1. The National Curriculum The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

2. Subject content Key stage 3 Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. Pupils should be taught to: use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis] develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] perform dances using advanced dance techniques within a range of dance styles and forms take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

3. Subject content Key stage 4 Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle. Pupils should be taught to: use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis] develop their technique and improve their performance in other competitive sports,[for example, athletics and gymnastics], or other physical activities [for example, dance] take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

4. FOOTBALL The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives.

5. YEAR 7

6. Year 7 – Football - Grade Criteria - A* The student excels showing accurate passes (instep and laces), with good weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student excels showing close dribbling, maintaining possession of the ball and beating a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student excels showing close control of the ball (using the foot, thigh and chest), having a good first touch and keeping the ball close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe accurately a number of strengths and weaknesses of other students’ performances in passing, dribbling and control. The student can accurately describe how to correct weaknesses. The student can explain accurately the rules of the game and explain accurately the reasons why the rules are in place (throw in, goal kick, corner, kick off). The student can describe accurately how to improve cardiovascular endurance, agility and strength and they can accurately describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

7. Year 7 – Football - Grade Criteria - A The student consistently shows accurate passes (instep and laces) with good weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student consistently shows close dribbling, maintaining possession of the ball and beating a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student consistently shows close foot, thigh and chest control keeping the ball close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe accurately a couple of strengths and weaknesses of other students’ performance in passing, dribbling and control. The student can accurately describe how to correct weaknesses. The student can describe the rules of the game and attempt to explain why the rules are in place (throw in, goal kick, corner, kick off). The student can describe how to improve cardiovascular endurance, agility and strength and they can describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

8. Year 7 – Football - Grade Criteria - B The student shows some consistency when passing (instep and laces), showing mixed weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows some consistency when dribbling, maintaining possession of the ball and beating a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows some consistency when controlling the ball with the foot, thigh and chest and keeping the ball close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe with some accuracy strengths and weaknesses of other students’ performance in passing, dribbling and control. The student can describe how to correct some of the weaknesses. The student can describe with some accuracy the rules of the game (throw in, goal kick, corner, kick off). The student can identify how to improve cardiovascular endurance, agility and strength and they can identify how they can improve a performance in a game. ***All skills above show a small amount of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

9. Year 7 – Football - Grade Criteria - C The student shows satisfactory quality when passing (instep and laces), showing mixed weighting, with either foot, over short to medium distances when in 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows satisfactory quality when dribbling, maintaining possession of the ball and beating a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows satisfactory quality when controlling the ball with the foot, thigh and chest and keeping the ball relatively close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can identify a number of strengths and weaknesses of other students’ performance in passing, dribbling and control but struggles to expand and say why it is a strength or weakness. The student attempts to describe how to correct weaknesses. The student can identify the rules of the game (throw in, goal kick, corner, kick off). The student can identify how to improve two of; cardiovascular endurance, agility and strength and they can identify how they can improve a performance in a game. ***All skills above show a few errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

10. Year 7 – Football - Grade Criteria - D The student shows basic passes (instep and laces), with adequate weighting, with their strong foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows a basic dribble that maintains possession of the ball or beats a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows basic control of the ball using the foot, thigh and chest but needs more than one touch to gain full control and struggles to keep the ball close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can identify strengths and weaknesses of other students’ performance in passing, dribbling and control. The student briefly identifies how to correct some of the weaknesses. The student can identify some of the rules (throw in, goal kick, corner, kick off). The student can identify how to improve one of; cardiovascular endurance, agility and strength and they can identify how it can improve a performance in a game. ***All skills above show a number of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

11. Year 7 – Football - Grade Criteria - E The student shows simple passing (instep and laces) skills, (which shows errors in the technique) but with inconsistent weighting of the pass with their strong foot when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows simple dribbling skills (which shows errors in the technique) attempting to maintain possession of the ball and beat a player when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows simple control (which shows errors in the technique) of the ball using the foot, thigh and chest but needs more than one touch to gain full control and struggles to keep the ball close to the body when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student struggles to identify strengths and weaknesses of other students’ performance in passing, dribbling and control. The student fails to identify how to improve any weakness. The student can identify one rule of the game (throw in, goal kick, corner, kick off). The student knows about cardiovascular endurance, agility and strength but struggles to understand how they can be improved and how they are used in a game. ***All skills above show major errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

