OCR GCSE (9-1) Physical Education J587 Guide to Non-Exam Assessment

Qualification Accredited Oxford Cambridge and RSA

GCSE (9-1) Guide to Non-exam Assessment (NEA) PHYSICAL EDUCATION

J587 ForH418 first assessment in 2018 For first assessment 2022

Version 1.5 (September 2021) www.ocr.org.uk/gcsephysicaleducation Disclaimer Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]

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Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Contents

1. Introduction 1 1a. What is non-exam assessment (NEA)? 1 1b. Controls and restrictions placed on the NEA 1 1c. Summary of the NEA component 2 1d. Access arrangements for learners 3 1e. Submitting a special activity request for learners with disabilities 4 2. Assessment criteria 6 2a. Generic guidance for use with the performance criteria 6 2b.1. Practical activity assessment 7 2b.2. Assessment criteria for practical activities 9 2c.1. Analysing and Evaluating Performance (AEP) 12 2c.2. Assessment criteria Analysing and Evaluating Performance (AEP) 13 2d. Skills criteria for practical activities – ‘Team’ 16 2e. Skills criteria for practical activities – ‘Individual’ 64 2f. ‘Off-site’ activities for which all learners being assessed must be filmed 89 3. Teacher guidance on planning the NEA 90 3a. Guidance on the release of the NEA tasks to learners 90 3b. Guidance on marking the NEA tasks 95 4. Appendices 99 Appendix A: Key dates 99 Appendix B: Additional guidance for filmed evidence 100

Summary of updates 102

Indicates an amend to the previous version of this document.

1a. What is non-exam assessment (NEA)?

Non-exam assessment (NEA) is the name for the internally assessed and externally moderated components in Physical Education (PE). 1 1b. Summary of the NEA components

Students must take Components 04 and 05 as well as the two examined components to be awarded the OCR GCSE (9–1) in Physical Education. Content Overview Assessment Overview

J587/04 Practical Performances Non-exam assessment (NEA) 30% of total GCSE (9–1) This component will assess: 60 marks • Core and advanced skills in three activities taken from the approved lists: This NEA will consist of three activities, including at o one from the ‘individual’ list least one ‘team’ and at least one ‘individual’ sport o one from the ‘team’ list from the approved activity lists in competitive o one other from either list. situations.

J587/05 Analysing and Evaluating Performance Non-exam assessment (NEA) 10% of total GCSE (9–1) This synoptic component draws on the knowledge, 20 marks understanding and skills a student has learnt and enables them to analyse and evaluate their own or a This NEA will consist of a written task that must be peer’s performance in one activity. produced under controlled conditions.

Approved activities lists: i The approved ‘individual’ and ‘team’ lists can be found in sections 2d (pages 16 & 17) and 2e (page 54). For adaptations to sports on the list to enable inclusion, please see sections 1d and 1e.

1c.1. Controls 1 High, medium or low control levels will be set for • Informal supervision (medium level of control) each of the NEA stages: task setting, task taking and – questions/tasks are outlined, the use of task marking. For each stage, the level of control will resources is not tightly prescribed and ensure reliability and authenticity, and make assessable outcomes may be informed by assessments more manageable for teachers and group work. Supervision is confined to (i) learners. ensuring that the contributions of individual learners are recorded accurately, and (ii) The levels of control are defined as follows: ensuring that plagiarism does not take place. • Formal supervision (high level of control) – the The supervisor may provide limited guidance to learner must be in direct sight of the supervisor learners. at all times. Use of resources and interaction with other learners is tightly prescribed. • Limited supervision (low level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes.

1c.2. Restrictions within Practical Performances (J587/04)

Learners must be assessed in three activities: Learners may not be assessed variations of the same • one from the ‘individual’ list activity – so they may not complete two forms of • one from the ‘team’ list dance or Rugby Union and Rugby Sevens. • one other from either list. Any learner(s) using a combination of activities within Learners must be assessed in the role of the this component that is in breach of the specification performer in GCSE (9-1) PE. requirements may have part or all of their practical marks discounted from their overall assessment. The approved ‘individual’ and ‘team’ lists can be found in sections 2d (pages 16 & 17) and 2e (page 54) Section 2f (page 88) contains details of ‘off-site’ of this document. This list is fixed and cannot be activities where filmed evidence is required for every added to. The only exception to this is detailed in learner being assessed in the activity. For all other sections 1d and 1e. activities it is assumed that live moderation can take place and there is therefore no requirement for Learners may not be assessed in both ‘team’ and filmed evidence. Where an activity must be filmed, ‘individual’ versions of the same activity – so they for example swimming, if you are not able to provide may not complete both singles and doubles tennis for filmed evidence for the activity then you cannot example. assess learners in it and must use an alternative activity.

Ensuring access to Physical Education for Education must instigate a dialogue with OCR before learners with disabilities can pose a particular the start or at an early stage in the course. challenge for centres. This document aims to 1 work alongside JCQ regulations on Access You should download the Special Activity Submissions Arrangements to provide greater detail and advice (SAS) form from the admin area of the PE subject web in this area. page.

Two guiding principles underpin any consideration of You should complete this according to the process what reasonable adjustments or access arrangements within section 1e of this guide and submit to OCR for OCR can agree to; one is the needs of the learner consideration. and the other is the competence standards being assessed by the qualification. A dialogue with OCR at an early stage should ensure that a positive outcome can be achieved. Special Reasonable adjustments aim to create situations activity submissions need to be submitted to OCR no in which learners with disabilities are able to later than the 1st December demonstrate their ability; any arrangements put of the first year of study and centres should identify in place must not compromise the competence any access issues which may affect learners at the standards; more specifically in the area of Physical beginning of the course. However, it is worth noting Education all learners must be able to demonstrate that in selecting courses centres must ensure they are practical skills. guiding all learners to making appropriate choices.

Centres wishing to enter a learner with disabilities who will require reasonable adjustments for Physical

Centres may apply to amend the criteria of approved knowledge of the proposed activity. Centres activities via the Special Activity Submissions process. may wish to seek advice from external 1 parties (coach, leader, trainer, centre or When to make a special activity submission instructor) and external sources (National Governing Bodies). Centres should make a special activity submission (using the form you download from the OCR Physical 4) *Once completed, centres should email the Education subject page), when: form, including supporting information, to OCR by no later than 1st December of the • they wish to amend an activity criteria to first year of study. assess learners with disabilities as a performer, in a disability form of sports 5) OCR will review and provide feedback to the contained on the approved list of activities. centre by no later than 31st January (unless the centre is notified of any delay in processing How to make a special activity submission submissions in advance).

Centres must complete (in full) the Special 6) Where necessary, and permitted by OCR, activity submission form. Centres must submit centres will have until March 1st to revise the completed form to the GCSE (9–1) Physical their criteria in line with feedback from OCR Education Subject Advisors at OCR by no later than and re-submit the amended criteria. This will 1st December of the first year of study. Submissions be the final submission allowed. Centres will have to meet a number of requirements in order to be advised as to whether criteria has been be approved. Using the form will assist centres in approved or declined no later than the ensuring that they address all requirements of the 1st April. procedure, and should be used when formulating the assessment criteria for the activity the centre * Late submissions will not be accepted. Completed wish to assess. forms should be emailed to [email protected]

Where more than one centre has applied in the Approval same year for the same activity, OCR will select the most suitable criteria produced (or an amalgamation The following information must be provided by any of) and this criteria will be issued to all centres submission if it is to be approved: wishing to assess learners in that activity in that year. • description of the activity Process for submissions • National Governing Body details

1) Centres review the Special activity submissions • classification rules/requirements to participate guidance above, Generic guidance for use with in the activity the assessment criteria for practical • specific assessment criteria for the activity: performance. • skills • assessment conditions 2) Centres review the Skills criteria for similar • filmed/other evidence activities (if possible). • safety considerations • moderation activities 3) Centres complete the Special activity • details of how the assessment of the submission form using 1 and 2 above and their activity will be standardised at the centre

© OCR 2021 4 GCSE (9–1) in Physical Education – Version 1.5 • details of the conditioned competitive • The adaptations to the activity proposed adapt situations in which the activity will be the sport to suit the candidate and what they assessed can do, rather than what someone of that • evidence of compliance with BAALPE/ disability could reasonably be expected to do. AfPE’s safety recommendations. e.g. removes the depth, breadth and/or 1 complexity of skills because that candidates is Non-approval not skillful enough to complete them.

If a submission is refused, it will be based upon • Adaptations to the activity do not offer a either non-fulfilment of one of the pre-requisites competitive structure or scenario in which above, or possibly because of one of the following assessment can take place. reasons (this list is not exhaustive):

2a. Generic guidance for Practical Performances (J587/04)

This guidance is for use with all activities. situations within each activity, which enable them to show their full ability. It is the responsibility of centres to ensure that any changes to safety legislation issued by the National Where appropriate, further details will be listed within Governing Bodies throughout the life of this the skills criteria of the activity. specification are adhered to. 2 Assessment conditions Knowledge Learners should be assessed demonstrating Learners should be taught the necessary knowledge to both isolated skills, performing in conditioned, participate in each activity. This knowledge will competitive situations and in normal performance include applicable rules and regulations, tactics and conditions. In games activities these may be full or strategies, team formations where appropriate and small sided games. Where appropriate, further safety. It is presumed that learners will know details will be listed within the skills criteria of the appropriate warm up and cool down procedures activity. and, unless stated, will not need to demonstrate warm up and cool down as part of their performance for Filmed/other evidence assessment. Where appropriate, further details will be Please ensure that all off site activities are filmed. listed in the individual skills criteria. See section 2f and Appendix B for further guidance on filming. This knowledge will only be assessed through the participation of the learner unless it is stated Safety considerations otherwise in the skills criteria of that activity. Learners should demonstrate that they can participate safely. This does not include warm Assessment criteria up/cool down but relates to their knowledge and Learners should be assessed in the range and ability to apply rules/regulations that ensure safe quality of their skills, their decision making and practice. Where appropriate, further details will be use of physical attributes in a variety of performance listed in the skills criteria for that activity.

The learner is assessed performing their chosen • be structured to allow learners to show their activities using the practical activity assessment tactical/compositional awareness, criteria in conjunction with specific details provided demonstrating their understanding of the for each activity. perceptual requirements of the activity

Learners are assessed in their ability to select and • be conditioned to allow skills to be assessed perform appropriate skills consistently, precisely and whilst applying the normal rules/regulations 2 with control and fluency in conditioned, competitive and codes of practice environments, adapting their performance to suit a variety of situations. • enable differentiation between learners being assessed in the activity Assessment tasks and situations should: • require learners to demonstrate their • aim to improve performance using tasks of understanding and application of the suitable level within authentic contexts relevant rules, regulations and code of practice in the activity. • enable learners to select and demonstrate appropriate core, advanced and specific Learners complete logs of competitive participation in skills under pressure by utilising relevant their activities/sports to show their frequency and and appropriate features such as: level of participation. These may be called upon as • restricting the number of players supporting evidence, for example to support a special • space consideration application for injury. • range of skills

Please see pages 10 and 11 for the practical activity • Physical attributes – allow them to perform assessment criteria. reasonably effectively = middle of level 3.

Learners should be marked on their overall • Decision making – skill selection appropriate performance against the criteria using a best fit on some occasions; good understanding of approach. Each bullet point should be considered tactics and awareness of rules & regs and and the learner awarded a mark based on their safety = top end of level 3. 2 overall performance and based on the descriptors which best describe what you have seen. • On this occasion, overall = Best fit bottom of Level 4. For example, you may find it useful to annotate the levels grid to see where a learner shows: The following two pages are one grid, to be marked out of 20 overall. An A3 sized PDF of this • Range of skills – all of the core and advanced document is available from the subject page of the skills both in isolation and under competitive OCR website at www.ocr.org.uk pressure = top end of Level 5. Centres may like to use a form of tick sheet • Quality of skills – core skills are performed based on the Levels of Response, like the one below consistently with a very good standard of to tick where in each level a learner is positioned. accuracy control and fluency (top end of For example, ticks on the left indicate high in the Level 4) while advanced skills are performed band, ticks in the middle for middle of the level consistently to a good standard (top end of marks and ticks to the right indicate low marks in Level 3) so overall = middle of level 4. the level:

Range of skills Quality of skills Physical attributes Decision making Best fit

Level 5 ü Level 4 ü ü Level 3 ü ü Level 2 Level 1 0

5 • demonstrates all core • core skills are performed • demonstrates skills and nearly all consistently with an excellent appropriate levels (18–20 advanced skills for the standard of accuracy, control of physical fitness marks) activity in isolation and and fluency and psychological under competitive • the advanced skills demonstrated control to pressure in authentic are performed consistently with perform very 2 performance an excellent standard of accuracy, effectively nearly situations. control and fluency. all of the time. 4 • demonstrates all • core skills are performed • demonstrates core skills and many consistently with a very good appropriate levels (13–17 advanced skills for the standard of accuracy, control of physical fitness marks) activity in isolation and and fluency and psychological under competitive • the advanced skills demonstrated control to pressure in authentic are performed with some perform very performance consistency and a very good effectively some situations. standard of accuracy, control of the time. and fluency. 3 • demonstrates most • core skills are performed • demonstrates core skills and some consistently with a good standard appropriate levels (8–12 advanced skills for the of accuracy, control and fluency of physical fitness marks) activity in isolation and • the advanced skills demonstrated and psychological under competitive are performed with some control to pressure in authentic consistency and a good standard perform performance of accuracy, control and fluency. effectively. situations. 2 • demonstrates many • core skills are performed with • demonstrates core skills and few limited consistency and some sufficient physical (4–7 advanced skills for the accuracy, control and fluency fitness and marks) activity in isolation • the advanced skills demonstrated psychological and under competitive are performed with limited control to pressure in authentic consistency and often lack perform performance accuracy, control and fluency. with some situations. effectiveness. 1 • demonstrates some • core skills are performed • demonstrates core skills for the inconsistently and with limited limited physical (1–3 activity in isolation accuracy, control and fluency fitness and marks) and under competitive • any advanced skills attempted are psychological pressure in authentic performed with little success. control during performance situations performance. • few, if any of the advanced skills for the activity are attempted. 0 No evidence worthy of No evidence worthy of credit. No evidence worthy of credit. credit.

• successfully selects and uses appropriate skills on nearly all occasions 5 • applies appropriate team strategies/tactics/compositional ideas demonstrating an excellent understanding of the activity (18–20 • demonstrates excellent awareness of the rules/regulations of the activity during performance marks) • demonstrates excellent regard for the safety of themselves and others • demonstrates excellent awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only) 2 • communication with other player(s)/performer(s) is excellent (team activities only). • successfully selects and uses appropriate skills on many occasions 4 • applies appropriate team strategies/tactics/compositional ideas demonstrating a very good understanding of the activity (13–17 • demonstrates very good awareness of the rules/regulations of the activity during marks) performance • demonstrates very good regard for the safety of themselves and others • demonstrates very good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only) • communication with other player(s)/performer(s) is very good (team activities only). • successfully selects and uses appropriate skills on some occasions 3 • applies appropriate team strategies/tactics/compositional ideas demonstrating a good understanding of the activity (8–12 • demonstrates good awareness of the rules/regulations of the activity during performance marks) • demonstrates good regard for the safety of themselves and others • demonstrates good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only) • communication with other player(s)/performer(s) is good (team activities only). • selects and uses appropriate skills on some occasions. 2 • sometimes applies team strategies/tactics/compositional ideas demonstrating some understanding of the activity (4–7 • demonstrates limited awareness of the rules/regulations of the activity during performance marks) • demonstrates limited awareness for the safety of themselves and others • demonstrates limited awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only) • communication with other player(s)/performer(s) is limited (team activities only). • selects and uses appropriate skills on few occasions. 1 • rarely applies team strategies/tactics/compositional ideas demonstrating little understanding of the activity (1–3 • demonstrates little awareness of the rules/regulations of the activity during performance marks) • demonstrates little awareness for the safety of themselves and others • demonstrates little awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only) • rarely communicates with other player(s)/performer(s) (team activities only).

No evidence worthy of credit. 0

For the purpose of assessment, learners are The Analysing and Evaluating Performance required to demonstrate their ability to analyse (AEP) task and evaluate their own practical performance or that of a peer in order to: Learners will assess the physical fitness/strengths/ weaknesses of the performer being analysed • analyse aspects of personal performance using tests for the different components of 2 in a practical activity fitness. (2–3 hours) • evaluate the strengths and weaknesses of the performance For a chosen physical activity learners will (3–4 hours): • produce an action plan which aims to improve the quality and effectiveness of the a. analyse the importance of the different performance. components of fitness for the activity b. give an overview of the key skills in the activity Through the teaching of the practical activities c. assess the strengths/weaknesses of the and the theory content of the specification, performer being analysed in the activity. learners should be able to identify aspects of their performance that are skilful and those that are not. For a specific skill or technique in the chosen activity learners will (1–2 hours): They should be able to recognise strengths and weaknesses in performance and be able to suggest a. analyse a movement involved – joint, type ways in which weaknesses might be improved of movement, muscle group(s), muscle using appropriate, progressive training or practice function/role methods, which will lead to improvements in the b. classify the skill on the difficulty and aspects of the performance identified. environmental continua. It is expected that learners will complete this Produce an action plan (not to be implemented) written piece of work after they have been taught to improve an aspect of the performance of the the relevant sections of the theory content in performer being analysed in the chosen activity Components 01 and 02. (4–5 hours). OCR will take a medium level of control for the The plan must include: taking of this task (see section 1b.1 Controls). The hours below for each section of the task are a guide, • which skill or component of fitness you are however the overall time allowed for learners to improving complete the task must not exceed 14 hours. • justifications for the skill or component of Learners may be introduced to the requirements fitness you have chosen to improve of the task through a Task Induction session. This • drills and practices to show how you intend does not form part of the 14 hours allowed to to improve the skill or component of fitness undertake the task, but should not require more chosen, including: risk assessment, coaching than an hour and must be used to discuss how points, principles of training and SMART goal the task is going to be delivered by the centre, setting timings/scheduling related to this and the general • relevant understanding of the element chosen requirements of the task. to improve.

Please note that templates or writing frames of any kind may not be used.

