AS 92016 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 937 KB]

Level 1 Physical Education assessment resources (external link) - NCEA.education

For Achieved, the student needs to apply movement strategies in an applied setting. This involves:

• identifying a range of movement strategies in an applied setting
• demonstrating a range of movement strategies in an applied setting.

The student has identified and demonstrated a range of badminton movement strategies in the applied setting:

• placing the shuttle away from opposition play and placing the shuttle accurately to create attacking opportunities
• anticipating and responding to an opponent’s shot by playing a clear shot to the back of the court, providing time to position for the next shot
• controlling the court by quickly returning to the T after each shot.  

The teacher live observation sheet evidence includes:

• the student’s identified badminton movement strategies that are planned for specific situations, e.g. anticipating and responding to the opposition to create attacking opportunities
• the way in which each strategy is applied and the quality of its execution, e.g. anticipating and responding, placement of shuttle, quickly returning.
• the demonstration is observed across games in the class badminton tournament.

For Merit, the student could consistently demonstrate a range of movement strategies in the badminton applied setting. For example, further evidence of a consistent demonstration of each movement strategy observed over multiple occasions within each game, or across a series of games.

For Merit, the student needs to sustain movement strategies in an applied setting. This involves consistently demonstrating a range of movement strategies in an applied setting.

The student has consistently demonstrated a range of basketball movement strategies in the applied setting:

• anticipating and responding to the opposition by quickly moving into space consistently to receive the ball and create attacking opportunities
• anticipating and responding to an opposition player by applying man-man defence consistently to intercept the ball, create a turnover, or shut down scoring opportunities
• anticipating and responding to the opposition by passing quickly and accurately to a teammate in space consistently to create attacking opportunities.

The teacher live observation sheet evidence includes:

• the student’s identified basketball movement strategies that are planned for specific situations, e.g. anticipating and responding to the opposition to create attacking opportunities
• the way in which each strategy is applied and the quality of its execution, e.g. anticipating and responding, quick moving into space, passing quickly and accurately
• the consistent demonstration observed over multiple occasions across games.

For Excellence, the student would effectively demonstrate, with intent and proficiency, a range of movement strategies in the basketball applied setting. For example, anticipating and responding to the opposition by quickly moving into space with intent and proficiency to receive the ball and create attacking opportunities.

For Excellence, the student needs to execute movement strategies in an applied setting.

This involves effectively demonstrating, with intent and proficiency, a range of movement strategies in an applied setting.

The student has effectively demonstrated a range of movement strategies (gear selection, attack position, speed control, raising the inside pedal) in multiple mountain biking sessions in an applied setting with intent and proficiency.

The evidence includes an assessment schedule documenting the live demonstration of each movement strategy, a live observation sheet to indicate the overall grade for each session, and teacher commentary.

The assessment schedule and teacher live observation sheet evidence includes:

• the student’s identified mountain biking strategies that are planned for specific situations, e.g. anticipating and responding to the terrain to navigate successful riding
• the way in which each strategy is applied and the quality of its execution. For example, anticipating and responding to terrain, coordination, and fluidity. 

The effective demonstration with intent and proficiency is observed over multiple occasions across three mountain biking sessions.