Assessment schedule in the two learning experiences.<\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\nMeans: assessment activities<\/td> Assessment techniques<\/td> Assessment tools<\/td> Minimum requirements<\/td><\/tr> <\/td> <\/td> Types<\/td> Weight (%)<\/td> Indicators<\/td><\/tr> Activity 1:
Develop and perform a strength or speed-related activation phase in groups.<\/td>Self-assessment
+
Peer-assessment<\/td>
Culmination<\/td>15\u2009%
15\u2009%<\/td>\u2022 Calculate heart rate based on the intensity of the PC.
\u2022 Select the exercises according to the session objectives.
\u2022 The three parts of the activation phase appear.
\u2022 Select creative and different exercises.<\/td><\/tr>Activity 2:
Develop and execute a strength or speed-related task plan as a group.<\/td>Co-evaluation
+
Peer-assessment<\/td>Evaluation target<\/td> 10\u2009%
20\u2009%<\/td>\u2022 The elements of a task plan appear.
\u2022 All members of the group participate in the creation of the training template and the development of the exercises.
\u2022 Select creative and different exercises according to the session objectives.
\u2022 Propose different levels of execution so that each person can work according to their physical capacities.<\/td><\/tr>Activity 3:
Physical Activity Diary<\/td>Self-assessment<\/td> Checklist<\/td> 20\u2009%<\/td> \u2022 Evidence of the daily steps through screenshots posted weekly in the shared document on the Drive.\u00a0
\u2022 Use digital resources (app mobile phone, fitness watches, etc.) to measure daily steps.
\u2022 Demonstrate a progression of daily steps.
\u2022 Accumulate the agreed daily steps to be an active person.<\/td><\/tr>Activity 4:
Creating a learning folder (portfolio).<\/td>Peer-assessment<\/td> Culmination<\/td> 20\u2009%<\/td> \u2022 Includes an individual sheet of personal commitments.
\u2022 The portfolio is submitted with the formal aspects relevant to the school\u2019s rules on the presentation of work and has a coherent structure.
\u2022 Selects materials and procedures that demonstrate the teaching and learning process, justifying their choices.
\u2022 Makes corrections and improvements in relation to the feedback made by the teacher and peers.
\u2022 Makes a final critical and reflective reflection of their learning process.<\/td><\/tr>Based on ORDER ENS\/108\/2018, of 4 July, to express the degree of attainment of the curricular competence, the teacher carries out the following conversion: 0-49 points (NA: not achieved); 50-69 (SA: satisfactory achievement); 70-89 (NA: notable achievement (grade B)); 90-100 (EX: excellent achievement (grade A)).<\/td><\/tr><\/tbody><\/table>\n\n\n\n