Please see pages 14 and 15 for the AEP assessment • Movement analysis – gives an accurate criteria. response to this = Top end of Level 4

Learners should be marked on their overall • Action plan – Produces an action plan that performance against the criteria using a best fit contains everything and overall is of a good approach. Each bullet point should be considered standard = Level 3 2 and the learner awarded a mark based on their overall performance and based on the descriptors • Overall = Best fit middle of Level 4 which best describe what you have seen. The following two pages are one grid, to be For example, where a learner shows: marked out of 20 overall. An A3 sized PDF of this document is available from the subject page of the • Evaluation – all of the strengths and OCR website at www.ocr.org.uk weaknesses = top end of Level 5

• Analysis – A justified analysis = middle of Level 4 Centres may like to use a form of tick sheet based on the Levels of Response like the one below • Overview – gives a fairly accurate overview = to tick where in each level a learner is positioned. middle of Level 3 For example, ticks on the left indicate high in the level, ticks in the middle for middle of the level • Assessment – gives an accurate and thorough marks and ticks to the right indicate low marks assessment = top end of Level 5 in the level:

Evaluation Analysis Overview Assessment Movement Action Best fit analysis plan

Level 5 ü ü Level 4 ü ü ü Level 3 ü ü Level 2 Level 1 0

5 • evaluates the strengths • produces a fully • gives an • gives an accurate and weaknesses of justified analysis accurate and thorough (17–20 their own/a peers of the overview of assessment of marks) physical fitness importance of all of the key their own/a accurately, using the different skills peers strengths appropriate tests for components of required for and weaknesses 2 each component of fitness for their their chosen of their skills in fitness. chosen activity. activity. their chosen activity. 4 • evaluates the strengths • produces a • gives an • gives an accurate and weaknesses of justified analysis accurate assessment of (13–16 their own/a peers of the overview of their own/a marks) physical fitness importance of most of the peers strengths accurately, using the different key skills and weaknesses appropriate tests for components of required for of their skills in each component of fitness for their their chosen their chosen fitness. chosen activity. activity. activity. 3 • evaluates the strengths • gives some • gives a fairly • gives an accurate and weaknesses of justification in accurate assessment of (9–12 their own/a peers their analysis of overview of some of their marks) physical fitness, with the importance most of the own/a peers some accuracy, using of the different key skills strengths and appropriate tests for components of required for weaknesses of each component of fitness for their their chosen their skills in fitness. chosen activity. activity. their chosen activity. 2 • evaluates the strengths • gives limited • gives a fairly • gives a limited and weaknesses of justification in accurate assessment of (5–8 their own/a peers their analysis of overview of their own/a marks) physical fitness, with the importance some of the peers strengths some accuracy, using of the different key skills and weaknesses mostly appropriate components of required for of their skills in tests for each fitness for their their chosen their chosen component of fitness. chosen activity. activity. activity. 1 • evaluates the strengths • gives little or no • gives an • makes some and weaknesses of justification in overview of attempt to (1–4 their own/a peers their analysis of few key skills assess their marks) physical fitness, with the importance required for own/a peers limited accuracy, they of the different their chosen strengths and may use appropriate components of activity. weaknesses of tests for each fitness for their their skills in component of fitness. chosen activity. their chosen activity.

0 No evidence worthy of No evidence worthy of No evidence No evidence worthy credit. credit. worthy of credit. of credit.

• movement The learner produces a detailed and accurate action plan containing: 5 analysis and • clear identification of the specific skill/component of fitness being classification improved with full justification based on their analysis of (17–20 of skill is performance marks) detailed and • an excellent understanding of the principles of training accurate. • an excellent range of detailed drills and practices with coaching points 2 • application of SMART goal setting is detailed and accurate • overall understanding of the element chosen to improve is excellent. • movement The learner produces a detailed and accurate action plan containing: 4 analysis and • clear identification of the specific skill/component of fitness being classification improved with justification based on their analysis of performance (13–16 of skill is • a good understanding of the principles of training marks) accurate. • a good range of detailed drills and practices with some coaching points • application of SMART goal setting is accurate • overall understanding of the element chosen to improve is very good. • movement The learner produces an accurate action plan containing: 3 analysis and • identification of the skill/component of fitness being improved with classification some justification based on their analysis of performance (9–12 of skill is • some understanding of the principles of training marks) fairly • a range of detailed drills and practices accurate. • application of SMART goal setting is accurate • overall understanding of the element chosen to improve is good.

• movement The learner produces a limited action plan containing: 2 analysis and • identification of the skill/component of fitness being classification improved with limited justification based on their analysis of (5–8 of skill is performance marks) limited. • a limited understanding of the principles of training • a limited range of drills and practices • some application of SMART goal setting is present • overall understanding of the element chosen to improve is basic. • gives little or The learner produces a very limited action plan containing: 1 no • limited identification of the skill/component of fitness being movement improved with very limited justification based on their analysis of (1–4 analysis and performance marks) classification • a limited understanding of the principles of training of skill. • few drills and practices • limited evidence of SMART goal setting is present • overall understanding of the element chosen to improve is very limited. No evidence No evidence worthy of credit. 0 worthy of credit.

Team Activity Restrictions and allowances Page Acrobatic Gymnastics Cannot be assessed with gymnastics. 18 Association football Cannot be five-a-side. Cannot be assessed with futsal. 19 Badminton Cannot be assessed with singles. 21 2 Basketball Cannot be street basketball. 22 Blind cricket 23 Camogie Cannot be assessed with hurling. 24 Cricket 25 Dance Cannot be used as both a Team and Individual activity. 26 Figure Skating This can only be used for one activity. Cannot be assessed with 28 Dance. Futsal Cannot be assessed with football. 30 Gaelic football 32 Goalball 34 Handball 35 Hockey Must be field hockey. 36 Hurling Cannot be assessed with camogie. 38 Ice Hockey Cannot be assessed with Inline Roller Hockey. 39 Inline Roller Hockey Cannot be assessed with Ice Hockey. 41 Lacrosse 43 Netball 45 Powerchair football 46 Rowing Cannot be assessed with sculling, canoeing or kayaking. 47 Rugby League Cannot be tag rugby. 48 Cannot be assessed with Sevens or Union. Rugby Union Can be assessed as sevens or fifteen a side. 50 Cannot be tag rugby. Cannot be assessed with Rugby League. Sailing Candidates must be assessed within full competitive situations as 52 the helmsperson in one of the following Royal Yachting Association (RYA) sailing boat classifications: • RS Feva XL • Cadet This can only be used for one activity.

© OCR 2021 16 GCSE (9–1) in Physical Education – Version 1.5 Team Activity Restrictions and allowances Page Sculling Cannot be assessed with rowing, canoeing or kayaking. 53 Cannot be assessed with individual sculling Squash Cannot be assessed with singles. 54 Table cricket 55 Table tennis Cannot be assessed with singles. 56 Tennis Cannot be assessed with singles. 57 2 Volleyball 58 Water Polo 59 Wheelchair basketball 61 Wheelchair rugby 62

The index for the individual sports criteria can be found on page 64

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 17 2d.1. Acrobatic Gymnastics NEW i Acrobatic Gymnastics has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

The learner’s level of success in this activity is Low tariff holds and releases 2 measured through the areas/aspects identified in the Static holds practical activity assessment criteria for GCSE (9–1) Throws Practical Performance. Catches Flight The learner is assessed performing the acquired and Stability developed skills of acrobatic gymnastics and can Swinging provide evidence for any one of the following: • Pairs Advanced skills, to include: • Mixed pairs Acrobatic gymnastic skills applied to the appropriate • Ladies trio discipline being assessed with intermediate tariff • Men’s quad versions of: Candidates must be assessed within full competitive Advanced rolls – roll to handstands situations. Hand/head springs Somersaults Learners must complete two routines, one balance Saltos – forwards and backwards and one dynamic. The routine should be of a length Walkovers sufficient to demonstrate the full range of skills the Higher tariff holds and releases learner is capable of (and, if applicable, an Boosts appreciation of the stimulus being used.) Tempo Learners may be assessed in the role of base, middle Planche or top. Powerlift Learners must include a written description of the Decision making and application of compositional routines, including details on moves performed and ideas/choreography, to include: tariffs met. • Difficulty/tariff of routine to complete Core Skills, to include: • Composition of routine Acrobatic gymnastic skills applied to the appropriate • Teamwork and communication discipline being assessed with low tariff versions of: • How to respond to and interpret the music (where appropriate) Starting and finishing • How to ensure that the routine flows Take off & landing • Body awareness, how to move effectively, smoothly and precisely Rolls, forwards and backwards • Use of flight, when to move • To straddle • Acceleration/deceleration of movements • Dive forward • Spatial awareness, how to make full use of the Balances using different parts of the body space that you have Cartwheels • Use of showmanship to impress judges Round offs • Awareness of strengths/weaknesses and Jumps/leaps actions of other gymnasts e.g. adopt a different Twists/pivots routine/tariff of discipline depending on score Steps achieved by other competitors. Tumbling lines • Awareness of the rules and regulations of the Dance/artistic elements activity and their application (including judging Transitions signals)

The learner’s level of success in this activity is • Handling, catching, parrying, punching measured through the areas/aspects identified in the practical activity assessment criteria for Passing: (dominant foot) GCSE (9–1) Practical Performance. • Short • Clearance of back passes, goal kicks, The learner is assessed performing the acquired and kicking from hands, throws developed skills of Association Football. 2 Dribbling: Candidates must be assessed within a full 11-a-side • Use of both feet competitive situation. • Close control

Regarding heading in this activity please take note of Shot-stopping: the updated guidance issued here https://www.thefa. • Different shot heights & ranges com/news/2021/jul/28/20210728-new-heading- • Diving and standing saves guidance-published?fbclid=IwAR2Fpd2IqOKUil0t43LU • Dealing with crosses UsatJi52337-CdD2Rx5EoU8fAOVBN7hlT6klh3E on The FA website. Advanced skills, (all outfield positions) to include:

Core Skills, (all outfield positions) to include: Ball Control using: • Using chest, thigh Ball Control using: • Using both feet Non dominant foot passing

Passing: (dominant foot) Dominant foot shooting: • Short • Use of swerve • Long – both lofted and along the ground • Volleys • Throw ins Non dominant foot shooting Shooting: (dominant foot) • Short and long range Dribbling: • Ability to beat opponents Dribbling: • Use of both feet Heading: • Close control • Defensive or attacking

Heading Marking: • Player without the ball Tackling: • Block tackle Advanced skills, (goal keeper) to include: • Jockeying Ball Control using: Marking: • Using chest, thigh • Player with the ball Clearance of back passes, (Non dominant foot) Core Skills, (goal keeper) to include: Shot-stopping: Ball Control: • Defending penalties • Using both feet • One-against-ones

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 19 Decision making and tactical awareness, to include: • Awareness of strengths/weaknesses and actions of other players e.g. adopt a • When to pass/shoot/dribble/tackle variety of roles in attack and defence in • Where to pass/shoot/dribble/tackle the game • Which pass to make • Awareness of the rules and regulations • Awareness of team strategies/tactics in both of the game and their application (including attacking and defending situations e.g. set refereeing signals) piece plays, corners • Positioning and organisation at set pieces, 2 • Attacking positioning on the field communication, command of area • Defensive positioning on the field (Goalkeeper only), use of penalty area • Defensive ploys – man to man marking, to judge interceptions (Goalkeeper only) zonal marking

Learners may be assessed either as a team – Net shots doubles or as an individual – singles. 2 Backhand shots: Learners may not be assessed in both for their • Overhead clear GCSE (9–1) PE. • Drop shot • Lift/underarm clear The learner(s) is/are assessed performing the • Smash acquired and developed skills of Badminton. • Drive

Candidates must be assessed within full competitive Footwork and court positioning situations. Decision making and tactical awareness, to include: Core skills, to include: • Selection of appropriate shot Serving: • Principals of attack and defence e.g. roles and • Short positioning • Long • Understanding of positions and roles in attack and defence Return of serve • Applying tactics in different competitive situations (singles or doubles tactics) Forehand Shots: • Applying different systems/formations of • Overhead clear play in different situations e.g. attacking and • Drop shot defensive formations in doubles • Lift/underarm clear • Applying other ploys/tactics to outwit • Smash opponent • Drive • intercepting in doubles, disguising your shot, switching positions Teamwork and communication with partner • Awareness of the rules and regulations of the (doubles only) sport and their application

The learner’s level of success in this activity is Rebounding measured through the areas/aspects identified in the practical activity assessment criteria for Dribbling: GCSE (9–1) Practical Performance. • Use of either hand

The learner is assessed performing the acquired Beating opponents: (individual) 2 and developed skills of Basketball. • Fake and drive • Cross over step Candidates must be assessed within full competitive situations. Beating opponents: (team) • Cutting Core Skills, to include: Marking: Stance and footwork: • Intercepting passes • Triple threat position • Pivoting Decision making and tactical awareness, to include:

Passing: • When to run/pass/shoot/dribble • Chest • Where to run/pass/shoot/dribble • Bounce • Which pass to make • Javelin/overhead • Awareness of team strategies/tactics in both attacking and defending situations Shooting: e.g. man to man marking, zone defence, fast • Set shot break, tandem defence(against fast break) • Jump shot • Appropriate use of defensive ploys – zone • Dominant hand lay up defence, full/half court press • Finding space Dribbling: • Attacking positioning on court • Use of dominant hand • Defensive positioning on the court • Defensive ploys – man to man marking Marking: • Awareness of strengths/weaknesses and • Player with the ball actions of other players e.g. adopt a variety of roles in attack and defence in the game Advanced skills, to include: • Awareness of the rules and regulations of the game and their application (including Shooting: refereeing signals) • Non dominant hand Lay up • Hook shot

Learners wishing to take part in this activity must • Stance meet the classification criteria. These can be found • Low and high takes at www.BCEW.co.uk • Catches

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified in the practical activity assessment criteria for Batting: 2 GCSE (9–1) Practical Performance. • Selecting and playing technically advanced shots to the type of ball faced, including: The learner is assessed performing the acquired • Defensive shots off of back foot and developed skills of Blind Cricket. • Square cut • Hook shots The learner is expected to perform as either a • Off or on drive batter or bowler AND as a fielder or wicket keeper. • Sweep Candidates must be assessed within full competitive Bowling: situations. • Variation in delivery in terms of line, flight, Core skills, to include: speed and length of bowl

Batting: Fielding: (outfield, infield and close) • Selecting and playing the correct shots to the • Pick up and throw for a run out type of ball faced, including: • Footwork Wicket Keeping: • Defensive shots off front foot • Leg side and off-side takes and catches • Drives • Run outs • Cut • Stumping • Pull • Running between the wickets Decision making and tactical awareness, to • Teamwork and communication with include: batting partner • Awareness and application of team strategies/ Bowling: tactics • Repetition of action for one style of bowling: • Selection of appropriate shot • Fast, medium or spin • Understanding and use of positions and roles in • Line, flight and length of bowl batting and fielding • Principals of attack and defence Fielding: (outfield, infield and close) • Applying different systems of play in different • Judgement of the approaching ball situations e.g. switching bowling styles to keep • Stopping the ball the opposition guessing • Catching • Effective decision making for running between • Pick up and throw wickets • Teamwork and communication • Awareness of the rules and regulations of the sport and their application Wicket Keeping: • Positioning in relation to pitch and type of bowler

The learner’s level of success in this activity is • From the hand measured through the areas/aspects identified in the • Overhead practical activity assessment criteria for GCSE (9–1) • Sideline cut Practical Performance. Catching: The learner is assessed performing the acquired and • Overhead 2 developed skills of Camogie. • Balancing the sliotar on the hurley/camogie stick Candidates must be assessed within full competitive Carrying: situations. • Jab lift Core Skills, to include: • Solo running

Grip and swing Tackling: • Frontal air block Striking: • The hook • Stationary sliotar (dominant side) • Blocking the sliotar overhead • Whilst moving (dominant side) • The roll off • Free taking • Checking

Catching: Marking: • Roll lift Player without the ball • Chest • Face Decision making and tactical awareness, to include:

Carrying: • When to run/pass/tackle/shoot • Dribbling • Where to run/pass/tackle/shoot • Palming • Which pass to make • Raising moving sliotar into hand • Beating opponents • Running • Finding space • The hand pass • Attacking positioning on field • Doubling forward • Defensive positioning on the field • Supporting team mates through positional Tackling: cover, providing passing options, • Ground block communication • Ground flick • Sliotar distribution/retention • Shoulder clash • Defensive ploys – man to man marking • Striking from hand • Awareness of team strategies/tactics in both • Simple evasion attacking and defending situations e.g. set • Feint/side stepping piece plays Marking: • Awareness of strengths/weaknesses and • Player with the ball actions of other players e.g. adopt a variety of roles in attack and defence in the game Advanced skills, to include: • Positioning and organisation at defensive set pieces, calling for the sliotar. Striking: • Awareness of the rules and regulations of the • Stationary sliotar (non-dominant side) game and their application (including • Whilst moving (non-dominant side) refereeing signals)

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified in the practical activity assessment criteria for GCSE Batting: (9–1) Practical Performance. • Defensive shots off back foot • Square cut The learner is assessed performing the acquired • Hook shots and developed skills of Cricket. • Off or on drive 2 • Sweep The learner is expected to perform as either a batter or bowler AND as a fielder or wicket keeper Bowling: • Variation in delivery in terms of line, flight, Candidates must be assessed within full competitive speed and length of bowl situations. Fielding: (outfield, infield and close) Core skills, to include: • Pick up and throw for a run out – underarm and overarm Batting: • Pick up and throw on the run • Footwork • Defensive shots off front foot Wicket Keeping: • Drives • Leg side takes and catches • Cut • Stumping • Pull • Running between the wickets Decision making and tactical awareness, to include: Bowling: • Repetition of action for one style of bowling • Awareness and application of team strategies/ • Fast, medium or spin tactics • Line, flight and length of bowl • Selection of appropriate shot • Understanding and use of positions and roles in Fielding: (outfield, infield and close) batting and fielding • Stopping the ball • Principals of attack and defence • Catching • Applying different systems of play in different • Pick up and throw – underarm and overarm situations e.g. switching bowling styles to keep the opposition guessing Wicket Keeping: • Effective decision making for running between • Positioning in relation to pitch and type of wickets bowler • Awareness of the rules and regulations of the • Stance sport and their application • Low and high takes • Catches • Run outs

