chosen lines when faced with progressively challenging situations. The quality of cycling technique is maintained for all skills but may start to deteriorate in the most challenging practices.
When faced with additional riders, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive with gear changes when faced with progressively challenging situations. The quality of cycling technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with additional riders, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations with other riders.
The quality of cycling technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with additional riders, decision making is only occasionally effective in both predetermined and spontaneous situations. The quality of cycling technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with additional riders, decision making may be ineffective for both predetermined and spontaneous situations.
The level of challenge should be taken into consideration when awarding marks. The student maintains a high level of technical consistency in the performance of all skills during the race. The application of skill is fully appropriate to the positioning of other cyclists and takes into account wind conditions and the terrain effectively.
The student demonstrates a high level of ability to select and apply the most appropriate cycling line and is usually successful in timing pace changes to outwit their opponents, while hardly ever being outwitted themselves.
The student maintains technical consistency in the performance of all skills in the race. The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses whilst interpreting wind conditions and the terrain. The student demonstrates the ability to select and apply the most appropriate cycling line, often timing pace changes to outwit their opponents.
They are occasionally outwitted by other riders. The student maintains technical consistency in the performance of most skills in race but not always consistently. The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation of wind conditions and the terrain. The student demonstrates some ability to select and apply an appropriate cycling line, sometimes timing pace changes to outwit their opponents.
There may be some obvious areas of weakness and they will sometimes be outwitted themselves by other riders. The student shows some technical consistency in the performance of some skills in the race but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation of wind conditions and the terrain.
The student occasionally demonstrates the ability to select and apply an appropriate cycling line, but only occasionally times pace changes to outwit their opponents and is often outwitted by other riders. The student's contribution is evident within the race but is seldom effective or significant. Strength endurance is a distinct weakness. The student shows only limited technical consistency in the performance of a few skills in the race. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret wind conditions and terrain.
The student demonstrates only very limited ability to select and apply an appropriate cycling line, rarely timing pace changes to outwit their opponents and usually being outwitted by other riders. There are very few errors and the student is adaptive when choosing their cycling line when faced with progressively challenging situations. There may be occasional minor errors but the student is usually adaptive in choosing their cycling line when faced with progressively challenging situations.
There may be occasional errors and the student is only sometimes adaptive in choosing their cycling line when faced with progressively challenging situations.
There may be frequent errors and the student is only occasionally adaptive in a choosing an appropriate cycling line for progressively challenging situations. There are likely to be frequent errors and the student may be unable to adapt and choose an appropriate cycling line for progressively challenging situations.
The level of competition should be taken into consideration when awarding marks. The student performs an excellent standing start and contribution is highly effective in all of the race including an effective sprint finish due to a very high level of appropriate fitness.
The application of skill is fully appropriate to the positioning of other cyclists. The student performs an effective standing start and contribution is usually effective in most of the race including a good sprint finish due to a good level of appropriate fitness.
The application of skill is usually appropriate to the positioning of other cyclists, though there may be some lapses. The student performs a standing start and contribution is effective for parts of the race including attempting a sprint finish due to some appropriate fitness levels.
The application of skill is not consistently appropriate to the position of other cyclists, with some obvious misinterpretation. The application of skill is only occasionally appropriate to the position of other cyclists, with definite misinterpretation. The application of skill is rarely appropriate to the position of cyclists and they regularly misinterpret how to apply these skills effectively.
Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once. The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. If the style of dance does not meet these criteria, then a student cannot be assessed in that style. Progressive practices may start with moves in isolation but should aim to link moves together. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes.
The level of performance should suitably challenge the performer. Three dives should be attempted two from skill 1 and one from skill 2. Progressive practices may start with part of the dive in isolation but should aim to link the component parts approach, take off, elevation, execution and entry of the dive together. Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.
This must not be in a fully competitive event. Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event.
The level of competition should suitably challenge the performer and where possible, the official score sheet should be available. This must not be in a full Gaelic football 15 versus 15 match. Students should perform in a fully competitive Gaelic football match 15 versus 15 , demonstrating the skills appropriate to their chosen position. This must not be in a competitive game. When faced with challenging par 3, 4 or 5 golf holes, decision making is consistently effective and suitable for the challenge of the hole.
There are very few errors and the student is adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 or 5 golf holes, decision making is usually effective for the challenge of the hole. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging shots to play.
When faced with challenging par 3, 4 or 5 golf holes, the effectiveness of decision making is inconsistent. The student makes more effective decisions on straightforward holes than on holes possessing greater challenge. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging shots to play. When faced with challenging par 3, 4 or 5 golf holes, decision making is only occasionally effective.
This tends to occur on the most straightforward holes. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging shots to play.
When faced with challenging par 3, 4 and 5 golf holes, decision making may be ineffective on most holes. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging shots.
The student shows a high level of ability to make successful and effective tactical and strategic decisions club selection , almost always fully relevant to the demands of each hole. The student maintains a high level of technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is fully appropriate to the demands of each hole. The student demonstrates a high level of ability to perform the most appropriate shots shot selection and is usually successful in meeting the demands of the majority of the course.
The student shows the ability to make successful and effective tactical and strategic decisions shot selection , usually relevant to the demands of each hole, with only minor lapses.
The student maintains technique, accuracy and consistency in the performance of all skills during their round of golf. The application of skill is appropriate to the demands of each hole, though there may be some lapses. The student demonstrates an ability to perform the most appropriate shots and is usually successful in meeting the demands of each hole. Occasionally however, the most challenging holes can cause a problem.
The student shows the ability to make successful and effective tactical and strategic decisions shot selection relevant to the demands of each hole, but there may be some obvious weaknesses whereby decisions are not relevant to the hole being played. The student maintains technique and accuracy in the performance of most skills during their round of golf, but they are not always consistent.
The application of skill is not consistently appropriate to the demands of each hole. The student demonstrates an ability to perform appropriate shots and is sometimes effective in meeting the demands of some holes, usually the least demanding. However, there may be some obvious areas of weakness, particularly apparent during the most challenging holes.
The student shows some ability to make tactical and strategic decisions shot selection but there are significant weaknesses and inconsistencies in their relevance to the demands of each hole.
0コメント