12. YEAR 8

13. Year 8 – Football - Grade Criteria - A* The student excels showing accurate passes (swerve instep and outside of foot), with good weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student excels showing good quick turns (outside of foot, drag back and cruyff) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student excels showing accurate shooting (close in), when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe accurately a number of strengths and weaknesses of other students’ performances in passing, turning and shooting. The student can accurately describe how to correct weaknesses. The student can explain accurately the rules of the game and explain accurately the reasons why the rules are in place (direct free kick, indirect free kick, penalty). The student can describe accurately how to improve cardiovascular endurance, strength and power and they can accurately describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

14. Year 8 – Football - Grade Criteria - A The student consistently shows accurate passes (swerve instep and outside of foot), with good weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student consistently shows quick turns (outside of foot, drag back and cruyff) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student consistently shows accurate shooting (close in) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe accurately a couple of strengths and weaknesses of other students’ performance in passing, turning and shooting. The student can accurately describe how to correct weaknesses. The student can describe the rules of the game and attempt to explain why the rules are in place (direct free kick, indirect free kick, penalty). The student can describe how to improve cardiovascular endurance, strength and power and they can describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

15. Year 8 – Football - Grade Criteria - B The student shows some consistency when passing (swerve instep and outside of foot), showing mixed weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows some consistency when turning quickly (outside of foot, drag back and cruyff) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows some consistency with shooting (close in) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can describe with some accuracy strengths and weaknesses of other students’ performance in passing, turning and shooting. The student can describe how to correct some of the weaknesses. The student can describe with some accuracy the rules of the game (direct free kick, indirect free kick, penalty). The student can identify how to improve cardiovascular endurance, strength and power and they can identify how they can improve a performance in a game. ***All skills above show a small amount of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

16. Year 8 – Football - Grade Criteria - C The student shows satisfactory quality when passing (swerve instep and outside of foot), showing mixed weighting, with either foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows satisfactory quality when turning (outside of foot, drag back and cruyff) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows satisfactory quality when shooting (close in) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can identify a number of strengths and weaknesses of other students’ performance in passing, turning and shooting but struggles to expand and say why it is a strength or weakness. The student attempts to describe how to correct weaknesses. The student can identify the rules of the game (direct free kick, indirect free kick, penalty). The student can identify how to improve two of; cardiovascular endurance, strength and power and they can identify how they can improve a performance in a game. ***All skills above show a few errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

17. Year 8 – Football - Grade Criteria - D The student shows basic passes (swerve instep and outside of foot), with adequate weighting, with their strong foot, over short to medium distances when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows basic turning (outside of foot, drag back and cruyff) at a slow pace and struggles to maintain full control when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows basics shooting technique when close in when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student can identify strengths and weaknesses of other students’ performance in passing, turning and shooting. The student briefly identifies how to correct some of the weaknesses. The student can identify some of the rules (direct free kick, indirect free kick, penalty). The student can identify how to improve one of; cardiovascular endurance, strength and power and they can identify how it can improve a performance in a game. ***All skills above show a number of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

18. Year 8 – Football - Grade Criteria - E The student shows simple passing (swerve instep and outside of foot) skills (which shows errors in the technique), with inconsistent weighting of the pass on their strong foot when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows simple turning skills (outside of foot, drag back and cruyff), (which shows errors in the technique) at a slow pace and struggles to maintain control when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student shows simple shooting skills close in (which shows errors in the technique) when in a 4 v 2, 4 v 3, 3 v 3 and 4 v 4 situation. The student struggles to identify strengths and weaknesses of other students’ performance in passing, turning and shooting. The student fails to identify how to improve any weakness. The student can identify one rule of the game (direct free kick, indirect free kick, penalty). The student knows about cardiovascular endurance, strength and power but struggles to understand how they can be improved and how they are used in a game. ***All skills above show major errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use a range of tactics and strategies to overcome opponents in direct competition through team and individual games analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