The learner’s level of success in this activity is • Flair measured through the areas/aspects identified in the • Originality practical activity assessment criteria for GCSE (9–1) Practical Performance. Candidates must be assessed within full competitive situations. The learner is assessed performing the acquired and 2 developed skills of Dance. Core Skills, to include:

The learner may be assessed in, and can provide Specific dance movement skills applied to the evidence for any of the following: appropriate discipline being assessed: • Ballet: Ballet • Pirouettes Ballroom • Leaps Contemporary • Balances Folk • Ballroom: Irish • Turns/spins Street • Chasse Tap • Walks • Contemporary: Learners must complete 2 dances of a length • Leaps sufficient to demonstrate the skills and an • Balances appreciation of the stimulus being used. • Turns and traveling Learners must produce a written programme • Step patterns prior to assessment and moderation which, • Folk: depending on the style of dance, will include: • Step patterns • A description of steps • Movement • Counts/beats • Rhythm • Explanation of the stimulus selected • Irish: • Development of motifs • Leaps/jumps • Repetition • Balances • Phasing of the dance • Turns and traveling • Step patterns The level of success of the core skills is measured • Street: through the movement phases identified below: • Jumps • Posture/placement • Holds/grabs • Alignment • Step patterns • Tension • Turns and traveling • Use of space, levels and flight • Tap: • Steps with one sound building to The level of success of the advanced skills is compound steps measured through the movement phases identified • Wings below: • Pick ups Movement skills completed with varying: • Traveling steps • Speed • Different rhythms • Energy • Head, body and arm lines to portray the • Rhythm style of dance

© OCR 2021 26 GCSE (9–1) in Physical Education – Version 1.5 Technique of manoeuvres: Technique of manoeuvres completed with high • Aesthetics of movements – Body tension/ levels of: extension, coordination of body parts • Aesthetics of movements – Body tension/ • Balance extension, coordination of body parts • Control of body shape • Balance • Control of body shape Advanced skills, (applies to all disciplines) to include: • Expression

Dance movement skills applied to the appropriate Choreography of routines: 2 discipline being assessed with more efficient and • Motifs technically difficult versions of: • Theme and variation • Ballet: • Repetition • Pirouettes • Climax • Leaps • Balances Decision making and application of compositional • Ballroom: ideas/choreography, to include: • Turns/spins • Chasse • Difficulty of routine • Walks • Choreography of routine • Contemporary: • Responses and Interpretation to music • Leaps • How to ensure the routine flows • Balances • Body awareness and ensuring that you choose • Turns and traveling movements that work well for you • Step patterns • Use of flight – leaps • Folk: • Acceleration/deceleration of movements • Step patterns • Spatial awareness and moving into space • Movement • When to use showmanship to impress judges • Rhythm • Awareness of strengths/weaknesses and • Irish: actions of other dancers e.g. adopt a different • Leaps/jumps routine depending on score achieved by other • Balances competitors. • Turns and traveling • Awareness of the rules and regulations of the • Step patterns activity and their application (including • Street: judging signals) • Jumps • Holds/grabs Where dance is an onsite activity, no filming is • Step patterns required. If however you cannot reproduce the • Turns and traveling performance live on the day of moderation, we • Tap: require you to film this activity, i.e. in situations of • Steps with one sound building to team dance where the whole team is not from the compound steps school cohort. • Wings • Pick ups • Traveling steps • Different rhythms • Head, body and arm lines to portray the style of dance

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 27 2d.9. Figure Skating NEW i Figure Skating has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

2 The learner’s level of success in this activity is Turns: measured through the areas/aspects identified in the • Outside Three Turns practical activity assessment criteria for GCSE (9–1) • Inside Three Turns Practical Performance. Steps: The learner is assessed performing the acquired and • Inside Mohawk developed skills of Figure Skating and can provide • Outside Mohawk evidence for any one of the following: • Singles (individual sport) Skating Skills • Pairs (2 people, team sport) • Forward/Backwards Stroking • Ice dance (2 people, team sport) • Cross overs/Progressives • Synchronised skating (8-16 people, team sport) • Forwards/Backwards inside & Outside edges • Change of edge Candidates must be assessed within full competitive • Cross Rolls situations and meet the programme requirements of the discipline chosen. Transitions: • Spiral – inside and outside edge Learners must complete one programme of a length • Spread eagles sufficient to demonstrate the skills of the activity and • Ina Bauer meet the criteria for full competition entry. • Pivots

Learners must include a written description of the Lifts (Pairs only) routines, including details on moves performed and • Armpit hold tariffs met. • Waist hold • Hand to hip hold Core Skills, to include: Figure skating skills applied to the appropriate Lifts (Ice dance only) discipline being assessed with low tariff versions of: Short: • Stationary Jumps: • Straight line • Three Jump • Curve • Top loop • Salchow Required elements (Synchronised skating only) • Loop • Wheel • Block Spins: • Circle • Upright • Intersection • Camel • Line • Sit

© OCR 2021 28 GCSE (9–1) in Physical Education – Version 1.5 Advanced skills, to include: Long: Figure skating skills applied to the appropriate • Reverse rotational discipline being assessed with intermediate tariff • Serpentine versions of: • Combination

Jumps: Required elements (Synchronised skating only) • Flip • Wheel – with travel • Lutz • Block – with changes in configuration • Axel • Circle – with changes in rotational direction 2 • Combination jump consisting of 2 single jumps • Intersection from an angle • Line – with pivots Spins: • Sit side/front Decision making and application of compositional • Camel Catch ideas/choreography, to include: • Flying Camel • Lay back/Sideways leaning • Difficulty/tariff of routine to complete (Knowledge of ISU scale of values/spin & step Turns: sequence levels) • Bracket • Demonstrate knowledge of the categories • Counter within the component mark (Skating Skills, • Twizzle Transitions, Performance, Composition, • Loop Interpretation). • Rocker • Composition of routine • How to respond to and interpret the music Steps: • How to compose a well balanced program. • Choctaw – Inside/Outside Taking into account the 10% bonus for jump elements in the 2nd half of the program (where Lifts (Pairs only) applicable) Hand to hand: • Body awareness, how to move effectively, • Press smoothly and precisely • Lasso: • Acceleration/deceleration of movements Top or step o • Spatial awareness, how to make full use of the Axel or backwards o space that you have reverse o • Awareness of team strategies/tactics • Awareness of strengths/weaknesses and Lifts (Ice dance only) actions of other skaters e.g. adopt a different Short: technical strategy, depending on score • Rotational achieved by other competitors. • Awareness of the rules and regulations of the activity and their application

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 29 2d.10. Futsal NEW i Futsal has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

2 The learner’s level of success in this activity is Tackling measured through the areas/aspects identified in • Block Tackle the practical activity criteria for GCSE Practical • Jockeying Performance. Marking The learner is assessed performing the acquired and • Player with the ball developed skills of Futsal. Core Skill, (Goalkeeper) to include: Candidates must be assessed within a full 5-a-side Ball Control using: Futsal competition using the correct pitch, goal and • Using both feet ball size/type. http://www.thefa.com/get-involved/ • Handling, catching, parrying player/futsal Passing (dominant foot) Core Skills, (all outfield positions) to include: • Short and long • Clearance of backwards passes, goal Ball Control using: clearances, throws • Both feet • Shielding the ball Dribbling: • Direction change • Use of both feet • Sole of foot • Close control

Passing (dominant foot): Shot-stopping • Short • Different shot heights and ranges • Long • Blocking • Kick-ins • Split saves • Inside and outside of the foot • Parallel, wall and diagonal Advanced skills, (all outfield positions) to include:

Shooting (dominant foot) Ball Control using disguise • Short and long Non Dominant foot passing Movement: Dominant foot shooting: • Feinting • Use of swerve • Creating space • First time • Volleying Dribbling: • Use of both feet Non dominant foot shooting • Close control

© OCR 2021 30 GCSE (9–1) in Physical Education – Version 1.5 Ability to beat opponents 1v1, 2v1: Decision making and tactical awareness, to include: • Step overs • Turns • When to pass/shoot/dribble/tackle • Blocking/Screening with team mates • Where to pass/shoot/dribble/tackle • Which pass to make Defending: • When to substitute • Cutting passing lines • Use of timeouts • When overloaded • Awareness of team strategies/tactics in both attacking and defending situations e.g. set 2 Advanced skills, (goalkeeper) to include: piece plays, corners o Attacking positioning on the field Clearance of back passes, (Non dominant foot) o Defensive positioning on the field o Defensive ploys – man to man marking, Shot-stopping zonal marking • Defending penalties • Awareness of strengths/weaknesses and • One-against ones actions of other players e.g. adopt a variety of • Two-against ones roles in attack and defence in the game • Awareness of the rules and regulations of the Non dominant foot passing game and their application (including refereeing signals) Defending set plays • Positioning and organisation at defensive set pieces, calling for the ball, command of area (Goalkeeper only), use of penalty area to judge interceptions (Goalkeeper only)

The learner’s level of success in this activity is Core Skills, (goalkeeper) to include: measured through the areas/aspects identified in the practical activity assessment criteria for GCSE Catching: (with either or both hands) (9–1) Practical Performance. • Body • Low The learner is assessed performing the acquired and • Reach 2 developed skills of Gaelic football Kicking: (dominant side) Candidates must be assessed within full competitive • Punt situations. • Hook • From the floor and from the hand Core Skills, (all outfield positions) to include: Passing: (mostly dominant side passing with some Catching: (with either or both hands) non-dominant seen at times) • Body • Fist • Low • Hand • Reach Shot-stopping: Maintaining possession: • Catching • The bounce • Kicking • The toe tap Advanced skills, (all outfield positions) to include: Kicking: (dominant side) • Punt Catching: (with either or both hands) • Hook • Crouch lift • Penalty • High • From the floor and from the hand Maintaining possession: Passing: (mostly dominant side passing with some • Soloing non-dominant seen at times) • Fist Kicking: (dominant and non-dominant side) • Hand • Punt • Hook Tackling: • From the floor and from the hand • Side to side charge • Simple evasion Passing: (can be performed equally on dominant and • Roll off non-dominant sides) • The near/hand tackle • Fist • The block down • Hand

Marking: Tackling: • Player with the ball • Feint/side stepping • The near/hand tackle Shooting: • The block down • Kicking the ball • Punching the ball

Advanced skills, (goalkeeper) to include: • When to pass/shoot/dribble/tackle • Where to pass/shoot/dribble/tackle Catching: (with either or both hands) • Which pass to make • Crouch lift • Awareness of team strategies/tactics in both • High attacking and defending situations e.g. Set piece plays, corners 2 Kicking: (dominant and non-dominant side) • Attacking positioning on the field • Punt • Defensive positioning on the field • Hook • Defensive ploys – man to man marking, • From the floor and from the hand zonal marking • Awareness of strengths/weaknesses and Passing: (can be performed equally on dominant and actions of other players e.g. adopt a non-dominant sides) variety of roles in attack and defence in • Fist the game • Hand • Awareness of the rules and regulations of the game and their application (including Shot-stopping: refereeing signals) • Punching • Positioning and organisation at defensive • Different shot heights & ranges set pieces

Learners wishing to take part in this activity must • Auditory localisation meet the classification criteria. These can be found • Reaction time here: http://www.goalballuk.com/the-sport/ • Awareness of timekeeping rules-and-regs/ Defence – barrier position: The laws of the game also state that all players must 2 wear eyeshades, ensuring that no one can see. • Dominant side

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Throws – from stationary: Practical Performance. • Non-dominant bounce shot • Non-dominant rotation shot The learner is assessed performing the acquired and • Bounces once in each required zone developed skills of Goalball. Throws – with one or more strides: Candidates must be assessed within full competitive • Non-dominant bounce shot situations. • Non-dominant rotation shot • Bounces once in each required zone Core skills, to include: • With 360 degree turn • Defence – barrier position: Non-dominant side Positioning: • In attack Decision making and tactical awareness, to include: • In defence • Selection of appropriate throw • Understanding of roles Throws – from stationary: • Principals of attack and defence • Dominant straight ball • Applying different systems of play in different • Non-dominant straight ball situations e.g. when winning or losing • Dominant bounce shot • Applying other ploys/tactics to outwit • Dominant rotation shot opponent • Effective decision making in defence and attack Throws – with one or more strides: • Awareness of team strategies/tactics • Dominant straight ball • Awareness of strengths/weaknesses and • Non-dominant straight ball actions of other players e.g. left handed players • Dominant bounce shot • Awareness of the rules and regulations of the • Dominant rotation shot sport and their application

Anticipation: • Spatial awareness of court and team positioning

The learner’s level of success in this activity is • On the move measured through the areas/aspects identified • From the bounce in the practical activity assessment criteria for • Jumping GCSE (9–1) Practical Performance. Catching/shot stopping: (one handed assisted on The learner is assessed performing the acquired and both sides, goalkeeper only) developed skills of Handball • At a variety of heights 2 Candidates must be assessed within full competitive • Stationary situations. • On the move • Body in correct position in relation to shooter Core Skills, (applies to all positions, except where stated) to include: Dribbling with either/both hand(s)

Catching: (two handed) Passing: • At a variety of heights • Jump pass • Stationary • On the move Shooting: (as appropriate to your position): • From the bounce • Vertical jump shot • Jumping • Striding/jump shot Catching/shot stopping: (two handed, goalkeeper only) • Shot whilst falling • At a variety of heights • Stationary Offensive and defensive movement: • On the move • Stealing the ball • Body in correct position in relation to shooter • Screening an opponent without the ball • Screening an opponent with the ball Positions for catching the ball: • Tackling • Frontal • Sidewards Decision making and tactical awareness, to include: Dribbling with dominant hand • When to pass/shoot/dribble Passing: • Where to pass/shoot/dribble • Standing • Which pass to make • Running • Awareness of team strategies/tactics in both attacking and defending situations Shooting: e.g. set piece plays • Shot in place • Attacking positioning on the field • Shot in movement • Defensive positioning on the field Offensive and defensive movement: • Defensive ploys – man to man marking, • Feinting with the body zonal marking • Feinting a shot • Awareness of strengths/weaknesses and • Feinting a pass actions of other players e.g. adopt a variety of roles in attack and defence in the game Advanced skills, (applies to all positions, except • Awareness of the rules and regulations of the where stated) to include: game and their application (including Catching: (one handed assisted on both sides) refereeing signals) • At a variety of heights • Positioning and organisation at defensive set • Stationary pieces, communication © OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 35 2d.14. Hockey

The learner’s level of success in this activity is Advanced skills, (all outfield positions) to include: measured through the areas/aspects identified in the practical activity assessment criteria for Reverse stick passing: GCSE (9–1) Practical Performance. • Push • Drive The learner is assessed performing the acquired and • Hit 2 developed skills of Hockey • Slap • Scoop Candidates must be assessed within full competitive situations. Open or reverse passing: • Flick Core Skills, (all outfield positions) to include: Open passing: Passing: • Aerial scoop • Push • Drive Receiving and stopping the ball whilst on the move: • Slap hit • Grip and body position • Using Reverse stick Receiving and stopping the ball whilst stationary: Dribbling: Dribbling: • Ability to beat opponents • Push • Indian dribble • Tap • Close control • Tackling Shooting: • Shave • Open side technique Marking: Tackling: • Player without the ball/shadowing • Block • Jab – front and side Advanced Skills, (goalkeeper) to include: Marking: Receiving and stopping the ball whilst on the move: • Player with the ball • Grip and body position Core Skills, (goalkeeper) to include: Shot stopping: • Distribution Receiving and stopping the ball whilst stationary. • Kicking • Different shot heights and ranges Shot stopping: • Penalties • Saving shots • Positioning Interceptions • Narrowing the angles • Slide tackles (open and reverse) • Use of pads/feet and stick • Diving • Interceptions (front and reverse stick) • Clearances

© OCR 2021 36 GCSE (9–1) in Physical Education – Version 1.5 Decision making and tactical awareness, to include: • Awareness of strengths/weaknesses and actions of other players e.g. adopt a • When to pass/tackle/shoot/switch stickhands variety of roles in attack and defence in • Where to pass/tackle/shoot the game • Which pass to make • Awareness of the rules and regulations of the • Awareness of team strategies/tactics in both game and their application (including refereeing attacking and defending situations e.g. set piece signals) plays, short/penalty and long corners • Positioning and organisation at set pieces, • Attacking positioning on the field communication, command of the D 2 • Defensive positioning on the field (Goalkeeper only). • Defensive ploys – man to man marking, zonal marking

The learner’s level of success in this activity is • Overhead measured through the areas/aspects identified • Sideline cut in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Catching: • Overhead The learner is assessed performing the acquired and • Balancing the sliotar on the hurley 2 developed skills of Hurling Carrying: Candidates must be assessed within full competitive • Jab lift situations. • Solo running Core Skills, to include: Defending: Grip and swing • Frontal air block • The hook Striking: • Blocking the sliotar overhead • Stationary sliotar (dominant side) • The roll off • whilst moving (dominant side) • Feint/side stepping • free taking/taking a free • Checking

Catching: Marking: • Roll lift • Player without the ball • Chest • Face Decision making and tactical awareness, to include:

Carrying: • When to run/pass/tackle/shoot • Dribbling • Where to run/pass/tackle/shoot • Palming • Which pass to make • Raising moving sliotar into hand • Beating opponents • Running • Finding space • The hand pass • Attacking positioning on field • Doubling forward • Defensive positioning on the field • Supporting team mates through positional Tackling: cover, providing passing options, • Ground block communication • Ground flick • Sliotar distribution/retention • Shoulder clash • Defensive ploys – man to man marking • Striking from hand • Awareness of team strategies/tactics in both • Simple evasion attacking and defending situations e.g. set piece plays Marking: • Awareness of strengths/weaknesses and • Player with the ball actions of other players e.g. adopt a variety of Advanced skills, to include: roles in attack and defence in the game • Positioning and organisation at defensive set Striking: pieces, calling for the sliotar. • Stationary sliotar (non-dominant side) • Awareness of the rules and regulations of the • Whilst moving (non-dominant side) game and their application (including • From the hand refereeing signals)

© OCR 2021 38 GCSE (9–1) in Physical Education – Version 1.5 2d.16. Ice Hockey NEW i Ice Hockey has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

