Year 3 PE - Physical Education marking rubric including the Static Balance Check and Body Extension Test to evaluate student performance against age-related expectations.
An objective assessment grid enabling teachers to grade student work consistently against specific, observable criteria across defined ability bands.
Subject: PE - Physical Education | Year: 3
Class/Set: ____________ Date: ____________
Scope: This rubric assesses Year 3 students on their ability to execute controlled balances, coordinate sequences, maintain body tension, and link movements with increasing fluency.
| Assessment Criteria | Working Towards (WT) | Expected Standard (EXS) | Greater Depth (GDS) |
|---|---|---|---|
| Balance and Control | Attempts basic static balances on large body parts but may require occasional support or wobble after 1–2 seconds. | Holds stable static balances on both large and small body parts for at least 3 seconds with visible control. | Demonstrates exceptional stillness in complex balances, showing high levels of core strength and focus. |
| Coordination and Sequencing | Performs individual gymnastic actions (e.g. rolls, jumps) but requires verbal prompts to complete a short sequence. | Independently performs a sequence of 3–4 contrasting movements with a clear starting and finishing position. | Executes a sophisticated sequence that incorporates variations in level (high/low), speed, and direction. |
| Body Tension and Extension | Shows an awareness of body shapes, though limbs may appear 'soft' or bent during transitions and holds. | Consistently demonstrates body tension by pointing toes and stretching fingers to create clear, recognisable shapes. | Maintains aesthetic 'lines' throughout the performance, with every movement showing deliberate extension and precision. |
| Linking and Fluency | Moves between different elements of a sequence but transitions are often disjointed or include 'fidgety' extra steps. | Links movements with basic flow, showing an attempt to move smoothly from one action into the next without stopping. | Links all elements seamlessly, creating a rhythmic and fluid performance where one move flows naturally into the next. |
Quick Marking Codes:
Pro-Tip (Intervention): Use 'Mirroring' activities in pairs to help students in 'Working Towards' recognise what strong body tension looks like. If a student struggles with sequencing, provide 'Action Cards' (e.g. Jump, Balance, Roll) to help them visually map out their routine before performing.
Misconception Alert: Students often confuse 'speed' with 'fluency'. Remind learners that a slow, controlled transition is more 'gymnastic' than a fast, rushed movement that lacks body tension.
Task A: Static Balance Check: Student must hold a balance on 3 points of contact for 3 seconds.
Task B: The 4-Part Sequence: Student performs a jump, a balance, a roll, and a shape.
Task C: Body Extension Test: Observe the student during a 'Star' shape.
Standardising gymnastic assessment often suffers from subjective interpretation of movement quality, leading to inconsistent grading across a cohort. By utilising the Body Extension Test, teachers can pinpoint specific physical markers like pointed toes or spread fingers rather than relying on vague impressions of effort. This Marking Rubric employs a criteria-led grid to reduce the split-attention effect, allowing observers to focus on observable evidence of core strength and coordination. Such structural clarity facilitates accurate identification of Age Related Expectations, ensuring Year 3 pupils receive precise feedback that supports their transition from isolated actions to fluid, controlled sequences.
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