19. YEAR 9

20. Year 9 – Football - Grade Criteria - A* The student excels when defending in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student excels when attacking in 1 v 1 and 2 v 2 situation and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student excels when heading in an attacking or defending when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student can describe accurately a number of strengths and weaknesses of other students’ performances in defending, attacking and heading. The student can accurately describe how to correct weaknesses. The student can explain accurately the rules of the game and explain accurately the reasons why the rules are in place (offside, back pass, handball, 10 yards). The student can describe accurately how to improve cardiovascular endurance, muscular endurance and strength and they can accurately describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

21. Year 9 – Football - Grade Criteria - A The student consistently shows good skills when defending in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student consistently shows good skills when attacking in 1 v 1 and 2 v 2 situation and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student consistently shows good skills when heading in an attacking or defending manner when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student can describe accurately a couple of strengths and weaknesses of other students’ performance in defending, attacking and heading. The student can accurately describe how to correct weaknesses. The student can describe the rules of the game and attempt to explain why the rules are in place (throw in, goal kick, corner, kick off). The student can describe how to improve cardiovascular endurance, muscular endurance and strength and they can describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

22. Year 9 – Football - Grade Criteria - B The student shows some consistency when defending in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows some consistency when attacking in 1 v 1 and 2 v 2 situation and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows some consistency when heading in an attacking or defending manner when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student can describe with some accuracy strengths and weaknesses of other students’ performance in defending, attacking and heading. The student can describe how to correct some of the weaknesses. The student can describe with some accuracy the rules of the game (offside, back pass, handball, 10 yards). The student can identify how to improve cardiovascular endurance, muscular endurance and strength and they can identify how they can improve a performance in a game. ***All skills above show a small amount of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

23. Year 9 – Football - Grade Criteria - C The student shows satisfactory quality when defending in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situations. The student shows satisfactory quality when attacking in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows satisfactory quality when heading in an attacking or defending manner when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student can identify a number of strengths and weaknesses of other students’ performance in defending, attacking and heading but struggles to expand and say why it is a strength or weakness. The student attempts to describe how to correct weaknesses. The student can identify the rules of the game (offside, back pass, handball, 10 yards). The student can identify how to improve two of; cardiovascular endurance, muscular endurance and strength and they can identify how they can improve a performance in a game. ***All skills above show a few errors in the technique***

24. Year 9 – Football - Grade Criteria - D The student shows basic defending in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows basic attacking in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows basic heading in an attacking or defending manner when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student can identify strengths and weaknesses of other students’ performance in defending, attacking and heading. The student briefly identifies how to correct some of the weaknesses. The student can identify some of the rules (offside, back pass, handball, 10 yards). The student can identify how to improve one of; cardiovascular endurance, muscular endurance and strength and they can identify how it can improve a performance in a game. ***All skills above show a number of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

25. Year 9 – Football - Grade Criteria - E The student shows simple defending skills (which shows errors in the technique) in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows simple attacking skills (which shows errors in the technique) in 1 v 1 and 2 v 2 situations and when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows simple heading skills (which shows errors in the technique) in an attacking or defending manner when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student struggles to identify strengths and weaknesses of other students’ performance in defending, attacking and heading. The student fails to identify how to improve any weakness. The student can identify one rule of the game (offside, back pass, handball, 10 yards). The student knows about cardiovascular endurance, muscular endurance and strength but struggles to understand how they can be improved and how they are used in a game. ***All skills above show major errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

26. YEAR 10

27. Year 10 – Football - Grade Criteria - A* The student excels showing accurate passes (lob, cross field drive) with good weighting, with either foot, when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student excels when crossing the ball when in 6 v 4, 6 v 5, and 6 v 6 situation. The student excels when using set plays from a corner and free kick when in a 6 v 6 situation. The student can describe accurately a number of strengths and weaknesses of other students’ performances in passing, crossing and set plays. The student can accurately describe how to correct weaknesses. The student excels when officiating a full sided game (when numbers allow). The student can describe accurately how to improve flexibility, speed, balance and strength and they can accurately describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