The learner’s level of success in this activity is Faking: 2 measured through the areas/aspects identified in the • Head practical activity assessment criteria for GCSE (9-1) • Shoulder Practical Performance. Advanced Skills, to include: (skaters) The learner is assessed performing the acquired and developed skills of Ice Hockey. Skating (Forwards): • Slalom Candidates must be assessed within full competitive • Alternating C cuts situations. Direction changes: Core Skills, to include: (Skaters) • Forward crossovers (clockwise and anti-clockwise) Skating (Forwards): • Stride Puck Control – Moving: • C Cuts – both sides • Toe Drags • Figure 8 Skating (Backwards): • Stride Shooting: • Backhand Direction changes: • Snap shot • Tight Turns – left and right Checking: Stopping: • Body Contact - Angling • Hockey Stop Forwards – left and right Passing : Passing: • Backhand • Forehand Core Skills, to include: (Net Minder) Puck Control – Moving: • Side-side Stance: • Front-back • Head position • Glove position Shooting: • Stick position • Wrist shot • Feet position • Slap shot Positioning: Checking: • Depth • Poke • Angle • Sweep

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 39 Skating: Decision making and tactical awareness, to include: • T Push • C cuts Forwards & Backwards • When to pass/shoot/dribble/tackle • Where to pass/shoot/dribble/tackle Shot stopping: • Which pass to make • Glove catch • Awareness of team strategies/tactics in both • Stick save attacking and defending situations e.g. set piece plays, penalties 2 Advanced Skills, to include: (Net Minder) • Attacking positioning on the ice • Defensive positioning on the ice Skating: • Awareness of strengths/weaknesses and • Shuffle actions of other players e.g. adopt a variety of roles in attack and defence in the game Shot stopping: • Awareness of the rules and regulations of the • Half and full butterfly game and their application (including • Rebound control refereeing signals) • Positioning and organisation at set pieces, Passing communication

© OCR 2021 40 GCSE (9–1) in Physical Education – Version 1.5 2d.17. Inline Roller Hockey NEW i Inline Roller Hockey has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021. 2 The learner’s level of success in this activity is Faking: measured through the areas/aspects identified in the • Head practical activity assessment criteria for GCSE (9-1) • Shoulder Practical Performance. Advanced Skills, to include: (skaters) The learner is assessed performing the acquired and developed skills of Inline Roller Hockey. Skating (Forwards): • Slalom Candidates must be assessed within full competitive • Alternating C cuts situations. Direction changes: Core Skills, to include: (Skaters) • Forward crossovers (clockwise and anti-clockwise) Skating (Forwards): • Stride Puck Control – Moving: • C Cuts – both sides • Toe Drags • Figure 8 Skating (Backwards): • Stride Shooting: • Backhand Direction changes: • Snap shot • Tight Turns – left and right Checking: Stopping: • Body Contact - Angling • Hockey Stop Forwards – left and right Passing : Passing: • Backhand • Forehand Core Skills, to include: (Net Minder) Puck Control – Moving: • Side-side Stance: • Front-back • Head position • Glove position Shooting: • Stick position • Wrist shot • Feet position • Slap shot Positioning: Checking: • Depth • Poke • Angle • Sweep © OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 41 Skating: Decision making and tactical awareness, to include: • T Push • When to pass/shoot/dribble/tackle • C cuts Forwards & Backwards • Where to pass/shoot/dribble/tackle • Which pass to make Shot stopping: • Awareness of team strategies/tactics in both • Glove catch attacking and defending situations e.g. set • Stick save piece plays, penalties • Attacking positioning on the rink 2 Advanced Skills, to include: (Net Minder) • Defensive positioning on the rink • Awareness of strengths/weaknesses and Skating: actions of other players e.g. adopt a variety of • Shuffle roles in attack and defence in the game • Awareness of the rules and regulations of the Shot stopping: game and their application (including • Half and full butterfly refereeing signals) • Rebound control • Positioning and organisation at set pieces, communication Passing

The learner’s level of success in this activity is Dodging: measured through the areas/aspects identified • Moving to either side of a defender in the practical activity assessment criteria for • Protecting the stick GCSE (9–1) Practical Performance. Marking: The learner is assessed performing the acquired and • Player with the ball developed skills of Lacrosse 2 Core Skills, (goalkeeper) to include: Candidates must be assessed within full competitive Ground Balls: situations. • Position and action for some angles of pick up Core Skills, (all outfield players) to include: Receiving the ball: Drawing: • From the front • Push • From the left or the right • Pull • Cradle action • On the move from some angles Possession: • Cradling the stick Passing the ball: • Carrying the ball on either side of the body • Change of hand position for overarm throw • Protecting the ball • Passing over different distances

Ground Balls: Clearing • Position and action for some angles of pick up • Boxing out Advanced skills, (all outfield positions) to include:

Receiving the ball: Ground Balls: • From the front • Position and action for all possible angles of • From the left or the right pick up • Cradle action • On the run from some angles Non-dominant hand passing Passing the ball: Receiving the ball: • Change of hand position (dominant hand) for • From the left and the right overarm throw • From the rear/over the shoulder • Passing over different distances • On the run from all angles Tackling and body checking: Tackling and body checking: • Closing down • Stick tackles (within the rules) • Tacking safely • Positioning ‘goal side’ and ‘ball side’ Shooting (Dominant hand): Self Starts • Corner shots • Using fakes Shooting (Dominant hand): • Bounce shots Dodging • Short shots • Rolling dodge

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 43 Marking: Decision making and tactical awareness, to include: • Player without the ball • Interceptions • When to pass/tackle/shoot/switch stick hands • Where to pass/tackle/shoot Advanced skills, (goalkeeper) to include: • Which pass to make • Awareness of team strategies/tactics in both Ground Balls: attacking and defending situations e.g. set • Position and action for all possible angles of piece plays, shot/penalty 2 pick up • Attacking positioning on the field • Defensive positioning on the field Receiving the ball: • Defensive ploys – man to man marking • From the left and the right • Awareness of strengths/weaknesses and • From the rear/over the shoulder actions of other players e.g. adopt a variety of • On the move from all angles roles in attack and defence in the game • Awareness of the rules and regulations of the Shot stopping: game and their application (including • Different shot heights and ranges refereeing signals) • Positioning and organisation at defensive set pieces, communication

The learner’s level of success in this activity is Passing over mid-long distance: measured through the areas/aspects identified • Chest in the practical activity assessment criteria for • Overhead GCSE (9–1) Practical Performance. • Bounce • Shoulder pass The learner is assessed performing the acquired and developed skills of Netball. Shooting: (GS and GA only) 2 • Stepping Candidates must be assessed within full competitive situations. Defence: • Shadowing Core Skills, (applies to all positions, except • Interception where stated) to include: • Marking player without the ball

Footwork: Decision making and tactical awareness, to • Stopping/landing include: • Pivoting • When to pass/shoot/dodge Dodging • Where to pass/shoot/dodge • Which pass to make Ball handling: • Awareness of team strategies/tactics in both • Catching whilst stationary attacking and defending situations e.g. set piece plays, shot/penalty Passing over short distances: • Attacking positioning on the court • Chest • Defensive positioning on the court • Overhead • Defensive ploys – man to man • Bounce marking • Shoulder pass • Awareness of strengths/weaknesses and actions of other players e.g. adopt a Shooting: (GS and GA only) variety of roles in attack and defence in • Stationary the game • Awareness of the rules and regulations of Rebounds (GA, GS, GD, GK only) the game and their application (including refereeing signals) Marking: • Positioning and organisation at set pieces, • Player with the ball communication

Advanced skills, (applies to all positions, except where stated) to include:

Ball handling: • Catching on the run • Catching in the air

Learners wishing to take part in this activity must Advanced skills, (applies to all positions, except meet the classification criteria. These can be found where stated) to include: at: http://www.thefa.com/get-involved/player/ disability/grassroots-disability-football/ Passing: powerchair-football • Power • 180 degree spin 2 The learner’s level of success in this activity is • 360 degree spin measured through the areas/aspects identified in the practical activity assessment criteria for GCSE Shooting: (9–1) Practical Performance. • Long range • Penalty kicks The learner is assessed performing the acquired • Shot-stopping (Goalkeeper only) and developed skills of Powerchair football. • different shot ranges • blocking Candidates must be assessed within full competitive situations. Dribbling: • Ability to beat opponents Core Skills, (applies to all positions, except where stated) to include: Marking: • Player without the ball Ball Control using: • Using front of chair Defence: • Using the side of the chair • Blocking

Passing: Decision making and tactical awareness, to include: • Short • Long • When to pass/shoot/block • Using both edges of the chair • Where to pass/shoot/block • Kick ins • Which pass to make • Free kicks • Awareness of the 2 on 1 rule and its • Goal kicks (Goalkeeper only) application to the game • Awareness of team strategies/tactics in both Shooting: attacking and defending situations e.g. set • Short range piece plays, corners • Attacking positioning on the court Shot-stopping: (Goalkeeper only) • Defensive positioning on the court • Short range shots • Defensive ploys – man to man marking, Dribbling: zonal marking • Close control • Awareness of strengths/weaknesses and actions of other players e.g. adopt a variety Tackling: of roles in attack and defence in the game • Jockeying • Awareness of the rules and regulations of the game and their application (including Marking: refereeing signals) • Player with the ball • Positioning and organisation at defensive set pieces, communication, command of area (Goalkeeper only)

The learner’s level of success in this activity is Advanced skills, to include more efficient measured through the areas/aspects identified versions of: in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Learners should follow an appropriate technical model which leads to effective performance. The learner is assessed performing the acquired and developed skills of rowing. Phases of rowing: 2 • Catch Candidates must be assessed within full competitive • Draw situations. • Finish • Recovery The learner is assessed performing the acquired and • Balance developed skills in rowing. This is a team sport and learners should row in pairs, 4s or 8s, coxed or Being able to row on both stroke and bow uncoxed as appropriate. side as required

Core skills, to include: Working together as a co-ordinated team

Phases of rowing: Decision making and tactical awareness, to • Catch include: • Draw • Finish • Speed of start • Recovery • Selection of appropriate boat size • Balance (2, 4, 8, coxed or uncoxed) • Understanding your partner/teammates Demonstrating appropriate positioning of the below and working together some of the time: • Principals of attack and defence • Legs • Race tactics in relation to either sprint or • Body regatta events • Arms • River positioning • Posture • Tactical rowing e.g. when to lead, when to follow and when to kick for the finish Rowing on either stroke or bow side • Applying tactics in different situations • Applying other ploys/tactics to outwit Paddling opponent • Awareness of team strategies/tactics Teamwork and communication with partner/ • Awareness of strengths/weaknesses and teammates/Cox actions of other rowers • Awareness of the rules and regulations of the sport and their application

The learner’s level of success in this activity is Contact Skills: measured through the areas/aspects identified Tackling in the practical activity assessment criteria for GCSE • Basic technique from front and side (9–1) Practical Performance. • Close contact tackling

The learner is assessed performing the acquired and Advanced skills, to include: 2 developed skills of Rugby League Handling and carrying skills: Candidates must be assessed within full competitive situations. Passing: • Spin, both ways Core Skills, to include: Contact Skills: Handling and carrying skills: Beating opponents • Picking up a ball: • Feint • Stationary • Swerve • Moving • Dummying • Falling on the ball • Switching • Other set plays Passing: • Both hands in either direction Contact Skills: • Off-loading Tackling: • Kicking • Basic technique from rear • Smothering Receiving: • On the move Specialist skills: (applies to some positions, learners in positions that do not require these Running with the ball, balanced running skills may still access the full range of marks and should not be penalised for not having to show Beating opponents: these skills) • Hand off • Scrum – individual positions and roles, • Side-step ball distribution, support play once ball • Change of pace/direction is out • Kick ahead • Set scrimmaging – binding, position of feet; Try Scoring: • Kicking – high ball, grubber, box, place, • Grounding the ball with downward pressure positional, drop outs, place or drop kicking for • When and when not to use one/two hands conversions/penalties/drop goal

Playing the ball in contact: • Retaining the ball • Play of the ball

© OCR 2021 48 GCSE (9–1) in Physical Education – Version 1.5 Decision making and tactical awareness, to include: • When to run/pass/kick • Attacking positioning on the field • Where to run/pass/kick • Defensive positioning on the field • Which pass to make • Defensive ploys – man to man • Controlled phase possession marking • Collective alignment • Awareness of strengths/weaknesses and • Methods to cross the gain line actions of other players e.g. adopt a • Awareness of team strategies/tactics in both variety of roles in attack and defence in 2 attacking and defending situations e.g. set the game piece plays • Awareness of the rules and regulations of the game and their application (including refereeing signals)

The learner’s level of success in this activity is Ruck: measured through the areas/aspects identified • Going to ground in the practical activity assessment criteria for • Placing ball behind GCSE (9–1) Practical Performance. • Support roles • Clear out The learner is assessed performing the acquired 2 and developed skills of Rugby Union Maul: • Staying on feet Candidates must be assessed within full competitive • Body positioning situations. • Support roles • Rolling maul Core Skills, to include: • Tactics

Handling and carrying skills: Advanced skills, to include: • Picking up a ball: • Stationary Handling and carrying skills: • Moving • Falling on the ball Passing: • Spin, both ways Passing: • Both hands in either direction Beating opponents: • Off-loading • Feint • Kicking • Swerve • Dummying Receiving: • Switching • On the move • Stationary Contact Skills: • Ground pick-up • Jackal • Counter ruck Running with the ball, balanced running Tackling: Beating opponents: • Basic technique from rear • Hand off • Smothering • Side-step • Change of pace/direction Specialist skills: (applies to some positions, learners in positions that do not require these Try Scoring: skills may still access the full range of marks and • Grounding the ball with downward pressure should not be penalised for not having to show • When and when not to use one/two hands these skills) • Scrum – individual positions and roles, Contact Skills: collective skills of pushing and holding, ball Tackling: distribution, support play once ball is out • Basic technique from front and side • Set scrimmaging – binding, position of feet; • Close contact tackling angle of drive for each row

© OCR 2021 50 GCSE (9–1) in Physical Education – Version 1.5 • Line out play – tactics, roles and support • Awareness of team strategies/tactics in • Kicking – high ball, grubber, box, place, both attacking and defending situations positional, drop outs, place or drop kicking for e.g. set piece plays conversions/penalties/drop goal • Attacking positioning on the field • Defensive positioning on the field Decision making and tactical awareness, to include: • Defensive ploys – man to man marking • Awareness of strengths/weaknesses • When to run/pass/kick and actions of other players e.g. adopt • Where to run/pass/kick a variety of roles in attack and defence in 2 • Which pass to make the game • Controlled phase possession • Awareness of the rules and regulations • Collective alignment of the game and their application (including • Methods to cross the gain line refereeing signals)

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 51 2d.24. Sailing NEW i Sailing has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

The learner’s level of success in this activity is • Running 2 measured through the areas/aspects identified in the Boat balance practical activity assessment criteria for GCSE (9–1) Fore and Aft trim Practical Performance. Centre board positioning Tacking The learner is assessed performing the acquired and Balance developed skills of Sailing. Centre board positioning Candidates must be assessed within full competitive Advanced skills, to include: situations as the helmsperson in one of the following Learners should follow an appropriate technical Royal Yachting Association (RYA) sailing boat model which leads to effective performance in the classifications: chosen event. Individual – single hander Gybe: • Optimist • Port • RS Terra Sport • Starboard • Topper Points of sail: • ILCA 4 (Laser4.7) • Close Haul Team – double hander • Closed Reach • RS Feva XL Navigation: • Cadet • Course made good Courses should conform to standard RYA competition • Racing line courses of 2, 3 or 4 bouys. Overall efficiency: Core Skills, to include: • Use of and adjustment of speed • Positioning Introduction: • Trimming: main and gib • Stopping/emergency stopping • Capsize drill Decision making and tactical awareness, to include: • Man overboard recovery (2 handed boat only) • Selection of appropriate boat Starting • Applying tactics to cope with different water Finishing conditions Landing • Communication and managing the boat (two-handed only) Tacking: • Applying tactics in different competitive situations • Port • Awareness of conditions • Starboard • Awareness of strengths/weaknesses and Sail setting: actions of other sailors • Main sheet • Application of safety principles • Awareness of the rules and regulations of the Points of sail: sport and their application • Beam Reach • Board Reach

© OCR 2021 52 GCSE (9–1) in Physical Education – Version 1.5 2d.25. Sculling UPDATED i Sculling has been added to the list of approved team activities for first teaching from September 2020, and first assessment in Summer 2022. Sculling in a double or quad cannot be assessed in Summer 2021 Sculling in a single scull can be assessed in Summer 2021. 2

The learner’s level of success in this activity is Advanced skills, to include more efficient versions of: measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9-1) Phases of sculling Practical Performance. • Catch • Draw Candidates must be assessed within full competitive • Finish situations. • Recovery • Balance The learner is assessed performing the acquired and • Steering developed skills of Sculling. Working together as a co-ordinated team (doubles or Core skills, to include: fours only)

Phases of sculling Decision making and tactical awareness, to include: • Catch • Draw • Speed of start • Finish • Selection of appropriate boat size (1, 2, 4, • Recovery coxed or uncoxed) • Balance • Understanding your partner/teammates and • Steering working together • Race tactics in relation to either regatta or head Demonstrating appropriate positioning of: race events • Legs • River positioning • Body • Tactical rowing e.g. when to lead, when to • Arms follow and when to go ‘all out’ for the finish • Hands • Applying tactics in different situations • Posture • Applying other ploys/tactics to outwit opponent Paddling • Awareness of team strategies/tactics • Awareness of strengths/weaknesses and Teamwork and communication with partner/ actions of other rowers teammates (doubles or fours only) • Awareness of the rules and regulations of the sport and their application

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified in the practical activity assessment criteria for Boasts: (forehand and backhand) GCSE (9–1) Practical Performance. • Squeeze boast • Back wall boast Learners may be assessed either as a team – • Skid boast 2 doubles or as an individual – singles. Lob: (forehand and backhand) Learners may not be assessed in both for their • Cross court GCSE (9–1) PE. • straight

The learner(s) is/are assessed performing the Kill shots: acquired and developed skills of Squash. • Simple kill shot (forehand and backhand)

