Key Stage 1 and 2 (Yrs 1 – 6)
？ Introduction to QCA Core Tasks Pages 3, 4, 5
？ Using Core Tasks to Improve attainment
and Plot Pupil Progress in PE Page 6
？ Gymnastics Page 7
？ Games Page 15
？ Dance Page 31
？ Outdoor and Adventurous Activities Page 39
？ Athletic Activities Page 44
？ Swimming Page 50
？ “QCA Core Tasks and Attainment Levels Chart”
– please refer to additional PDF attachment /document
QCA CORE TASKS – Why are they useful?
The QCA core tasks can play a useful and crucial role in bringing together pupils’ PE experiences.
; What are core tasks?
These are standardised tasks that provide a focus and context for each unit. They are contextual in relation to units, expectations and attainment levels. They are pitched for the majority of children, with adaptations provided to make the task easier or harder. They give pupils an opportunity to use and show what they have learned in a real context – suitably challenging for their
; Why are core tasks useful?
1. Contextual in relation to units, expectations and attainment levels
2. Levelled by default to the attainment targets and outcomes
3. Standardised tasks designed to assist assessment and measure pupil
progress , related to the 4 aspects of PE.
1. Clear outcomes for pupils to achieve and for teachers analyse
2. A complete piece of work or end product for pupils to work towards
3. Focus and sense of directions
4. Something that pupils can visualise
5. Something to perform/share/celebrate
6. A Challenge
; Where can they be found / downloaded?
www.standards.dfes.gov.uk/schemes - navigate to the PE units of
work, click on a specific unit and then core tasks.
Using core tasks to track pupils‟ progress in
The core tasks in the QCA/DfES scheme of work for physical education (PE) give pupils an opportunity to use what they have learnt in an authentic context that is suitably challenging for their age and ability.
The PE core tasks provide a complete piece of work for pupils to achieve (Similar to the final piece of work that would be put into a pupil’s portfolio or displayed on the wall in another subject). They:
; have been designed to match the physical, mental and emotional maturity
of most pupils in an age group
; enable pupils to make progress by improving the quality of their
performance in a particular task
; grow in complexity and difficulty as pupils make progress through a series
; have been written so that pupils can visualise a task – they know what it
looks like and what to aim for