PE and health
PE performance rubric
Assess game performance against four observable criteria: movement execution, spatial awareness, teamwork and decision-making. Pupils and teachers can select a level, while the evidence log records what happened in a lesson and supports a next-step target.
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Assess game performance against four observable criteria: movement execution, spatial awareness, teamwork and decision-making. Pupils and teachers can select a level, while the evidence log records what happened in a lesson and supports a next-step target.
Shared activity record. Use the preview for diagrams and layout.
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NAME CLASS DATE 1 Rate your game 1ST HALF CRITERION DEVELOPING SECURE STRONG EXCELLENT ME TEACHER Movement execution Doing the skill I can do the skill when no one is near me, but I often lose control. I do the skill with control in practice and sometimes in a game. I do the skill accurately in a game, even with a defender close. I adapt the skill at speed and under pressure, keeping control. 1 2 3 4 1 2 3 4 Spatial awareness Where I move I often stand behind a defender. I move into space when I remember. I move into space to give a passing option. I create space for others and read where it will open up. 1 2 3 4 1 2 3 4 Teamwork Helping my team I join in, but I rarely pass or talk to my team. I pass to teammates and praise them when things go well. I call for the ball and back up teammates after a mistake. I organise and lift my team so that everyone plays their part. 1 2 3 4 1 2 3 4 Decision-making Choices I make I often keep the ball too long or pass without looking. I look up before I pass and sometimes pick a good option. I usually choose the best option: pass, dribble or shoot. I make quick choices and change my plan as the game changes. 1 2 3 4 1 2 3 4 LEARNING GOAL Judge my game play fairly and aim one level higher. PE performance rubric 1 Rubric 2 Evidence 3 Teacher PHYSICAL EDUCATION AGES 11 TO 14 GAMES PERFORMANCE RUBRIC Match-day levels In each row, tick Me for the level you showed today. HOME 1 2 3 4 SUCCESS CRITERIA I can match my play to a level. I can give evidence for my level. I can set a target one level up. MY TARGET FOR NEXT LESSON NOW NEXT Page 1 of 2
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NAME CLASS 2 Evidence log 2ND HALF After each lesson, write one thing you did that someone could see. Circle the criterion, then write your level (1 to 4). Row 1 is an example. LESSON SKILL OR ACTIVITY WHAT I DID (MY EVIDENCE) CRITERION LEVEL EXAMPLE Passing in a 4 v 1 practice I moved to the side of the defender so my partner had a clear pass to me. Movement Space Teamwork Decisions Movement Space Teamwork Decisions Movement Space Teamwork Decisions Movement Space Teamwork Decisions Movement Space Teamwork Decisions SEASON SCOREBOARD: START OF UNIT MOVEMENT SPACE TEAMWORK DECISIONS SEASON SCOREBOARD: END OF UNIT MOVEMENT SPACE TEAMWORK DECISIONS What helped me move up a level? Play safe: warm up first, work at your own level, stop if anything hurts and tell your teacher. PE performance rubric 1 Rubric 2 Evidence 3 Teacher PHYSICAL EDUCATION MATCH-DAY LEVELS Evidence log: prove your level 1 3 2 3 4 5 Page 2 of 2
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PE performance rubric Teacher companion Physical Education | Pupils aged 11 to 14 and their teachers Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this during a unit when pupils can identify the skill or activity being assessed. Read the descriptors before selecting a level and agree what counts as visible evidence. The second page is designed to record progress across lessons rather than rely on one score alone. Purpose Use shared PE descriptors to select a performance level, support it with observable evidence and choose a realistic next target. Start here Read the four criteria and compare the level descriptors for one row. Clarify how pupils and teachers will use the two rating columns before the activity begins. A teaching sequence 1. Choose a criterion such as spatial awareness and explain what each level looks like in a game. 2. After an activity, select a level in the pupil and teacher columns and identify the evidence that supports each judgement. 3. Use the evidence log to record one visible action, the criterion it relates to and the level shown in that lesson. 4. At the start and end of the unit, complete the scoreboards and choose a next target. Use the printed safety reminder for the activity. Checking guidance Look for a level linked to an observable action, such as moving into space to offer a passing option. Ask, “What did you do or see that fits this descriptor?” If pupil and teacher ratings differ, compare the evidence calmly before changing a score. Illustrative evidence: “I moved into a passing space before the ball arrived.” Compare that action with the selected descriptor; discuss different pupil/teacher ratings through the evidence. Support Focus on one criterion at a time and use the worked evidence example to model a specific observation. Pupils can explain their rating orally before recording it. Separate feedback about an action from judgement about the pupil. Take it further Ask pupils to compare their evidence from the start and end of the unit, then explain which practice or decision may have contributed to a change. Keep the explanation tied to recorded examples rather than assuming the score alone explains progress. Things to keep in mind A score is a structured reflection prompt, not a validated measure of ability or progress. Discuss differences between pupil and teacher ratings through evidence; do not use the score alone to draw conclusions about improvement. PE performance rubric Teacher companion | Page 1
A teaching sequence
Use shared PE descriptors to select a performance level, support it with observable evidence and choose a realistic next target.
Explain one game criterion
Choose a criterion such as spatial awareness and explain what each level looks like in a game.
What does this level look like in the selected game?
Compare ratings through evidence
After an activity, select a level in the pupil and teacher columns and identify the evidence that supports each judgement.
Which visible action supports the pupil and teacher judgements?
Keep a lesson evidence log
Use the evidence log to record one visible action, the criterion it relates to and the level shown in that lesson.
Which criterion does the recorded action relate to?
Review a supported target
At the start and end of the unit, complete the scoreboards and choose a next target. Use the printed safety reminder for the activity.
What does the evidence suggest to practise without relying on the score alone?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for a level linked to an observable action, such as moving into space to offer a passing option. Ask, “What did you do or see that fits this descriptor?” If pupil and teacher ratings differ, compare the evidence calmly before changing a score. Illustrative evidence: “I moved into a passing space before the ball arrived.” Compare that action with the selected descriptor; discuss different pupil/teacher ratings through the evidence.
Give a little support
Focus on one criterion at a time and use the worked evidence example to model a specific observation. Pupils can explain their rating orally before recording it. Separate feedback about an action from judgement about the pupil.
Take the idea further
Ask pupils to compare their evidence from the start and end of the unit, then explain which practice or decision may have contributed to a change. Keep the explanation tied to recorded examples rather than assuming the score alone explains progress.
Things to keep in mind
A score is a structured reflection prompt, not a validated measure of ability or progress. Discuss differences between pupil and teacher ratings through evidence; do not use the score alone to draw conclusions about improvement.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Another starting point
Explore a different teaching task from this selection.
Overarm throw: observe, practise, improve
Agree the throwing line, target and soft equipment under the teacher’s direction, then choose whose perspective will be recorded.
Explore resourceIdeas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Bright Margins
The two-page games rubric rates movement, spatial awareness, teamwork and decision-making, then asks pupils to cite one visible action for a chosen level. The example describes moving beside a defender to give a passing option.
Notes Between Bells
For ages 11 to 14, the pupil and teacher columns support comparison, while the evidence log carries skill observations across lessons. A target one level higher gives the score a next-step purpose.
One More Question
The descriptors name actions, such as looking up before passing or moving into space, so pupils can reflect on more than the final result of a game. The warm-up and stop-if-pain instructions stay on the evidence page.
Storytime Sidekick
A level should be backed by observable evidence in the specific activity, not used as a permanent ability label. Keep the season scoreboard tied to the unit and adapt game contexts where a descriptor does not fit.