Candidates must be assessed within full competitive Footwork and court positioning situations. Decision making and tactical awareness, to include: Core skills, to include: • Selection of appropriate shot Serving • Principals of attack and defence e.g. roles and positioning Return of serve • Understanding of positions and roles in attack and defence e.g. dominating the T, Drives: (forehand and backhand) interference and obstruction • Straight drive • Applying tactics in different competitive • Cross court situations • Applying different systems/formations of Boasts: (forehand and backhand) play in different competitive situations e.g. • Simple boast (singles and doubles tactics) • Trickle boast • Applying other ploys/tactics to outwit opponent e.g. serve and volley, intercepting in Volleys (forehand and backhand) doubles, disguising your shot, switching positions Drop shot (forehand) • Awareness of team strategies/tactics (doubles only) Lob: (forehand) • Awareness of strengths/weaknesses and • Cross court actions of other players e.g. fitness • Straight • Awareness of the rules and regulations of the sport and their application Teamwork and communication with partner (doubles only)

Learners wishing to take part in this activity must • Adjusting the angle of hit meet the classification criteria. These can be found • Adjusting the power of hit at http://www.lordstaverners.org/table-cricket • Ability to aim for scoring zones

The learner’s level of success in this activity is Bowling: measured through the areas/aspects identified • Different speeds of push in the practical activity assessment criteria for • Adjusting the angle of the ramp 2 GCSE (9–1) Practical Performance. Fielding: The learner is assessed performing the acquired • Anticipating the ball and developed skills of Table Cricket. • Fast speed of reaction to the ball • Ability to move fielder without being The learner is expected to perform all roles within penalised for touching the next this activity, bowler, batter and fielder. fielder • Use of either hand to move fielder Candidates must be assessed within full competitive (may not be relevant to all learners) situations. • Catching the batter out through deliberate movement of fielder Core skills, to include: Decision making and tactical awareness, to Batting: include: • Selecting and playing the correct shot to the type of ball faced, including: • Selection of appropriate shot • Grip • Understanding of positions and roles batting • Ability to hit the ball and fielding • Keeping the ball on the table • Principals of attack and defence • Control • Applying tactics in different situations • Applying different systems of play in Bowling: different situations e.g. switching bowling • Consistent speed of push styles or balls to keep the opposition • Knowing which ball to use guessing • Appropriate use of the swing ball • Applying other ploys/tactics to outwit opponent Fielding: • Effective decision making for batting • Slow to medium speed of reaction to the ball order • Appropriate positioning of your fielder • Awareness of team strategies/tactics • Use of one hand to move fielder • Awareness of strengths/weaknesses and actions and ability of other players Advanced skills, to include: • Awareness of the rules and regulations of the sport and their application Batting: • Selecting and playing the correct shot to the type of ball faced, including:

The learner’s level of success in this activity is Offensive strokes: (forehand only) measured through the areas/aspects identified • Loop in the practical activity assessment criteria for • Counter-hit GCSE (9–1) Practical Performance. Defensive strokes: (forehand only) Learners may be assessed either as a team – doubles • Block 2 or as an individual – singles. Learners may not be • Lob assessed in both for their GCSE (9–1) PE. Application of spin on strokes: The learner(s) is/are assessed performing the • Sidespin acquired and developed skills of tableTennis • Corkspin

Candidates must be assessed within full competitive Footwork and positioning situations. Decision making and tactical awareness, to Core skills, to include: include:

Serving • Selection of appropriate shot • Principals of attack and defence e.g. roles and Return of serve positioning • Understanding of positions and roles in attack Offensive strokes: (forehand and backhand) and defence • Hit • Applying tactics in different competitive • Flick situations • Smash • Applying different systems/formations of play in different competitive situations Defensive strokes: (forehand and backhand) e.g. (singles or doubles tactics) • Push/slice • Applying other ploys/tactics to outwit • Chop opponent e.g. serve, intercepting in doubles, disguising your shot, switching positions Application of spin on strokes: • Awareness of team strategies/tactics • Topspin (doubles only) • Backspin • Awareness of strengths/weaknesses and actions and ability of other players e.g. Teamwork and communication with partner fitness (doubles only) • Awareness of the rules and regulations of the sport and their application Advanced skills, to include:

High toss service

The learner’s level of success in this activity is Serve: measured through the areas/aspects identified • Use of spin (slice or topspin) in the practical activity assessment criteria for • Second serve GCSE (9–1) Practical Performance. Drop shot/volley Learners may be assessed either as a team – doubles or as an individual – singles. Learners may not be Overhead/smash 2 assessed in both for their GCSE (9–1) PE. Footwork and court positioning The learner is assessed performing the acquired and developed skills of Tennis. Decision making and tactical awareness, to include:

Candidates must be assessed within full competitive • Selection of appropriate shot situations. • Principals of attack and defence e.g. roles and positioning Core Skills (both singles and doubles unless stated) • Understanding of positions and roles in attack to include: and defence • Applying tactics in different competitive Serving situations • Applying different systems/formations of play Return of serve in different situations e.g. attacking and defensive formations in doubles Groundstrokes: • Applying other ploys/tactics to outwit • Forehand opponent e.g. serve, second serve and volley, • Backhand intercepting in doubles, disguising your shot, switching positions Volleys: • Awareness of team strategies/tactics • Forehand (doubles only) • Backhand • Awareness of strengths/weaknesses and actions of other players e.g. fitness Forehand Lob • Awareness of the rules and regulations of the sport and their application Court positioning: • Footwork • Speed • Mobility

Advanced skills, to include: (both singles and doubles unless stated)

Groundstrokes: – variety of spin (backspin/ slice and topspin) • Forehand • Backhand

The learner’s level of success in this activity is Overhead techniques: measured through the areas/aspects identified • Block in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Underhand Techniques: • Emergency retrieve techniques The learner is assessed performing the acquired 2 and developed skills of volleyball. Net play

Candidates must be assessed within full competitive Back court play situations. Anticipation of and reactions to the ball Core skills, to include: Footwork and court positioning Serving: • Tennis Decision making and tactical awareness, to • Float include:

Return of serve • Selection of appropriate shot • Understanding of positions and roles in attack Overhead techniques: and defence • Volley • Principals of attack and defence • Setting • Applying tactics in different situations • Spike • Applying different systems/formations of play in different situations e.g. serving and Underhand techniques: receiving serve to keep the opposition • Dig guessing • Receiving service • Applying other ploys/tactics to outwit opponent e.g. disguising shots and serves or Rebounding switching positions • Awareness of team strategies/tactics Teamwork and communication • Awareness of strengths/weaknesses and actions of other players Advanced skills, to include: • Awareness of the rules and regulations of the sport and their application Serving: • Jump-topspin • Jump-float

© OCR 2021 58 GCSE (9–1) in Physical Education – Version 1.5 2d.31. Water Polo NEW i Water Polo has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

The learner’s level of success in this activity is Dribbling: 2 measured through the areas/aspects identified in the • Use of either hand practical activity assessment criteria for GCSE (9–1) • Close control Practical Performance. Tackling The learner is assessed performing the acquired and Blocking developed skills of Water Polo. Jockeying

Candidates must be assessed within full competitive Marking: situations. • Player with the ball

Core Skills, (applies to all positions except where Support play stated) to include: Core Skills, (Goal Keeper) to include: Base Position: • Eggbeater Shot stopping: • Variety of heights Movement in the pool: • Body in correct position in relation to shooter • On front • On back Advanced skills, (applies to all positions except • Change of direction where stated) to include:

Raising up out of the water Passing, dominant side only, short distance: • Screw Ball control: • T-shot • Picking up the ball • Full arm • Receiving the ball • Lob

Passing, short and long, dominant and non-dominant Shooting, non-dominant side: hand: • Wrist flick Shooting, dominant side: • Sweep/sling • Bounce • Backhand • Half backhand Faking • lob Interceptions

Shooting (dominant arm only): Marking: • Short • Players without the ball • Long

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 59 Advanced Skills, (Goal Keeper) to include: • Attacking/defensive positioning/defensive ploys – man to man marking Shot stopping: • Awareness of strengths and weaknesses and • Penalties actions of other players. E.g. adopt a variety of • One v one roles in attack and defence in the game • Defending the bounce shot • Positioning and organisation at set pieces, communication and command of the area Decision making and tactical awareness, to include: (Goal Keeper only) 2 • Coordination of the defence (goal keeper only) • When to pass/shoot/dribble/tackle • Awareness of the rules and regulations of the • Where to pass/shoot/dribble/tackle game and their application, including • Which pass/shot to make refereeing signals • Awareness of team strategies/tactics in both attack and defence situations. E.g. set piece plays, free throws

Learners wishing to take part in this activity must Advanced skills, (applies to all points classifications meet the classification criteria. These can be found except where stated) to include: here: https://worldwheelchair.rugby/about-the-sport/ Chair control: The learner’s level of success in this activity is • Pivoting sharply measured through the areas/aspects identified in the • Can move quickly and effectively around practical activity assessment criteria for GCSE (9–1) the court 2 Practical Performance. Passing: The learner is assessed performing the acquired and • Hand off developed skills of Wheelchair Basketball. • Bounce (1 and 2 point players only) • Overhead (1 and 2 point players only) Candidates must be assessed within full competitive situations. Catching the ball Core Skills, to include: Shooting: Chair control: • Lay ups • Starting • Hook shots • Stopping • Hand position on wheels Dribbling: • Forwards movement • Use of both hands (where able) • Direction change • Continuous dribble

Gaining possession: Marking: • Catching the ball • Player without the ball • Ball pick up Decision making and tactical awareness, to include: Passing: • Chest • When to pass/shoot/dribble • Feed off • Where to pass/shoot/dribble • Hook • Which pass to make • Awareness of team strategies/tactics in both Shooting: attacking and defending situations e.g. man to • Set shots man marking, zone defence, fast break, tandem • Free shots defence(against fast break) • One handed shot • Finding space • Two handed shot • Attacking positioning on court • Defensive positioning on the court Dribbling: • Defensive ploys – man to man marking • 2 pushes, 1 bounce • Awareness of strengths/weaknesses and • Use of (mainly) one hand actions of other players e.g. adopt a variety of • Ability to beat opponents roles in attack and defence in the game • Awareness of the rules and regulations Marking: of the game and their application • Player with the ball (including refereeing signals)

Learners wishing to take part in this activity must • Evading defence meet the classification criteria. These can be found • Crossing the line here: https://worldwheelchair.rugby/ about-the-sport/ Dribbling: • Use of (mainly) one hand The learner’s level of success in this activity is • Ability to beat opponents 2 measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9–1) Defending: Practical Performance. • Marking – Know your man • Closing down an opponent The learner is assessed performing the acquired and • Corner trap developed skills of Wheelchair Rugby. • Picks: • Front Candidates must be assessed within full competitive • Double side situations. Advanced skills, (applies to all points classifications Core Skills, (applies to all points classifications except where stated) to include: except where stated) to include: Chair control: Chair control: • Pivoting sharply • Starting • Can move quickly and effectively around • Stopping the court • Hand position on wheels • Forwards movement Gaining possession: • Direction change • Catching the ball with one hand (may not be relevant to some points Gaining possession: classifications) • Catching the ball with both hands • Ball pick up Passing: (some passes will not be relevant to those learners with a points classification of Passing: (some passes will not be relevant to those less than 2.0) learners with a points classification of less than 2.0) • Flip • Roll • Hook • Bump pass • One handed overhead • Scoop • Two handed overhead • Two handed toss • Throw in • Forearm • Chest Dribbling: • Flip • Use of both hands (where able) • Hook • One handed overhead Defending: • Two handed overhead • Double trap • Throw in

Attacking/Scoring: • Controlled possession on the ball • Catching before the line © OCR 2021 62 GCSE (9–1) in Physical Education – Version 1.5 • Picks: man marking, zone defence, fast break, tandem • Wheel backs defence(against fast break) • Double front back • Finding space • Back to wheel • Attacking positioning on court • Defensive positioning on court Decision making and tactical awareness, to include: • Defensive ploys – man to man marking • Awareness of strengths/weaknesses and actions • When to pass/shoot/dribble of other players e.g. adopt a variety of roles in • Where to pass/shoot/dribble attack and defence in the game 2 • Which pass to make • Awareness of the rules and regulations of the • Awareness of team strategies/tactics in both game and their application (including refereeing attacking and defending situations e.g. man to signals)

Individual Activity Restrictions and allowances Page

Amateur boxing 65 Athletics 66 2 Badminton Cannot be assessed with doubles. 21 Boccia 68 Canoeing Cannot be assessed with kayaking, rowing or sculling. 69 Cross Country running Cannot be assessed with Athletics. 70 Cycling Track or road or BMX (racing, not tricks) only. 71 Dance Cannot be used as both a Team and Individual activity. 26 Diving Platform diving. 72 Equestrian 74 Figure Skating This can only be used for one activity. Cannot be assessed with Dance. 28 Golf 76 Gymnastics Floor routines and apparatus only. 77 Kayaking Cannot be assessed with sculling, canoeing or rowing. 80 Polybat 81 Rock climbing Can be indoor or outdoor. 82 Sailing Candidates must be assessed within full competitive situations as the 52 helmsperson in one of the following Royal Yachting Association (RYA) sailing boat classifications: • Optimist • RS Terra Sport • Topper • ILCA 4 (Laser 4.7) This can only be one activity. Sculling Cannot be assessed with kayaking, canoeing or rowing. 53 Cannot be assessed with team sculling. Skiing Must take place on snow, but can be indoor or outdoor. 83 Cannot be assessed with snowboarding. Snowboarding Must take place on snow, but can be indoor or outdoor. 84 Cannot be assessed with skiing. Squash Cannot be assessed with doubles. 54 Swimming Cannot be synchronised, personal survival or lifesaving. 85 Table Tennis Cannot be assessed with doubles. 56 Tennis Cannot be assessed with doubles. 57

Trampolining 86 Windsurfing Candidates must be assessed within full competitive situations in the 87 following Royal Yachting Association Windsurfing classification: Bic Techno 2930D For the activities of Badminton, Dance, Figure Skating, Sailing, Sculling, Squash, Table Tennis and Tennis 2 please see the skills criteria on the page indicated within the ‘team activity’ list.

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified in the practical activity assessment criteria for • Punching: GCSE (9–1) Practical Performance. • Longer combinations involving multiple numbers of and types of punch The learner is assessed performing the acquired 2 and developed skills of amateur boxing. • Footwork/defensive movements: • Slip Candidates must be assessed within full competitive • Lateral footwork situations. • Blocking/parrying/covering up • Switching the area and angle of attack Core skills, to include: Decision making and tactical awareness, to • Body position, in both attack and defence: include: • Stance • Guard • Reading and anticipating your opponent • Balance • Applying tactics in different situations • Weight distribution • Applying other ploys/tactics to outwit opponent • Punching with power and speed: • Awareness of strategies/tactics in attack • Jab and defence • Cross • Awareness of strengths/weaknesses • Hook and actions of yourself and your • Uppercut opponents • Simple ‘one, two’ combinations • Awareness of the rules and regulations of the • Use of reach sport and their application

• Footwork/defensive movements: • Duck • Moving away

The learner’s level of success in this activity is • Arm action measured through the areas/aspects identified • Head carriage in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Advanced skills, to include: Learners should follow an appropriate technical The learner is assessed performing the model which leads to effective performance in the acquired and developed skills of Track and Field chosen event. 2 Athletics. • Starting: • Use of Blocks (where relevant) The focus of the tasks will be: • Leg action: • Foot strike Any two events, chosen from the lists below. • Cadence • Bend running (where relevant) • Track • Stride pattern/pacing • 100m • Hurdling with either leg (where relevant) • 200m, • 300m/400m (gender appropriate distance) Decision making and tactical awareness, to include: • 800m • 1500m • Pre-race tactics • 3000m • Changing and adapting your race tactics • 1500m Steeple Chase • Positioning in the field, where to run in the • Hurdles 80m/100m (gender pack, when to lead and when to follow appropriate distance) (where appropriate) • Hurdles 300m/400m (gender appropriate • Timing of kicking for the finish line distance) • When to dip for the finish line • 5000m • Awareness of the rules and regulations • Jumps of the event and their application (including • High Jump officials commands/signals) • Long Jump Jumping events • Triple Jump • Pole Vault Core skills, to include: • Throws • Shot • Approach • Discus • Synchronisation of arm and leg action • Javelin • Take off/pole plant • Hammer • Flight • Landing Candidates must be assessed within full competitive situations. Advanced skills, to include:

Track events Learners should follow an appropriate technical model which leads to effective performance in the Core skills, to include: chosen event. • Starting • Approach: • Finishing • Hitting appropriate speed for take off • Posture • Efficient transition between technical • Leg action phases of the movements

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 67 • Flight: • Release phase • Appropriate elevation • Recovery phase/follow through • Landing • movement of the body beyond initial Advanced skills, to include: point of contact (long jump and triple jump) Learners should follow an appropriate technical Decision making and tactical awareness, to include: model which leads to effective performance in the chosen event. 2 • Pre-event tactics • Travel: • Tactics for qualifying jumps/Entry height and • use of cross step/glide (where applicable) the choice of when to ‘pass’ on a height/ • rotational throws (where applicable) round • Release phase: • Changing and adapting your jump tactics: • Appropriate angle of release • Consideration of weather conditions • Efficient transition between technical phases of • Appropriate distance/number of steps the movements chosen for run up • In competition check mark adjustment Decision making and tactical awareness, to • Awareness of the rules and regulations include: of the event and their application (including officials commands/signals) • Pre-event tactics • Tactics for qualifying throws Throwing events • Changing and adapting your throwing tactics: • Consideration of weather conditions Core skills, to include: • Check mark adjustments (Javelin only) • Initial stance • Awareness of the rules and regulations • Grip of the event and their application (including • Throwing action officials commands/signals)

Learners wishing to take part in this activity must • Use of spin meet the classification criteria. These can be found • Use of bounce and continue here: www.boccia.uk.com/about-boccia • Aim to cling • Positioning: The learner’s level of success in this activity is • Interception measured through the areas/aspects identified • Covering in the practical activity assessment criteria for 2 GCSE (9–1) Practical Performance. Advanced skills, to include:

