Physical Education
Physical Education acts as a stimulus for personal achievement, and this makes it an ideal platform for developing confidence, resilience, responsibility and working co-operatively with others. The courses also promotes mental, emotional, social and physical wellbeing.
Common questions
- June 2020 common questions (168 KB)
Subject updates
- October 2019 subject update (157 KB)
- October 2018 subject update (348 KB)
National 5 to Advanced Higher Course information for 2020-21
Arrangements for National 3, National 4 and freestanding units 2020-21
Assessment of National 4 added value units
SQA has been reviewing its approach to assessment in National 4 courses in response to feedback from teachers and lecturers, and to support schools, colleges, and training providers to manage assessment where it has been impacted by disruption to learning and the ongoing restrictions associated with COVID-19.
We have decided that candidates will not be required to complete National 4 added value units in session 2020-21. This decision is supported by the National Qualifications 2021 Group. Removing the mandatory requirement to complete the added value unit will help to free up more time for learning and teaching and for assessing other units in National 4 courses, where this is needed.
Entering results for National 4 courses in session 2020-21
To achieve the overall course award for National 4 this session, candidates must pass all three contributing units in the National 4 course. Teachers and lecturers will still need to submit a 'pass' result for the added value unit to ensure candidates are certificated for the course award, however this does not need to be evidence-based.
While there is no requirement to gather evidence for the added value unit this session, it is still important that candidates have opportunities to develop and demonstrate the required skills, knowledge and understanding from across the course that are outlined in the National 4 added value unit specification, where possible. This will support candidates as they progress to further learning and assessment at SCQF level 5.
Course information 2021-22
The following modification decisions are valid regardless of the agreed approach to assessment in session 2021-22.
National 3
Performance Skills unit: there will be no modifications for session 2021-22.
Factors Impacting on Performance unit: we will publish guidance about collecting information on whole performance by reflecting on previous performance and reviewing the potential impact of improvements.
National 4
Modifications for session 2021-22 will remain the same as session 2020-21.
There will be no requirement to complete the added value unit assessment.
Performance Skills unit: we will publish guidance about assessing co-operation while maintaining physical distancing, use of safe practice, etiquette and managing emotions.
Factors Impacting on Performance unit: we will publish guidance about collecting information on whole performance by reflecting on previous performance and considering the potential impact of improvements.
National 5
Modifications for session 2021-22 will remain the same as session 2020-21 with the following exception:
Portfolio: assessment conditions for completing the portfolio, which were relaxed to provide further flexibility for candidates to complete the assessment outwith the learning and teaching setting, have returned to normal.
Higher
Modifications for session 2021-22 will remain the same as session 2020-21.
Performance
The coursework assessment task is modified to assess candidate ability to effectively perform in one physical activity instead of two.
Performance assessment item: extent to which rules and regulations are followed and etiquette is displayed (including working with others). 'Working with others' can be assessed by observing the level of cooperation demonstrated through interactions with an opponent or partner while observing physical distancing. Appropriate etiquette can be observed through adhering to rules or demonstrating suitable behaviour pre-, during, or post-performance.
Question paper
Area of mandatory content: key planning information - interpretation of qualitative and quantitative information to allow identification of strengths and prioritise areas for development.
Personal reflections about the effectiveness of the personal development plan (PDP) can be supported by test results and/or focused data collection.
Qualitative information can be the basis for strengths and weaknesses being identified and prioritised. The use of a teacher, lecturer or coach to corroborate judgements would provide further validity and/or reliability.
Area of mandatory content: recording, monitoring and evaluating performance development - evaluation of the PDP process - making informed decisions based on evidence recorded from the monitoring process to judge the effectiveness of the performance development process.
Personal reflections about the effectiveness of the PDP can be supported by test results and/or focused data collection. This would enable candidates to make evaluative statements about the potential impact of improvements on whole performance and targets set.
Advanced Higher
Modifications for session 2021-22 will remain the same as session 2020-21.
Performance
Assessment item: extent to which rules and regulations are followed and etiquette is displayed (including working with others). 'Working with others' can be assessed by observing the level of cooperation demonstrated through interactions with an opponent or partner while observing physical distancing. Appropriate etiquette can be observed through adhering to rules or demonstrating suitable behaviour pre-, during, or post-performance.
Project
Stage 1: collecting information to analyse factor(s) impacting performance
Qualitative information from personal reflections can be used as a source for candidates to consider how the different factors can influence effective performance. Relevant results from recognised tests and analytical tools will also provide evidence of the impact of these factors upon a performance. Information from these could be qualitative and/or quantitative.
Stage 4: analysing progress and evaluating the performance development process, including considering future development needs.
Personal reflections about the effectiveness of the PDP process can be supported by test results and/or focused data collection. This would enable candidates to make evaluative statements about the potential impact of improvements on whole performance and targets set.
SCQF 5 - freestanding units
Modifications for session 2021-22 will remain the same as session 2020-21.
Performance Skills unit: we will publish guidance about assessing co-operation while maintaining physical distancing.
Factors Impacting on Performance unit: we will publish guidance about collecting information on whole performance by reflecting on previous performance and evaluating the potential impact of improvements.
SCQF 6 - freestanding units
Modifications for session 2021-22 will remain the same as session 2020-21.
Performance Skills unit: we will publish guidance about assessing co-operation while maintaining physical distancing, appropriate reactions and safe adaptations in response to challenging variables.
Factors Impacting on Performance unit: we will publish guidance about collecting information on whole performance by reflecting on previous performance and evaluating the potential impact of improvements.
SCQF 7 - freestanding units
Modifications for session 2021-22 will remain the same as session 2020-21.
Performance Skills unit: there will be no modifications for session 2021-22.
Factors Impacting on Performance unit: we will publish guidance about collecting information on whole performance by reflecting on previous performance and evaluating the potential impact of improvements.
See also: