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Middle Years Program

PHYSICAL EDUCATION YEAR 1


International Baccalaureate
Course Aims
The aims of the teaching and study of PHYSICAL EDUCATION are to encourage and enable the student to:

Use inquiry to explore physical and health education concepts

Participate effectively in a variety of contexts

Understand the value of physical activity

Achieve and maintain a healthy lifestyle

Collaborate and communicate effectively

Build positive relationships and demonstrate social responsibility

Reflect on their learning experience

Objectives and Assessment

The objectives of Physical Education deal with knowing and understanding, planning, applying and reflecting and
improving performance.

A: Knowing and Understanding


This objective refers to the students ability to demonstrate:

Outline physical health education factual, procedural and


conceptual knowledge

Identify physical and health education knowledge to describe


issues and solve problems set in familiar and unfamiliar
situations.

Apply physical and health terminology to communicate


understanding

Criterion A
Criterion B
Criterion C

B: Planning for performance

This criterion covers the students ability to:

Construct and outline a plan for improving health or physical


activity

Describe the effectiveness of a plan based on the outcome

Criterion D

C: Applying and performing

Knowing and
understanding
Planning for
performance
Applying and
performing

Max. 8 pts

Reflecting and
improving
performance

Max 8pts.

Max. 8 pts
Max. 8 pts.

This criterion covers the students ability to:

Recall and apply a range of skills and techniques effectively

Recall and apply a arrange of strategies and movement concepts

Recall and apply information to perform effectively

D: Reflecting and improving performance

Identify and demonstrate strategies to enhance interpersonal skills


Identify goals and apply strategies to enhance performance
Describe and summarize performance.

UNITS
Unit 1 & 4: Fitness
Time Alotted: 2 session for 15 days per class
Statement of Inquiry:

Focusing your energy on a specific movement can improve physical health over time.
Global Context:

Identities and Relationships: Students will explore personal, physical, mental, social & spiritual health
Key/Related Concepts:

Change: Students will evaluate their fitness level and work to improve it.

Energy & Movement: Students will explore potential energy and kinetic energy within their movements. The
movement requires energy transfer.
Summative Assessment:

Following reflection on their own personal fitness level, students will design a specific fitness exercise to improve
fitness level. This will help promote knowledge, understanding and confidence in fitness/strength training.

Criterion &Objectives Assessed in the unit:

Criterion B and Criterion D


o Criterion B: Planning for performance
o Criterion D: Reflecting and improving performance
Interdisciplinary Connection:

Science and Math

Physical Education
Fitness IB Unit Year 1
Objective:

Construct and outline a plan for improving health or physical activity.

Describe the effectiveness of a plan based on the outcome.


Level of
Criterion B
Achievement
0
1-2

3-4

5-6

7-8

The student does not reach a standard described by any of the descriptors below.
The student
i.
States plans for improving health or physical activity.
ii.
States the effectiveness of a plan based on the outcome.
The student
i.
Outlines a basic plan for improving health or physical activity.
ii.
States the effectiveness of a plan based on the outcome.
The student

i.
ii.

Outlines a plan for improving health or physical activity.


Identifies the effectiveness of a plan based on the outcome.

The student
i.
Constructs and outlines a plan for improving health or physical activity.
ii.
Describes the effectiveness of a plan based on the outcome.

Objective:

Identify and demonstrate strategies to enhance interpersonal skills.

Identify goals and apply strategies to enhance performance.

Describe and summarize performance.


Level of
Criterion D
Achievement
0

1-2

3-4

5-6

7-8

The student does not reach a standard described by any of the descriptors below.
The student

The student

The student

States strategies that enhance interpersonal skills.


States goals to enhance performance
Describes performance.
Lists strategies that enhance interpersonal skills.
State a goal and applies strategies to enhance performance
Summarizes performance.

Identifies strategies that enhance interpersonal skills.

Lists goals and applies strategies that enhance performance

Outlines and summarizes performance.


The student

Identifies and demonstrates strategies that enhance interpersonal skills.


Identifies goals and applies strategies to enhance performance
Describes and summarizes performance.

Unit 2: Basketball
Time Alotted: 18-20 days per class

Statement of Inquiry:

Communication impacts how well a team functions together.


Global Context:

Identities and Relationships: Students will explore identity; human relationships including families, friends,
communities and cultures
Key/Related Concepts:

Communication

Function

System
Summative Assessment:

Following reflection on their own personal fitness level, students will design a specific fitness exercise to improve
fitness level. This will help promote knowledge, understanding and confidence in fitness/strength training.
Criterion &Objectives Assessed in the unit:

Criterion B and Criterion C


o Criterion B: Planning for performance
o Criterion C: Applying and Performance
Interdisciplinary Connection:

Science and Language Arts

Physical Education
Basketball IB Unit Years 1
Criterion B: Planning for Performance
Level of
Achievement

i.
ii.

Constructs and outlines a plan


for improving physical activity.
Describe the effectiveness of a
plan based on the outcome.

The student does not reach a standard


described by any of the descriptors below.

Criterion C: Applying and Performing


i.

Recall and apply a range of skills


and techniques
ii.
Recall and apply a range of
strategies and movement
concepts
iii.
Recall and apply information to
perform effectively.
The student does not reach a standard
described by any of the descriptors below.
The student:

The student:
1-2

i.
ii.