The learner is assessed performing the acquired and Sending: developed skills of Boccia. • From any of the boxes • To any area of the court, covering both: Learners may be assessed only as an individual – • Width singles. • Depth

Candidates must be assessed within full competitive Shot types: situations. • Aerial • Linking Core Skills, to include: Control of shot: Sending: • Use of backspin to bounce and stop • From some of the boxes • Use of ricochet • By one or both hand(s) Decision making and tactical awareness, to OR include: • By one foot or both feet • Which send to make OR • Where to aim • By use of an assistive device (if unable to • Awareness of tactics in both attacking and send via hands or feet) defending situations e.g. what do when you • To some areas of the court covering both: are already closest to the Jack • Width • Principles of attack • Depth • How to provide scoring opportunities • How to strategically position the balls Shot types: • Securing a lead • Rolling • Use of blocking for width and depth • Short • Awareness of strengths/weaknesses and • Long actions of the opposing player • Awareness of the rules and regulations of the Control of shot: game and their application (including • Length refereeing signals) • Speed

The learner’s level of success in this activity is These skills should be demonstrated on moving water measured through the areas/aspects identified at grade 2 or above in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Strokes: • Ferry glide across a flow using forward paddling The learner is assessed performing the acquired 2 and developed skills of Canoeing in an outdoor Turns: environment. • Turning on the move using forward sweeps Candidates must be assessed within full competitive • Breaking in and out of the flow using forward situations. sweeps and stern rudder Core skills, to include: Decision making and tactical awareness, to include: These skills should be demonstrated on still/calm • Selection of appropriate canoe and outfitting water • Applying tactics to cope with different water conditions Introduction: • Applying tactics in different competitive • Launching and landing situations • Stopping/emergency stop • Awareness of conditions • Capsize and recover with all equipment to the • Awareness of strengths/weaknesses and bank (10metres) actions of other canoeists • Application of safety principles Strokes: • Awareness of the rules and regulations of the • Forward paddling using a J stroke sport and their application • Moving backwards using reverse strokes • Recovery stroke using a low recovery stroke

Turns: • Static turns using forward and reverse sweeps

Advanced skills, to include:

These skills should be demonstrated on still/calm water

Turns: • Turning on the move using forward sweeps • Stern rudder

Peer rescue in deep water

Capsize and re-entry

© OCR 2021 70 GCSE (9–1) in Physical Education – Version 1.5 2e.5. Cross Country running NEW i Cross Country running has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

The learner’s level of success in this activity is Core Skills, to include: 2 measured through the areas/aspects identified in the practical activity assessment criteria for GCSE (9-1) Starting Practical Performance. Finishing Posture The learner is assessed performing the acquired and Leg action developed skills of Cross Country running. Arm action Head carriage Candidates must be assessed within full competitive situations. Hill running • Ascending The following rules must be met: • Descending

• Girls courses must be between 3,500m–4,000m Advanced Skills, to include: in length. • Boys courses must be between 5,000–6,000m Learners should follow an appropriate technical in length. model which leads to effective performance in this activity. • Learners must complete a flagged and guided course that is off-road, mixed terrain and Leg action: contains inclines/undulations of at least 20m • Foot strike per course. • Cadence

• The start must contain a clear run of 250m. Stride pattern • The finish must contain a clear run of 230m. Pacing

• It should not include any roads or artificial Decision making and tactical awareness, to include: surfaces (unless they are being crossed). • Pre-race tactics • Flat running e.g. round a track or round the • Changing and adapting your race tactics football pitches is not permitted. • Positioning in the field, where to run in the pack, when to lead and when to follow (where Candidates must also include a course map with their appropriate) filmed evidence to show: • Timing of kicking for the finish line • Distance of run • Adjusting for terrain and conditions • Number of laps run • Awareness of the rules and regulations of the • Type of terrain event and their application (including officials • Inclines commands / signals)

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 71 2e.6. Cycling (BMX/Road/Track) UPDATED BMX Racing only – not tricks/freestyle i BMX Racing has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021. 2 Track and Road Cycling can be assessed in Summer 2021.

Learners can complete this activity on the road or a • Hand/arm position relevant track. • Head Carriage • Pumping (Jumps and Rhythm Sections in BMX) The learner’s level of success in this activity is measured through the areas/aspects identified in the Advanced skills to include: practical activity assessment criteria for GCSE (9-1) Practical Performance. Learners should follow an appropriate technical model which leads to effective performance in the The learner is assessed performing the acquired and chosen event. developed skills of Cycling. Race starting, including the use of start gates/ramps The learner will be assessed in, and should provide (as applicable) evidence of any two of the following: Race Finishing • Track Speed Management: o 200m sprint (male and female) o 500m time trial (female) • Climbing and descending (road cycling only) o 1km Time trial (male) • During the bank (track cycling only) o 2km pursuit (female) • During cornering (road cycling/Berms in BMX) o 3km pursuit (male) Overall efficiency • Road • Appropriate pedalling cadence (RPMs) o 10 mile time trial • Appropriate use of gears (where relevant) o 25 mile time trial • Use of and adjustment of speed and braking o Road Racing Ability to slipstream (where relevant) • BMX – Whole course race on recognised National Track Decision making and tactical awareness, to include: o Time Trial Race • Applying tactics to cope with different road/track o and weather conditions (road cycling and BMX) Candidates must be assessed within full competitive • Appling race tactics situations. • Applying tactics to overcome any weaknesses you feel you may have Candidates log book must include name of track used • Awareness of conditions (road cycling and BMX and times achieved. only) Core skills, to include: • Awareness of racing lines and positioning • Knowing when to tuck or stand • Starting • Group riding/pace lines • Finishing • Awareness of the rules and regulations of the • Posture sport and their application including safety • Leg action equipment © OCR 2021 72 GCSE (9–1) in Physical Education – Version 1.5 2e.7. Diving

The learner’s level of success in this activity is • Body positioning during dive measured through the areas/aspects identified • Transition between body positions in the practical activity assessment criteria for GCSE • Control (9–1) Practical Performance. Entry into the water: The learner is assessed performing the acquired • Upright and developed skills of Diving. • Clean 2 • Straight Learners are expected to perform six dives in • Toes pointed total chosen from the lists below. Dives should show the full range of skills of the learner and their Type of dive: (to be selected from the list below) performance should contain a mixture of core • Forward dive piked and advanced dives (as appropriate) to enable the • Forward jump, piked (arm swing) learner to access the mark point they are • Inward dive with tuck deserving of. • Forward somersault open-pike • Back dive, ½ twist The level of success of the core and advanced • Forward jump skills are measured through the movement • Pike fall phases identified below: • Forward somersault piked • Back dive with tuck Forwards and backwards take off as applied to • Reverse dive with tuck your dives: • Inward dive piked • Arm swing • Forward somersault • Posture • Back dive, ½ twist • Hip position • Height Advanced skills, to include: • Safety Dives may be performed from a 3m or 5m board

Body shape as applied to your dives: Type of dive: • Aesthetic quality • Forward dive piked • Elongated • Back tuck roll (crouch) • Toe position • Reverse dive with tuck • Tension • Forward 1½ somersault • 1 twist Candidates must be assessed within full competitive • Back dive, ½ twist situations. • Forward jump, piked • Forward pike roll Core skills, to include: • Forward 1 ½ somersaults, piked Dives may be performed from either the poolside • Back dive with tuck or a 1m board • Reverse dive piked • Inward 1½ somersaults tuck Travel during the dive: • Inward 1½ Somersault Pike • height at apex of dive • Back 1½ Somersault, ½ twist • Appropriate distance from board

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 73 Entry: • Body awareness • Ripped (no splash) • Use of flight • Awareness of strengths/weaknesses Decision making and tactical awareness, to include: and actions of other divers e.g. adopt a different routine/tariff of discipline depending on score • Selection of appropriate dives for your ability achieved by other competitors. • Selection of appropriate height of board • Awareness of the rules and regulations • Principals of the dive being completed of the activity and their application (including 2 • Applying tactics/strategy in different situations judging signals)

The learner’s level of success in this activity is • Artificial: (where relevant) measured through the areas/aspects identified • Whips in the practical activity assessment criteria for • Spurs GCSE (9–1) Practical Performance. • Knowledge of when they are permitted

The learner is assessed performing the acquired Pace work: and developed skills of Horse Riding. • Working at different paces – increase and 2 decrease pace The learner will be assessed in, and should provide • Flatwork drills in walk, trot and canter – with evidence for any of the following: stirrups

Dressage Jumping: (where required) Show Jumping • Posture/body is correctly aligned Cross Country • Position/seat is appropriate Horse Racing • Hand and leg position • Control Candidates must be assessed within full competitive • Recovery situations. • Correction • Rhythm Core Skills, (applies to all disciplines) to include: • Tempo and timing • Impulsion Preparation and Handling skills: • Effectiveness • Safe handling • Clears jumps up to 90cm in height • Putting saddle/bridle on • Horse may refuse up to 2 jumps in a round • Leading the horse • An intermediate level of faults are given in a • Safe mounting and dismounting round

Rider position and rein hold: Advanced skills, (applies to all disciplines) to • Posture/body is correctly aligned include: • Position/seat is appropriate • Hand and leg position Pace work: • Sitting and rising • Flatwork drills in walk, trot and canter –without • Balance stirrups • Control • Recovery Advanced pace work: • Correction • Flatwork drills in and the transition • Rhythm between – • Tempo and timing • Free/medium/collected/extended • Impulsion walk • Effectiveness • Medium/working/collected/extended trot Use of Aids: • Medium/working/collected/extended • Natural: canter • Legs – inside and outside • Hands – inside and outside Jumping: (where required) • Body and seat • Clears jumps up to 1m in height • Voice © OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 75 • Horse may refuse up to 2 jumps in a round • Acceleration/deceleration of movements • An intermediate level of faults are given in a • Spatial awareness, how to make full use of the round space that you have • Use of showmanship to impress judges Decision making and tactical awareness, to • Awareness of strengths/weaknesses and include: actions of other performers e.g. adopt a different routine/route/pace depending • Difficulty of course/routine, balance of on score achieved by other competitors. 2 difficulty with quality of execution • Awareness of the rules and regulations • Composition and flow of routine (dressage) of the activity and their application • When to change pace (including judging signals) • Which route to take (show jumping/cross country)

The learner’s level of success in this activity is Putting: measured through the areas/aspects identified • Uphill in the practical activity assessment criteria for • Downhill GCSE (9–1) Practical Performance. Short Irons: (9, PW, SW, LW) The learner is assessed performing the acquired • Bunker Play (Greenside) and developed skills of Golf. 2 Learners should be assessed on both isolated Mid Irons: (5, 6, 7, 8) movement patterns and under a normal competitive • Stroke action from tee environment (Medal or Stableford). • Draw • Fade Candidates must be assessed within full competitive situations. Long Irons: (3, 4) • Stroke action from tee Core skills, to include: • Draw • Fade Course Management: • Club selection • Target accuracy Fairway Woods/Hybrids: • Stroke action from tee Putting: • Draw • < 2 Foot • Fade • 2 – 6 Foot • 6 – 10 Foot Driving: • Draw Short Irons: (9, PW, SW, LW) • Fade • Chipping • Pitching Playing from different lies: • Ball above the feet Mid Irons: (5, 6, 7, 8) • Ball below the feet • Action from fairway

Long Irons: (3, 4) Decision making and tactical awareness, to include: • Action from fairway • When to opt for safe or strategic play Fairway Woods/Hybrids: • How to plan for a ‘break’ on the green and how • Action from fairway to control your putt • How much power to put into a stroke in order Driving: to control the distance the ball travels • Stroke action • Awareness of how far the ball carries off of Playing from different lies: different clubs • Fairway • Where to aim for optimal target accuracy • Light rough • Awareness of environmental conditions and how they can affect the shots you play Advanced skills, to include: • Awareness of how the lie of the ground off the green can affect the shot selection Course Management: • Awareness of the rules and regulations of the • Distance control sport and their application

The learner’s level of success in this activity is Rolls – forward and backward variations: measured through the areas/aspects identified • to straddle in the practical activity assessment criteria for • dive forward GCSE (9–1) Practical Performance. Balances using different parts of the body The learner is assessed performing the acquired 2 and developed skills of Gymnastics. Cartwheels The learner will be assessed in, and should provide Round offs evidence for any two of the following:

Olympic Gymnastics – Jumps/leaps Vaulting Floor Twists/pivots Pommel Horse (Male) Rings (Male) Steps Bar (Male) Asymmetric/Uneven Bars (Female) Tumbling lines Beam (Female) Dance elements Or Transistions Rhythmic Gymnastics – Ball Low tariff release/dismounts off equipment Clubs Hoops Basic Vaulting: Rope • Squat and Straddle Ribbon • Handspring Where a routine is required it should be of a length • Long arm sufficient to demonstrate the full range of core and • Run up advanced skills the learner is capable of (and if • Use of spring board/trampette applicable, an appreciation of the stimulus being • dismount used) to enable the learner to access the mark point they are deserving of. Pommel Horse: • Single and double leg work Candidates must be assessed within full competitive • Clockwise or counter-clockwise situations. • Turns

Learners must include a written description of the Rings: routines, including details on moves performed and • One static strength move within your tariffs met. routine Core Skills, to include as applicable to the disciplines chosen: Bar/bars: Olympic gymnastics skills applied to the appropriate • Controlled swinging/circling discipline being assessed with low tariff versions of:

Take off, flight and landing

© OCR 2021 78 GCSE (9–1) in Physical Education – Version 1.5 Rhythmic gymnastics skills applied to the appropriate Walkover discipline being assessed with low tariff versions of: Higher tariff dismounts off equipment Skipping Advanced Vaults: Circles • Handspring with half turn on/off • Round off over vault Figures of 8 • Longarm with full twist • Any vault from the FIG code of points 2 Balancing equipment on the body Pommel Horse: Swinging • Flares

Throwing Rings: • Two or more static strength moves within your Rolling routine

Rotating Rhythmic gymnastics skills applied to the appropriate discipline being assessed with intermediate tariff Clubs: versions of: • Tapping/Beating Skipping Hoop: • Passing through/Over Circles

Ball: Figures of 8 • Trapping • Bouncing Balancing equipment on the body

Ribbon: Swinging • Coils • Snaking Throwing • Spiralling Rolling Advanced skills, to include where applicable: Olympic gymnastics skills applied to the appropriate Rotating discipline being assessed with intermediate tariff versions of: Clubs: • Tapping/Beating Advanced rolls – roll to handstands Hoop: Hand/head springs • Passing through/Over

Somersaults Ball: • Trapping Saltos – forwards/backwards • Bouncing

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 79 Ribbon: • Use of flight, when to move • Coils • Acceleration/deceleration of movements • Snaking • Spatial awareness, how to make full use • Spiralling of the space that you have • Use of showmanship to impress judges Decision making and application of compositional • Awareness of strengths/weaknesses and ideas/choreography, to include: actions of other gymnasts e.g. adopt a different routine/tariff of discipline depending 2 • Difficulty/tariff of routine to complete on score achieved by other competitors. • Composition of routine • Awareness of the rules and regulations • How to respond to and interpret the of the activity and their application music (where appropriate) (including judging signals) • How to ensure that the routine flows • Body awareness, how to move effectively, smoothly and precisely

Core skills, to include: Decision making and tactical awareness, to include:

These skills should be demonstrated on still/calm • Selection of appropriate kayak and outfitting water • Applying tactics to cope with different water conditions Introduction: • Applying tactics in different competitive • Launching and landing situations • Stopping/emergency stop • Awareness of conditions • Capsize and recover with all equipment to the • Awareness of strengths/weaknesses and bank (10 metres) actions of other kayakers • Application of safety principles Strokes: • Awareness of the rules and regulations of the • Forward paddling using forward strokes sport and their application • Moving backwards using reverse strokes • Moving sideways using a draw stroke

Turns: • Static turns using forward and reverse sweeps

Advanced skills, these should include

These skills should be demonstrated on still/calm water

Turns: • Turning on the move using forward sweeps • Stern rudder

Peer rescue in deep water

Capsize and re-entry or a roll

Learners wishing to take part in this activity Positioning and reactions: must meet the functional profiles. • Being in the right place These can be found here: https://www.ntu.ac.uk/c/ • Having your bat in the right place adapted-sports/the-adapted-games/polybat • Bat placement • Low-medium speed of reaction to the ball The learner’s level of success in this activity is 2 measured through the areas/aspects identified Advanced skills, to include: in the practical activity assessment criteria for GCSE (9–1) Practical Performance. Service: • Varied angle of strike to both side panel Learners may be assessed only as an individual – singles. Strokes: • Backhand The learner(s) is/are assessed performing the • Variation in pace of ball acquired and developed skills of Polybat. Positioning and reactions: Candidates must be assessed within full competitive • Anticipating the ball situations. • fast speed of reaction to the ball

Core skills, to include: Decision making and tactical awareness, to include:

Service: • Selection of appropriate shot • Varied angle of strike to a side panel • Understanding of positioning for attack and • Use of different side panels defence • Principals of attack and defence Return of service • Applying tactics in different situations • Applying other ploys/tactics to outwit Strokes: opponent e.g. adjusting the speed of return • Hit • Awareness of strengths/weaknesses and • Push actions/ability of your opposition • Forehand • Awareness of the rules and regulations of the • Pace of ball is consistently the same sport and their application • Ability to keep ball on the table

The learner’s level of success in this activity is • Hand jam/palm plant measured through the areas/aspects identified • Perform a bridge in the practical activity assessment criteria for • Abseiling GCSE (9–1) Practical Performance. • Safe use of • Perform an abseil controlling own descent The learner is assessed performing the acquired and developed skills of Rock climbing either indoors or Semi-direct belay: 2 outdoors. • Single point belaying • Anchor the belayer Candidates must be assessed within full competitive • Belay a climber using a belay device situations.

