| Gymnastics - Performance - Acquire, Develop, Select and Apply Skills |
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| In order for pupils to gain a sub level 'c' they must be able to complete 2 of the requirements, to gain a 'b' they must be able to complete 4 of the requirements and to gain an 'a' they must complete all requirements. |
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| Level |
Level Requirements / Descriptors |
| 2 |
I can perform skills showing increased control and quality. E.g. toes pointed and arms straight when showing a stretched shape. |
| 2 |
I can put together a sequence with three parts (beginning, middle and end). |
| 2 |
I can work with a partner and perform skills at the same time (unison). |
| 2 |
I can use actions and skills to move from one place to another smoothly. |
| 2 |
I can understand how body tension will enhance the quality of my work. |
| 2 |
I can link movements together with basic stepping patterns. |
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| 3 |
I can show control when performing and linking skills. |
| 3 |
I can show skills and actions using different levels, speeds and a change of direction. |
| 3 |
I can adapt an individual sequence to include a partner. |
| 3 |
I can work with a partner / small group to practice and improve skills with and without apparatus. |
| 3 |
I can support my own or my partners body weight to create partner balances. |
| 3 |
I can demonstrate a variety of methods of travel when moving between apparatus. |
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| 4 |
I can perform a forward roll and backward roll with limited style. |
| 4 |
I can perform a sideways roll, straddle roll and dive forward roll with limited style. |
| 4 |
I can attempt a through and straddle vault with limited style and control. |
| 4 |
I can perform a cartwheel and an arab string with limited style and control. |
| 4 |
I can perform a balance with style and control. |
| 4 |
I can perform a short routine (60 secs) demonstrating basic agilities and linking movements. |
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| 5 |
I can perform a forward roll and backward roll with control and style. |
| 5 |
I can perform a through and straddle vault with good style and control with minimal support. |
| 5 |
I can show a high level of control in a 60 second routine of basic agilities. |
| 5 |
I can perform a handstand with style and control, and with support. |
| 5 |
I can perform a headstand with style and control. |
| 5 |
I can competently include changes in speed, direction, level and formation when composing a routine. |
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| 6 |
I can attempt all basic agilities with control and style |
| 6 |
I can attempt an advanced agility. |
| 6 |
I can competently perform basic vaults without any support |
| 6 |
I can perform an advanced vault with support. |
| 6 |
I can also include some advanced agilities, poorly, within the routine. |
| 6 |
I can perform a sequence on a chosen theme and show an awareness of body / time/ weight and space. |
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| 7 |
I can perform three advanced agilities. |
| 7 |
I can perform two advanced vaults with style and control. |
| 7 |
I can show speed on approach when performing an advanced vault. |
| 7 |
I can sometimes secure my landing when completing an advanced vault. |
| 7 |
I can show at least three advanced moves in a 60 second routine and show considerable style flow and control. |
| 7 |
I can show a wide variety of linking movements when performing my routine. |
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| 8 |
I can perform advanced vaults with style and control without any support. |
| 8 |
I can secure my landing after every advanced vault I complete. |
| 8 |
I can compose a routine showing thought, imagination and originality. |
| 8 |
I can work with others to compose a routine which includes advanced agilities, all performed with control and fluency. |
| 8 |
I can demonstrate style, fluency and poise when performing. |
| 8 |
I can support a performer when performing an can offer suggestions on how to improve performance. |
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| Exceptional performers are those who can complete all the basic and advanced skills to a outstanding level, well above what is normally recognised at school level. They are able to officiate to a high standard understanding all the rules required. They are also able to give detailed feedback to other performers, suggesting strengths and weaknesses, and concluding with how the performer can improve their performance |