28. Year 10 – Football - Grade Criteria - A The student consistently shows good skills when passing (lob, cross field drive), with good weighting, with either foot when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student consistently shows good skills when crossing the ball when in 6 v 4, 6 v 5, and 6 v 6 situation. The student consistently shows good skills when using set plays from a corner and free kick when in a 6 v 6 situation. The student can describe accurately a couple of strengths and weaknesses of other students’ performance in passing, crossing and set plays. The student can accurately describe how to correct weaknesses. The student shows consistency when officiating a full sided game (when numbers allow). The student can describe how to improve flexibility, speed, balance and strength and they can describe how they can improve a performance in a game. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

29. Year 10 – Football - Grade Criteria - B The student shows some consistency when passing (lob, cross field drive), showing mixed weighting with either foot when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows some consistency when crossing the ball when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows some consistency when using set plays from a corner and free kick when in a 6 v 6 situation. The student can describe with some accuracy strengths and weaknesses of other students performance in passing, crossing and set plays. The student can describe how to correct some of the weaknesses. The student shows some consistency when officiating a full sided game (when numbers allow). The student can identify how to improve flexibility, speed, balance and strength and they can identify how they can improve a performance in a game. ***All skills above show a small amount of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

30. Year 10 – Football - Grade Criteria - C The student shows satisfactory quality when passing (lob, cross field drive), showing mixed weighting, with either foot when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows satisfactory quality when crossing the ball when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows satisfactory quality when using set plays from a corner and free kick when in a 6 v 6 situation. The student can identify a number of strengths and weaknesses of other students’ performance in passing, crossing and set plays but struggles to expand and say why it is a strength or weakness. The student attempts to describe how to correct weaknesses. The student shows satisfactory quality when officiating a full sided game (when numbers allow). The student can identify how to improve two of; flexibility, speed, balance and strength and they can identify how they can improve a performance in a game. ***All skills above show a few errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

31. Year 10 – Football - Grade Criteria - D The student shows basic passing (lob, cross field drive), with adequate weighting, with their strong foot when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows basic crossing of the ball when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows basic skills when using set plays from a corner and free kick when in a 6 v 6 situation. The student can identify strengths and weaknesses of other students’ performance in passing, crossing and set plays. The student briefly identifies how to correct some of the weaknesses. The student shows basic knowledge when officiating a full sided game (when numbers allow). The student can identify how to improve one of; flexibility, speed, balance and strength and they can identify how it can improve a performance in a game. ***All skills above show a number of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

32. Year 10 – Football - Grade Criteria - E The student shows simple passing (lob, cross field drive), with inconsistent weighting of the pass on their strong foot when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows simple crossing of the ball (which shows errors in the technique) when in a 6 v 4, 6 v 5, and 6 v 6 situation. The student shows simple skills when using set plays from a corner and free kick when in a 6 v 6 situation. The student struggles to identify strengths and weaknesses of other students’ performance in passing, crossing and set plays. The student fails to identify how to improve any weakness. The student shows limited knowledge when officiating a full sided game (when numbers allow). The student knows about flexibility, speed, balance and strength but struggles to understand how they can be improved and how they are used in a game. ***All skills above show major errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

33. YEAR 11

34. Year 11 – Football - Grade Criteria – A* The student excels using a variety of accurate passes with good weighting with either foot and when controlling the ball using the most appropriate body part with their first touch keeping the ball close to the body in a full competitive game (size depends on numbers). The student excels when dribbling effectively retaining possession of the ball, beating an opponent and turning on the ball to quickly change direction at the appropriate time in a full competitive game (size depends on numbers). The student excels when attacking ensuring shots are on target using a variety of techniques and crossing a ball in a full competitive game (size depends on numbers). The student excels when defending effectively no matter where they are on the pitch to help regain possession of the ball in a full competitive game (size depends on numbers). The student excels when officiating a full sided game (size depends on numbers). The student can describe accurately a number of strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student can accurately describe how to correct weaknesses. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

35. Year 11 – Football - Grade Criteria – A The student consistently shows a variety of accurate passes with good weighting with either foot and when controlling the ball using the most appropriate body part with their first touch keeping the ball close to the body in a full competitive game (size depends on numbers). The student consistently shows good dribbling effectively retaining possession of the ball, beating an opponent and turning on the ball to quickly change direction at the appropriate time in a full competitive game (size depends on numbers). The student consistently shows good skills when attacking ensuring shots are on target using a variety of techniques and crossing a ball in a full competitive game (size depends on numbers). The student consistently shows good skills when defending effectively no matter where they are on the pitch to help regain possession of the ball in a full competitive game (size depends on numbers). The student shows consistency when officiating a full sided game (size depends on numbers). The student can describe accurately a couple of strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student can accurately describe how to correct weaknesses. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