Learners take part in competitions for either: Advanced skills, to include:

Lead climbing (the competitors start at the bottom of Climbing and descending methods: a route and must climb within a certain time frame, • Ascend a mantle shelf or overhang making sure to clip the rope into pre-placed quick • Perform a layback draws along the route.) • Heel hook • Flagging Speed climbing (The person that can climb a route • Back stepping the fastest is the winner.) • Toe hook • Abseiling: Core Skills, to include: • Knowledge of a Prussik knot Safety: Belay: • Fit and secure helmet • Multiple belay • Fit harness/belt • Belay a climber during a fall • Tie rope to harness/clip, figure of eight into Karabiner and tighten Decision making and tactical awareness, to include: • Use of correct climbing calls and communication • Use of appropriate equipment Knots: • Which route to take • Tie a bowline • When to take risks • Tie a figure of 8 • Applying tactics to cope with different conditions/levels of difficulty Route planning: • Applying tactics to a competitive environment • Work out how you are going to traverse • Awareness of conditions the face • Awareness of strategies/tactics when climbing • Know the conditions you are likely to face • Awareness of strengths/weaknesses and (outdoor only) actions of other climbers e.g. ability to complete a more technical route and moves to Bouldering: beat an opponent • Low level traverse • Application of safety principles • Awareness of the rules and regulations and Climbing and descending methods: their application in competitive situations • Climb showing 3 points of contact • Foot jam

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified These should be demonstrated on appropriate in the practical activity assessment criteria for terrain on a minimum of a red run GCSE (9–1) Practical Performance. • Show rhythmical parallel turning across a The learner is assessed performing the acquired and variety of conditions 2 developed skills of (Alpine) Skiing. Learners must be • Parallel turning varying the extent to which skis assessed on snow, however this may be outdoors or skid or grip as appropriate inside. The use of dry ski slopes is not permitted. • Modify tempo and intensity of turning to control speed of travel as appropriate Candidates must be assessed within full competitive • Make rhythmical arcs within differing corridors situations. • Make rhythmical arcs and change the amplitude of arcs during the descent Learners should be assessed on both isolated • Perform linked parallel turns leaving defined movement skills and under a competitive tracks when changing direction environment. Competitive situations may include slalom, giant slalom, super-g or freestyle (skier-cross, Quality of performance: Across all tasks the learner moguls, park & pipe). should show and maintain appropriate posture and balance with good coordination of biomechanically Core skills, to include: sound movements. These may be demonstrated on appropriate terrain Decision making and tactical awareness, to include: • Ascend and descend a short slope of moderate gradient • Application of safety principles including • Control rate of descent by ploughing knowledge of the ski way code • Control speed and direction of travel whilst • Select appropriate competitions considering plough steering their own ability • Show the development of plough steering to • Selection and application of appropriate skills plough parallel turning • Choosing an appropriate line when skiing in a • Show plough parallel turning over a range of competition course, terrain park, or in moguls amplitudes • Modify speed and line as a response to more • Show linked parallel turning with a pole plant challenging terrain, conditions or course • Skid to a halt from both sides • React to changing snow characteristics • Awareness of hazards • Awareness of the rules and regulations of the sport and their application

• Identify key components of snowboard Decision making and tactical awareness, to equipment include: • Ascend and descend a short slope of moderate gradient • Application of safety principles including • Control rate of descent by Side-slipping (toe & knowledge of the ski way code heel edge) • Select appropriate competitions considering • Control speed and direction of travel whilst their own ability side-slipping on both edges [diagonal • Selection and application of appropriate skills side-slipping] • Choosing an appropriate line when riding in a • Use a ski lift competition course or terrain park • Show a development of Falling Leaf into the fall • Modify speed and line as a response to more line, where steering is achieved by ‘twisting’ challenging terrain, conditions or course the board (foot steering) on both toe & heel • React to changing snow characteristics edge. • Awareness of hazards • Show falling leaf over a range of angles of • Awareness of the rules and regulations of the descent. sport and their application • Show linked basic turning with rhythmical arcs • Skid to a halt – [from both edges]

The learner’s level of success in this activity is Advanced skills, to include: measured through the areas/aspects identified Learners should follow an appropriate technical in the practical activity assessment criteria for model which leads to effective performance in the GCSE (9–1) Practical Performance. chosen event.

The learner is assessed performing the acquired and Racing starts 2 developed skills of swimming. Racing turns The focus of the tasks will be: Race finish Any two events, chosen from the lists below. (these may be the same stroke) Stroke number/pacing

Front crawl; 50m, 100m, 200m, 400m, 800m, 1500m Optimal breathing techniques Back crawl; 50m, 100m, 200m Breaststroke; 50m, 100m, 200m Optimise the distance travelled underwater following Butterfly; 50m, 100m, 200m a start or a turn

Candidates must be assessed within full competitive Decision making and tactical awareness, to include: situations. • Timing of breathing Core skills, to include: • How far to travel underwater after a start/turn • When to turn e.g. knowing your number of Starting strokes per length/from the flags • Application of strategy to sprints and longer Turning races and the difference this makes to your stroke Finishing • Application of race tactics to your events • Awareness of your position in the lane Quality of execution of chosen two events: • Awareness of the rules and regulations of the • Body position sport and their application • Leg action • Arm action • Breathing • Timing

The learner’s level of success in this activity is • Sequence’s accuracy as well as its conformity to measured through the areas/aspects identified regulations in the practical activity assessment criteria for • Height GCSE (9–1) Practical Performance. Consistency: The learner is assessed performing the acquired and • Continuity/flow of the sequence developed skills of Trampolining. 2 Control, to include: Learners must perform two 10 contact routines, these • Success in both the individual elements and the should show the full range of skills of the learner and sequence as a whole; contain a mixture of core and advanced skills (as • Centring; appropriate) to enable the learner to access the mark • Phasing. point they are deserving of. • Maintenance of height and body position Candidates must be assessed within full competitive Advanced skills, to include: situations. • Back to front Learners must include a written description of the • Front to back routines, including details on moves performed and • Half turntable tariffs met. • Cradle Core skills, to include: • Front somersault (tucked) • Back somersault (tucked) Shapes: • Tuck Decision making and application of compositional • Straddle ideas/choreography, to include: • Pike • Difficulty of routine, balance of difficulty with Twists: quality of execution • Half • Composition of routine • Full • Flow of routine • Order of the skills in routine Seat Drop • Body awareness • Use of flight Rotational movements: • Acceleration/deceleration of movements • Front landing • Spatial awareness • Back landing • Use of showmanship • Awareness of strengths/weaknesses and Combined movements: actions of other performers e.g. adopt a • Swivel hips different routine/tariff of discipline depending • Half/full twist in/out of front and back landing on score achieved by other competitors. • Seat to front • Awareness of the rules and regulations of the • Front to seat activity and their application (including judging signals) Quality of execution: Form, to include: • The quality of the individual elements of the sequence

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 87 2e.18. Windsurfing NEW i Windsurfing has been added to the list of approved activities for first teaching in September 2020, and first assessment in Summer 2022. It cannot be assessed in Summer 2021.

2 The learner’s level of success in this activity is Points of sail: measured through the areas/aspects identified in the • Beam Reach practical activity assessment criteria for GCSE (9–1) • Board Reach Practical Performance. • Running

The learner is assessed performing the acquired and Advanced skills, to include: developed skills of Windsurfing. Learners should follow an appropriate technical Candidates must be assessed in full competitive model which leads to effective performance in the situations in the following Royal Yachting Association chosen event. Windsurfing classification: • Bic Techno 2930D Downwind steering Gybe turn Competitive situations may include: Planing • racing Points of sail: • slalom • Close Haul • speed • Closed Reach

Core Skills, to include: Use of foot strap Use of harness Introduction: Pumping • Stopping/emergency stopping • Capsize drill Overall efficiency: • Use of and adjustment of speed Uphauling • Position in relation to mast Stance • Footwork Hand position/grip • Racing line Arm position Sail position Decision making and tactical awareness, to include: Starting • Selection of appropriate board and sail size Finishing • Applying tactics to cope with different water Landing conditions • Applying tactics in different competitive Upwind steering situations • Awareness of conditions Turning: • Awareness of strengths/weaknesses and • Tack actions of other windsufers • 180 degrees • Application of safety principles • Awareness of the rules and regulations of the sport and their application

Team activities Ofqual’s Subject Level Conditions and Requirements Acrobatic Gymnastics for Physical Education require that any sport or Blind Cricket activity which is not capable of live moderation is Figure Skating supported by an audio visual recording of the Goal Ball evidence generated by each learner in that Ice Hockey assessment. Activities deemed by OCR to Inline Roller Hockey present this challenge are referred to as being 2 Powerchair football ‘off-site’. Rowing Sailing Although some centres may have suitable on-site Sculling facilities for some of the activities listed, many will Table Cricket not. In some cases, the availability of other suitable Water Polo participants for moderation activities may also be Wheelchair basketball unlikely, for example in amateur boxing or blind Wheelchair rugby cricket.

Individual activities Where centres do have facilities which enable on-site Amateur Boxing assessment of activities listed, they are still required Boccia to produce filmed evidence for all learners being Canoeing assessed in them as moderation is conducted in Cross Country running groups of centres, and they may not be the ‘host’ for Cycling the moderation visit. Diving Equestrian Figure Skating Golf Kayaking Polybat Rock Climbing Sailing Sculling Skiing Snowboarding Swimming Windsurfing

3a. Guidance on the release of the NEA tasks to learners

3a.1. Choice of NEA task

For the Practical Performances component teachers offer them scope to demonstrate the skills and will be able to design their own tasks according to the techniques required. assessment criteria and specific activity information provided For the Analysing and Evaluating Performance by OCR. component, tasks are set for the life of the specification. Learners should produce written work Centres should generate tasks of suitable pitch and that enables them to meet the requirements of the challenge to enable learners to access the full range task, as detailed in the assessment criteria and 3 of marks as indicated in the assessment criteria and guidance provided.

3a.2. Setting of NEA for practical performances and the analysing and evaluating performance task (AEP)

For the Practical Performances component OCR will Where a learner is undertaking an off-site activity assume a limited level of control in relation to the the centre is advised to discuss with them both setting of tasks. Centres should therefore follow the accessibility to the activity (how accessible are the guidance below when setting tasks. ski slopes to them? how frequently can they access the ski slopes?) and the period of time the task will Centres must consider the accessibility of activities run for to ensure that access to the full range of when planning the delivery of these assessments. marks is available. In some cases limitations around The need to access particular facilities, locations and access to an activity may mean that another activity equipment, and the frequency with which learners should be chosen. will need to participate in an activity so as to be able to access the full range of marks must be taken into In the Analysing and Evaluating Performance account in making these decisions. For instance, a component, the task is set by OCR, however, learners task which incorporates participation in an on-site do have to decide in which activity (from the activity (e.g. Netball) twice a week for 12 weeks approved lists) they will analyse and evaluate their would in most cases give greater accessibility to the performance in. Centres should assist learners in full range of marks than a task which requires making this choice, discussing what would make a participation at an off-site location which can only be suitable project and provide suitable scope to meet accessed infrequently (e.g. rock climbing). The the task requirements, e.g. it may be more difficult disparity between the learners’ ability access to the for learners to plan appropriate improvements in full range of marks which the design of the above two their strongest activity, even though their inclination tasks creates needs to be mitigated by the centre. may be to choose this. Careful consideration also needs to be given to how filmed evidence for the assessments can be captured.

3a.3. When and how to give out the NEA tasks

Practical Performances component, centres should Many learners will already have prior knowledge and/ introduce the tasks they have designed and or experience of the activities they will be assessed commence practical activity participation in in; however, learners must be informed of the tasks good time to allow adequate completion of set by the centre for the activity and both the skills the task. criteria and the generic performance descriptors.

© OCR 2021 90 GCSE (9–1) in Physical Education – Version 1.5 Where a learner with disabilities wishes to be In the Analysing and Evaluating Performance assessed in an activity not contained on the approved component, the task should be completed within the lists, centres may make a special activity submission time limit (14 hours) and be supervised and marked to request the inclusion of this. Neither centres nor by the teacher. Once learners are ready to undertake learners should assume that approval will be given; this task centres should schedule the elements therefore learners should have an alternative activity of the task. chosen in case of non-approval.

3a.4. Guidance on NEA controls

One member of staff should be designated as being designated member of staff responsible for all responsible for all GCSE (9–1) Physical Education GCSE (9–1) Physical Education marks must be 3 marks. This designated member of staff will be able to authenticate the work and insist on responsible for ensuring that comparability across all acknowledgement and referencing of any sources activities, all learners and all persons awarding marks used. They should also conduct internal is achieved. standardisation of the marks awarded.

Learners should be allowed sufficient time to Prior to undertaking the analysing and evaluating complete all of the tasks; however, any time controls performance task (AEP), learners should be given must be adhered to. Each learner must produce adequate guidance about using sources. Learners individual and authentic evidence for the tasks. may use information from any relevant source to help them with producing evidence for the tasks as Authenticity control long as they clearly credit the source. Learners must be guided on the use of information from other Practical Performances component sources to ensure that confidentiality and intellectual property rights are maintained at all times. It is Learners will complete all work for assessment under essential that any ideas and/or material directly taken direct teacher supervision except where the activity is from a source are appropriately and rigorously off-site and is therefore under the supervision of a referenced. Centres may wish to include this in the specialist coach or instructor. In these instances it is ‘task induction’ session. the responsibility of the designated member of staff at the centre to provide the OCR criteria for the Feedback control activity to the specialist over-seeing the assessment and to communicate with them about the Within GCSE (9–1) Physical Education, OCR expects assessment. The teacher assessing the work must be teachers to supervise and guide learners who are able to authenticate the work. The designated undertaking work that is internally assessed. The member of staff responsible for all GCSE (9–1) degree of teacher guidance in learners’ work will vary Physical Education marks also needs to be able to according to the kinds of work being undertaken. conduct internal standardisation of the marks It should be remembered; however, that learners are awarded, including those in activities that may have required to reach their own judgements and been assessed using advice given by external conclusions. specialists. For the practical activity assessments in the Practical Analysing and Evaluating Performance component Performances component, feedback will be provided to learners on an on-going basis regarding aspects of Learners may conduct their research independently, their performance and this is integral to the where appropriate, but should produce their written performance aspects of the subject. work under direct teacher supervision. The

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 91 In the Analysing and Evaluating Performance time up as they wish to best suit their learners and component, teachers are expected to: facilities.

• exercise continuing supervision of work in Learners may be introduced to the requirements of order to monitor progress and to prevent the task through a Task Induction session. This does plagiarism not form part of the 14 hours allowed to undertake the task, but should not require more than an hour • exercise continuing supervision of practical and must be used to discuss how the task is going to work to ensure essential compliance with be delivered by the centre, timings/scheduling related Health and Safety requirements to this and the general requirements of the task.

• ensure that the work is completed in Learners should be familiar with the theory content 3 accordance with the task requirements and can of the specification that will underpin the task. This be assessed in accordance with the specified will allow teachers to contextualise the task and marking criteria enable learners to consider what their aims and objectives are for the task. • keep a record of feedback given to learners When teaching Components 01 and 02, centres may • have one member of staff who is responsible wish to apply the theory content to the concept of for all GCSE (9–1) Physical Education marks, analysing performance, but should not introduce the ensuring that comparability of marks is actual task. achieved. Collaboration control The designated member of staff responsible for all GCSE (9–1) Physical Education marks must be able to Learners must complete and/or evidence all work authenticate the work of all learners and insist on individually. With reference to collaboration control, acknowledgement and referencing of any sources all assessment evidence will be provided by the used. The designated member of staff also needs to individual learner. In some team or group activities, be able to conduct internal standardisation of the the performance of other learners may have an marks awarded across all activities, all learners and impact on the effectiveness of the performances of all persons awarding marks. those around them and this should be taken into consideration by centres when deciding on the Time control appropriateness of tasks generated or grouping of learners. Practical Performances component Resource control Where time control is appropriate for a physical activity, it will be stipulated in the skills criteria for Analysing and Evaluating Performance component that activity within this booklet. Access to resources will vary depending upon the Analysing and Evaluating Performance component location of the centre. Centres may seek advice, as needed, from external parties or sources (coach, The total duration allowed for the Analysing and leader, trainer, centre, instructor or NGBs). Evaluating Performance task (AEP) is 14 hours. Learners are allowed to use ICT to research and The approximate number of hours each section produce their tasks. Learners must be made aware of the task should take are included as a guide of the need to properly reference any sources used in in section 2c.1, however centres can divide the their work.

© OCR 2021 92 GCSE (9–1) in Physical Education – Version 1.5 Centres are responsible for authenticating the work and apply relevant source material. Work produced of their learners and must ensure that the work which is largely made up of material taken from being produced is the learners’ own and is a true other sources with limited evidence in the learners’ reflection of their knowledge and understanding. own words does not fulfil the criteria set for the It is important to stress to learners that in order to task in terms of ‘demonstrating understanding’ show what they know and understand in relation and in some circumstances may constitute to the work which they are doing they must interpret malpractice.

3a.5. Guidance on task production

This should be read in conjunction with the above Centres are responsible for retaining the work section on the Guidance on NEA controls. between sessions and must be sure that the final 3 work was produced within the time allowed when Practical Performances component authenticating the evidence prior to submission of marks for moderation. It is suggested that for the practical performances assessment is continuous, so that in the event of Learners may use information from any relevant injury or illness, the centre still has evidence of source to help them with producing evidence for the attainment up to that point. tasks as long as they clearly credit the source. Learners must be guided on the use of information Analysing and Evaluating Performance component from other sources to ensure that confidentiality and intellectual property rights are maintained at all Centres may choose to divide the hours allotted to times. It is essential that any ideas and/or material this task as suits their learners, facilities and directly taken from a source are appropriately and timetabling. The whole of the 14 hours allowed for rigorously referenced. As noted earlier, extensive use work on the tasks must be supervised and therefore of material from other sources without significant have to happen at the centre. Research and written input from the learner themselves will struggle to work does not need to take place under examination demonstrate what they know and understand, which conditions, but learners cannot be allowed to take internal assessment and external moderation must work home to spend additional time on as ensuring reflect and which in some circumstances could that the time controls are met will then not be constitute malpractice. possible.

3a.6 Task security

It is the responsibility of the centre to ensure that Learners’ Analysing and Evaluating Performance (AEP) learners’ analysing and evaluating performance (AEP) task and any evidence of performance must task and any evidence of performance are stored be stored securely and should be available for securely. Any breach in security must be reported to moderation. It is suggested that they are destroyed OCR as soon as possible by submitting a written after the last date for result enquiries following the report (a blank report form is available on examination series in which entries for the units Interchange) from the Head of Centre detailing the concerned are made. circumstances, the learners concerned and any action taken.

If a learner is absent from a centre when an If an unexpected problem (such as a fire alarm or assessment is carried out, the NEA task may be other circumstances beyond the centre’s control) set at an alternative time provided that the occurs whilst the NEA task is taking place, the task centre is satisfied that security has been may be resumed subsequently provided the centre maintained by keeping all materials secure. ensures that no learner is likely to have been advantaged or disadvantaged by doing so.

3a.7. Presentation of work 3 Practical Performances component • learner name Any activity that cannot be reasonably moderated • learner number live is defined as being ‘off-site’. Centres must provide filmed evidence of all learners assessed in off-site • specification code and title activities as noted in section 2f (page 88). Where the environment in which the activity is taking place • assignment title. is relevant to the assessment of the activity, centres must include a thorough and accurate description, Work submitted for moderation by the centre must for example the type of slope in skiing or grade of a be hard copy and therefore needs to be able to be climb in rock climbing. printed if produced in an electronic format originally.

Full details on filmed evidence can be found in Learners must observe certain procedures in the Appendix B (page 98) of this guide. production of their assessments:

Centres must also arrange for the filming of all • tables, graphs etc. should be appropriately learners involved on the day of moderation. All labelled learners and all activities performed for moderation must be recorded. This filmed evidence will be • any material from other sources and not required if a review of moderation is later requested. produced by the learner must be suitably A failure to film the moderation day and send this acknowledged footage to us will be considered maladministration. • quotations must be clearly marked and a Analysing and Evaluating Performance component reference provided. Learners should only submit work which they produce under supervision at their centre. The work Learners need to continually consider what they are must be produced within the 14 hour maximum time contributing to and demonstrating in their work; allowed. relying too heavily on external sources rather than putting things in their own words will not Work submitted for moderation must be marked demonstrate their understanding with reference to with the: the assessment criteria for the task. Being selective and only using relevant material gathered during • centre number research is a skill in itself and will also enable learners to make the best use of the allotted time. • centre name

3b.1. Marking the NEA

Practical Performances component Centres should also ensure that they rank order their learners to award the correct mark within the level. For the practical activity performances, each practical activity should be marked by the centre using the For the practical activities assessment needs to be assessment criteria and specific activity information. on-going rather than based on performance on one Marking should be positive, using a ‘best fit’ approach occasion. While different activities will be delivered at and rewarding achievement. The award of marks different stages of the course, learners’ marks must must be directly related to the marking criteria. be based on what they are able to do consistently in performance in order that they can replicate that 3 For the practical activities the starting point for level of performance in a moderation situation. marking the tasks is the assessment criteria for On-going assessment can also assist in centres practical activities. Using the relevant criteria centres establishing correct rank order for all of their should familiarise themselves with the standard of learners within activities and across activities, as achievement within each level. Centres should then well as informing any special requirements requests refer to the relevant specific activity information to in situations where learners incur injury which assess the level of the learner’s achievement in the prevents them from being moderated or completing activity. Centres should use their professional the performance aspects of the qualification fully. judgement in selecting the descriptor that best describes the work of the learner. Analysing and Evaluating Performance component

Centres should use the full range of marks The tasks must be marked using the assessment available to them as applicable to the attainment criteria for Analysing and Evaluating Performance. evidenced; centres must award full marks in any Teachers must use their professional judgement in band where a learner’s performances fully meet selecting the descriptor that best describes the that descriptor. work of the learner.

3b.2. Authentication of the Analysing and Evaluating Performance component

Teachers must be confident that the work they mark ensure that work is underway in a planned and timely is the learner’s own and has been completed within manner but will also provide opportunities for the allowed time. The teacher must exercise sufficient assessors to check authenticity of the work and supervision, or introduce sufficient checks, to be in a provide general guidance. position to judge the authenticity of the learner’s work. As noted earlier, authenticity goes beyond Learners must not plagiarise. Plagiarism is considered whether a learner has properly referenced sources to be malpractice and could lead to the learners and the degree to which a substantive part of the being disqualified. Plagiarism sometimes occurs work produced is the learners own words innocently when learners are unaware of the need to demonstrates their level of understanding and reference or acknowledge their sources. It is should therefore be reflected in the marks awarded. therefore important that centres ensure that learners understand that the work they submit must be their Wherever possible, the teacher should discuss own and that they understand the meaning of work-in-progress with learners. This will not only plagiarism and what penalties may be applied.

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 95 Learners may refer to research, quotations or Please note: Centres must confirm to OCR evidence but they must list their sources. The rewards that the evidence produced by learners is from acknowledging sources, and the credit they will authentic. gain from doing so, should be emphasised to learners as well as the potential risks of failing to acknowledge such material. The learner must sign a declaration to this effect. Centres should reinforce this message to ensure learners understand what is expected of them.

3b.3. Internal standardisation of the NEA marking 3 It is important that all internal assessors, working in Each centre is required to internally standardise the same subject area, work to common standards. assessment across different activities that have been Centres must ensure that the internal standardisation taught by different members of staff to ensure that all of marks across assessors, teaching groups and learners are fairly assessed. This fairness applies to different physical activities takes place using an comparisons between learners and relative fairness appropriate procedure. and ability between activities. The designated member of staff responsible for all GCSE (9–1) One member of staff must be designated as being Physical Education marks will be responsible for responsible for all GCSE (9–1) Physical Education ensuring that all assessments are standardised and marks. The designated member of staff will ensure accurate, particularly where more than one teacher that comparability across all activities, all learners has been involved in the assessment. and all persons awarding marks is achieved.

3b.4. Minimum requirements for the NEA

There should be clear evidence that work has been indicated as being absent from those components on attempted and some work produced. For the practical the mark sheets submitted to OCR. If a learner activities assessment should be on-going, so that in completes any work at all for the internally assessed the event of injury or illness the centre still has components, then the work should be assessed evidence of attainment up to that point. according to the internal assessment objectives and marking instructions and the appropriate mark If a learner submits no work for the internally awarded, which may be zero. assessed components, then the learner should be

3b.5. Submission dates for the NEA

Learners’ final marks for both NEA components must Please refer to the OCR website for details of be despatched to the Moderator and to OCR by submission dates relevant to the current series March 31 of the year they have entered for of examinations. moderation in.

The Practical Performances component is assessed by January. These can be downloaded from our forms visiting moderation. page.

OCR operates a cluster group moderation model. Your allocated moderator will contact you to make This means that you will be with other schools for arrangements for your moderation visit around the your moderation. Usually around 3 or 4 centres are end of February. in a cluster at GCSE. Once the arrangements have been made, the Please complete and return visit arrangement forms moderator will confirm the activities and candidates (VAF) to the address given on the forms by 14 to be moderated. 3

Requirement to film the moderation day

Centres must arrange for the filming of all learners your own students and each send an individual video, involved in moderation, on the day of moderation. or to film everything as a cluster and send in one A failure to film the moderation day and send this video showing all students. footage to us will be considered maladministration. Whichever choice you make you must complete a All performances the moderator sees on the day of cover sheet – one per centre – these coversheets moderation must be recorded as they happen. All must be sent in with your video evidence. learners must be clearly identifiable in the footage recorded. The coversheet can be downloaded from the forms section of the OCR webpage for GCSE PE. This filmed evidence must be sent to OCR within 10 working days of the moderation day and will be used We strongly recommend that you record in a format (alongside film of any offsite activities) if a review of that is efficient on memory capacity as we cannot moderation is later requested. return memory sticks/DVD’s to you.

This footage is confidential between OCR and the You are welcome to password protect your footage centre and should not be placed in the public domain. and email us the password separately.

This evidence will be retained by OCR until the Please send to: deadline has passed for centres to submit a review of OCR, Entries and Results results (RoR). The Triangle Building Shaftesbury Road Once this deadline has passed and centres have not Cambridge requested a RoR, this evidence will be destroyed. CB2 8EA

Moderation takes place as part of a cluster group, as a group of centres you have the choice either to film

The purpose of moderation is to bring the marking of Moderation via the OCR Repository – Where you internally-assessed components in all participating upload electronic copies of the work included in the centres to an agreed standard. This is achieved by sample to the OCR Repository and your moderator checking a sample of each centre’s marking of accesses the work from there. learners’ work. Postal moderation – Where you post the sample of Following internal standardisation, centres submit work to the moderator. marks to OCR and the moderator. Once marks have been submitted to OCR and your moderator, centres The method that will be used to submit the will receive a moderation sample request. Samples moderation sample must be specified when making 3 will include work from across the range of attainment entries. The relevant entry codes are given in Section of the learners’ work. 4a of the J587 specification.

There are two ways to submit a sample of work for All learners’ work must be submitted using the same Component 05, Analysis and Evaluation of entry option. It is not possible for centres to offer Performance: both options within the same series.

Appendix A: Key dates

December/January By 14th January – Centre to complete Visit Arrangement Form (VAF) and submit to OCR. This is downloadable from the forms section of the subject webpage. If you wish to act as a host centre please indicate this on the form. Late Jan-early March Moderator contacts centre to arrange dates and times for the moderation of the Practical Performances component. Centre’s then communicate with moderator to confirm arrangements/make amendments. Moderator contacts centres to confirm: Ø The visit arrangements By 31st March Centres complete the PE mark input form (downloadable from the forms section of the subject webpage) 4 Centre submit to Moderator and OCR by 31st March: Ø The PE mark input form Ø The Electronic input of marks via Interchange Ø The Centre Authentication form End March Moderators request: Ø Filmed evidence for off-site sports (Once OCR and moderators have your Moderators tell centres which sports and which students will need to be available marks) on the day of moderation. OCR will send an email detailing which AEP tasks needs to be sent to the moderator. April/early May Centres attend moderation for the Practical Performances component, all learners performing at moderation are filmed. August Results are issued and reports to centres are released to centres.

Centres offering GCSE (9–1) Physical Education Individual activities specifications to their learners are expected to Amateur Boxing provide filmed evidence of all ‘off-site’ activities. Boccia The filmed evidence should be sent to the Moderator Canoeing before the NEA deadline date for the series. Cross Country running (31st March) The moderator will review this evidence Cycling at home either immediately prior to or after the day Diving of moderation, if the moderator has any concerns Equestrian regarding this evidence they may ask to see a further Figure Skating sample of filmed evidence. Golf Kayaking Ofqual’s Subject Level Conditions and Requirements Polybat for Physical Education require that any sport or Rock Climbing activity which is not capable of live moderation is Sailing 4 supported by an audio visual recording of the Sculling evidence generated by each learner in that Skiing assessment. Activities deemed by OCR to present Snowboarding this challenge are referred to as being ‘off-site’. Swimming Windsurfing ‘Off-site’ activities for which all learners being assessed must be filmed: Although some centres may have suitable on-site facilities for some of the activities listed above, Team activities many will not. In some cases, the availability of Acrobatic Gymnastics other suitable participants for moderation activities Blind Cricket may also be unlikely, for example in amateur boxing Dance or blind cricket. Figure Skating Goal Ball Where centres do have facilities which enable on-site Ice Hockey assessment of activities listed above, they are still Inline Roller Hockey required to produce filmed evidence for all learners Powerchair football being assessed in them as moderation is conducted in Rowing groups of centres, and they may not ‘host’ the Sailing moderation visit. Dance is only required to be filmed Sculling if you will be unable to show this live on the day of Table Cricket moderation. Water Polo Wheelchair basketball Wheelchair rugby

The rules covering the production of the filmed the activity, centres must include a thorough evidence are as follows: and accurate description, for example the type of slope in skiing or grade of a climb in rock 1. The evidence should be in DVD/electronic climbing. format and compatible with VLC media player. 9. The filmed evidence should be recorded in 2. Each activity should be supported by filmed good light. evidence that is sufficient to evidence the 10. The use of yellow training bibs to identify marks awarded by the centre to the learner. learners should be avoided, as this colour does It is recommended that you film the core skills not show up well on a screen. and advanced skills in isolation as well as then 11. Captions are not necessary. providing film of a number of competitive 12. Males and females can be filmed together but situations in most activities should be assessed separately 3. Learners must be clearly identified in the and marks should be shown in rank order footage, per activity, by lettered or numbered within gender groups. The filmed evidence bib. The numbers must be shown against the should reflect ‘real’ assessment situations, 4 learner’s name on any relevant forms or so for example it may be appropriate to film paperwork which accompanies the filmed male and female footballers performing activities and ideally there should be an drills and practices as one group, but then accompanying commentary, which clearly to film separate games for male and female identifies learners. performers. 4. Scores in rank order for all learners, with the identified learners clearly shown, should be Filming of the moderation day sent with the filmed evidence. 5. Ideally, several minutes of the filming should be Centres must arrange for the filming of all learners devoted to the individual skills of each involved in moderation, on the day of moderation. identified learner. Then if learners are involved A failure to film the moderation day and send this in team activities the camera should be focused footage to us will be considered maladministration. on them in the game. 6. A running commentary, identifying the learners All performances the moderator sees on the day of in the games situation, is helpful. moderation must be recorded as they happen. 7. Learners need to be seen demonstrating their ability to perform the skills of the activity in a All learners must be clearly identifiable in the footage way which supports the mark they have been recorded. This filmed evidence must be sent to given – so they need to show the quality and OCR within 10 working days of the moderation day range required, in the correct conditions, for and will be used (alongside film of any offsite the level they are assessed in. This allows the activities) if a review of moderation is later requested. moderator, who has no prior knowledge of your learner, to judge the appropriateness of This footage is confidential between OCR and the the mark that has been awarded. centre and should not be placed in the public domain. 8. Where the environment in which the activity is taking place is relevant to the assessment of

Date Version Section Title of section Change September 2018 1.1 1b.2. Restrictions within Update to recommendations for filmed the NEA activities. 2b.2. Assessment criteria Updates to physical attributes column for for practical Levels 4 and 5. activities 2c.1. Analysing and Clarification of the use of templates or Evaluating writing frames. Performance (AEP) 2c.2. Assessment criteria Updated wording for Assessment column. Analysing and Evaluating 4 Performance (AEP) 2d.1.– Skills criteria for Clarification of the competitive requirement 2e.17. practical activities for each practical activity. 2d.10. Handball Clarification of the competitive requirements for Handball. 2d.16. Rowing Clarification of the competitive requirements for Rowing. 2e.5. Cycling Update to Road cycling time trials. 2e.12. Rock Climbing Clarification of the competitive requirements for Lead climbing and Speed climbing. 2e.13. Sculling Clarification of the competitive requirements for Sculling. 2e.14. Skiing Clarification of the competitive requirements for Skiing. 2e.15. Snowboarding Clarification of the competitive requirements for Snowboarding. 3d.6. Requirement to film Updated guidance on filmed evidence. the moderation day Appendix A The moderation Clarified process flow chart. Multiple Reference to ‘bands’ changed to ‘levels’ throughout the NEA guide. August 2019 1.2 2d.1. Association Football Updated skills criteria. 2d.7. Dance Clarification of performance and filming. 2d.11. Hockey Updated skills criteria. 2d.13. Lacrosse Updated skills criteria.

© OCR 2021 102 GCSE (9–1) in Physical Education – Version 1.5 Date Version Section Title of section Change August 2019 2d.24.– Wheelchair Updated links to classification criteria. 24.25 Basketball Wheelchair Rugby 2e.2. Athletics Updated skills criteria. 2e.3. Boccia Updated link to classification criteria. 2e.10. Kayaking Updated skills criteria. 2e.11. Polybat Updated link to classification criteria. 2e.13. Sailing Updated skills criteria. 3b.6. Requirement to film Replaced EAR with ROR and added address. the moderation day Appendix B Additional guidance Addition of requirements for dance. for filmed evidence. March 2020 1.3 2d.1. Acrobatic Addition of skills criteria for activities which Gymnastics have been added to the approved list for 4 2d.9. Figure Skating first teach in September 2020, with first 2d.10. Futsal assessment in Summer 2022. 2d.16. Ice Hockey 2d.17. Inline Roller Hockey 2d.24. Sailing 2d.31. Water Polo 2e.5. Cross Country running 2d.18. Windsurfing 2d.2. Association Football Updated guidance regarding heading. 2d.25. Sculling Addition of skills criteria related to sculling as a team activity. 2e.2. Athletics Addition of 5000m. 2e.6. Cycling (BMX/Road/ Addition of skills criteria related to BMX Track) racing. 2e.10. Gymnastics Addition of requirement to include a written 2e.17. Trampolining description of the routines. 2d.14. Hockey Updated skills criteria. 2d.18. Lacrosse 2e.4. Canoeing 2e.11. Kayaking 2f ‘Off-site’ activities Updated list of off-site activities. for which all learners being assessed must be filmed Appendix B Additional guidance for filmed evidence

© OCR 2021 GCSE (9–1) in Physical Education – Version 1.5 103 Date Version Section Title of section Change 3a.7 Presentation of Addition of statement that a failure to film work the moderation day will be considered 3b.6 Requirement to film maladministration. the moderation day Appendix B Additional guidance for filmed evidence July 2020 1.4 1a What is non-exam Changes related to splitting the NEA into two assessment (NEA)? separate components 1b Summary of the NEA components 1c Controls and restrictions placed on the NEA 4 2a-2c Assessment criteria 3a-3b Teacher guidance on planning the NEA 3b.6 Moderation of Practical Performances (J587/04) 3b.7 Moderation of Analysing and Evaluating Performance (J587/05) Appendix A Key Dates

1d Access Changes to improve clarity 1e arrangements for learners Submitting a special activity request for learners with disabilities September 2021 1.5 2d Skills criteria for Hyperlink replaced with additional practical activities information regarding sailing boat - Team classifications 2d.2 Association football Guide to heading hyperlink updated

2d.12 Goalball Updated skills criteria

2d.24 Sailing Hyperlink replaced with additional information regarding sailing boat classifications

2e Skills criteria for Hyperlink replaced with additional practical activities information regarding sailing boat and - Individual windsurfing classifications 2e.4 Canoeing Updated skills criteria

2e.11 Kayaking Updated skills criteria

2e.18 Windsurfing Hyperlink replaced with additional information regarding windsurfing classifications 3b.7 Moderation of Updated information regarding submission Analysing and of marks and sample requests. Evaluating 4 Performance (J587/05)

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