36. Year 11 – Football - Grade Criteria – B The student shows some consistency when passing with good weighting with either foot and when controlling the ball using the most appropriate body part with their first touch keeping the ball close to the body in a full competitive game (size depends on numbers). The student shows some consistency when dribbling to retain possession of the ball, beating an opponent and turning on the ball to quickly change direction at the appropriate time in a full competitive game (size depends on numbers). The student shows some consistency when attacking ensuring shots are on target using a variety of techniques and crossing a ball in a full competitive game (size depends on numbers). The student shows some consistency when defending effectively no matter where they are on the pitch to help regain possession of the ball in a full competitive game (size depends on numbers). The student shows some consistency when officiating a full sided game (size depends on numbers). The student can describe with some accurately strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student can describe how to correct some of the weaknesses. ***All skills above show a small amount of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

37. Year 11 – Football - Grade Criteria – C The student shows satisfactory quality when passing with mixed weighting with either foot and when controlling the ball using the most appropriate body part with their first touch keeping the ball relatively close to the body in a full competitive game (size depends on numbers). The student shows satisfactory quality when dribbling to retain possession of the ball, beating an opponent and turning on the ball to quickly change direction at the appropriate time in a full competitive game (size depends on numbers). The student shows satisfactory quality when attacking ensuring shots are on target using a variety of techniques and crossing a ball in a full competitive game (size depends on numbers). The student shows satisfactory quality when defending effectively no matter where they are on the pitch attempting to regain possession of the ball in a full competitive game (size depends on numbers). The student shows satisfactory quality when officiating a full sided game (size depends on numbers). The student can identify a number of strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student attempts to describe how to correct some of the weaknesses. ***All skills above show a few errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

38. Year 11 – Football - Grade Criteria – D The student shows basic passes with adequate weighting with their strong foot and when controlling the ball using the most appropriate body part but needs more than one touch to gain full control and struggles to keep the ball close to the body in a full competitive game (size depends on numbers). The student shows basic dribbling to retain possession of the ball, beating an opponent and turning on the ball at a slow pace struggling to maintain full control to quickly change direction at the appropriate time in a full competitive game (size depends on numbers). The student shows basic skills when attacking ensuring shots are close to the target using a variety of techniques and show mixed accuracy and quality when crossing a ball in a full competitive game (size depends on numbers). The student shows basic skills when defending no matter where they are on the pitch attempting to regain possession of the ball in a full competitive game (size depends on numbers). The student shows basic knowledge when officiating a full sided game (size depends on numbers). The student can identify a number of strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student briefly attempts to describe how to correct some of the weaknesses. ***All skills above show a number of errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

39. Year 11 – Football - Grade Criteria – E The student shows simple passing (which shows errors in the technique) but with inconsistent weighting of the pass with their strong foot and shows simple control (which shows errors in the technique) of the ball but needs more than one touch to gain full control and struggles to keep the ball close to the body in a full competitive game (size depends on numbers). The student shows simple dribbling (which shows errors in the technique) to retain possession of the ball, beating an opponent and turning on the ball at a slow pace struggling to maintain full control to change direction at the appropriate time in a full competitive game (size depends on numbers). The student shows simple skills when attacking (showing errors in technique forcing shots to be off target) and showing poor accuracy and quality when crossing a ball in a full competitive game (size depends on numbers). The student shows simple skills when defending (showing errors in technique ) attempting to regain possession of the ball in a full competitive game (size depends on numbers). The student shows limited knowledge when officiating a full sided game (size depends on numbers). The student struggles to identify strengths and weaknesses of other students’ performances in a full competitive game (size depends on numbers). The student fails to identify how to improve any weakness. ***All skills above show major errors in the technique*** The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Subject Content use and develop a variety of tactics and strategies to overcome opponents in team and individual games evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.