States a plan for improving


physical performance.
States the effectiveness of a
plan based on the outcome.

The student:
3-4

i.
ii.

Outlines a plan for improving


physical performance.
States the effectiveness of a
plan based on the outcome.

i.
ii.
iii.

Recalls skills and techniques


with limited success.
Recalls strategies with limited
success.
Applies information to perform
with limited success.

The student:

i.
ii.
iii.

Recalls skills and techniques.


Recalls strategies.
Applies information to perform.

The student:
The student:
5-6

i.
ii.

Outlines a plan for improving


physical performance.
Identifies the effectiveness of
a plan based on the outcome.

i.
ii.
iii.

Recalls and applies skills and


techniques.
Recalls and applies a range of
strategies.
Applies information to perform
effectively.

The student:
The student:

i.

7-8

ii.

Constructs and outlines a


plan for improving physical
activity..
Describe the effectiveness of
a plan based on the outcome.

i.
ii.
iii.

Recalls and applies a range of


skills and techniques.
Recalls and applies a range of
strategies.
Recalls and applies
information to perform
effectively.

Unit 3: Volleyball;
Time Alotted: 18-20 days per class
Statement of Inquiry:

You need to change your decision and strategies based on the results you are getting
Global Context:

Identities and Relationships: Students will explore the impact of decision-making on humankind and the environment.
Key/Related Concepts:

Changes: Students will look at how to change their strategies based upon the rules

Movement: Learning the movement of the game

Function: The have to learn to function according to the rules.


Summative Assessment:

Strategy Evaluation Reflection Sheet- Students will reflect upon their performance. They will evaluate their play
and determine what strategies they needed to change and what outcome they expect to get from it.
Criterion &Objectives Assessed in the unit:

Criterion A
o Criterion A: Knowing and understanding
Interdisciplinary Connection:

Language Arts

7TH GRADE Year 1 VOLLEYBALL WRITEN TEST RUBRIC


CRITERION A: KNOWLEDGE & UNDERSTANDING

Achievemen
Criterion A-Knowledge & Understanding
Outline
physical
health education-related factual, procedural and
t Level

conceptual knowledge.
Identify physical and health education knowledge to describe issues
and solve problems set in familiar and unfamiliar situations.

The student does not reach a standard described by any of the


descriptors below.

1-2

Recalls physical health education factual, procedural and conceptual


knowledge.
Identifies physical and health education knowledge to outline issues.

3-4

The students:
Recalls physical health education factual, procedural and
conceptual knowledge.
Identifies physical and health education knowledge to outline issues
and suggest problems set in familiar and unfamiliar situations.

5-6

The students:
States physical health education factual, procedural and
conceptual knowledge.
Identifies physical and health education knowledge to describe
issues and solve problems set in familiar situations.

The students:
Outlines physical health education factual, procedural and
conceptual knowledge.
Identifies physical and health education knowledge to outline
issues and solve problems set in familiar and unfamiliar situations.

7-8

Unit 5: Soccer
Time Alotted: 18-20 days per class
Statement of Inquiry:

The perceptive from which we view situations, ideas and opinions can be different from those around the globe
and can be changes by interactions with others.
Global Context:

Globalization and Sustainability: The impact of decision-making on humankind and the interconnectedness of humanmade systems and communities.
Key/Related Concepts:

Perspective

Interactions
Summative Assessment:

Students will need to recall and apply skills, techniques, strategies and movement concepts in a soccer game.
Students will need to recall and apply information to adapt movement to suit the changes in the game environment.
Criterion &Objectives Assessed in the unit:

Criterion C & Criterion D


o Criterion C: Applying and Performing
o Criterion D: Reflecting and Improving Performance
Interdisciplinary Connection:

Humanities

Soccer Rubric MYP Year 1


Criterion C: Applying and performing
TASK DESCRIPTION:
i.
You will need to demonstrate and apply the skills of dibbling (inside/outside of foot), passing, shooting,
trapping in soccer effectively.
ii.
You will need to demonstrate and apply strategies and movement concepts of footwork and positioning in
soccer.
iii.
You will need to outline and apply information, such as rules to adapt movements to suit the changes in a
soccer environment effectively.
Criterion C: Applying and Performing
Achievement
Levels

Criterion C: Applying and Performing

Task Definitions

Demonstrate and apply a range of skills and


techniques
Demonstrate and apply a range of strategies
and movement concepts
Outline and apply information to perform
effectively.

The student does not reach a standard described by

The student was unable to make contact with the birdie or

any of the descriptors below.


1-2

3-4

5-6

7-8

Recalls skills and techniques with limited


success.

Recalls strategies and movement concepts


with limited success.

Applies information to perform.

Recalls skills and techniques with limited


success.

Recalls strategies and movement concepts


with limited success.

Applies information to perform.

Recalls and applies skills and techniques.

Applies information to perform effectively.

Recalls and applies strategies and movement


concepts.

Recalls and applies a range of skills and


techniques.

Recalls and applies a range of strategies and


movement concepts.

Recalls and applies information to perform


effectively.

adjust their movement.


You:

i. recalled some skills and techniques


a. dibbling (inside/outside of foot),
passing, shooting, trapping in soccer
ii. recalled some strategies and
movement
concepts; including appropriate footwork
and field positioning
iii. applied information to perform with
limited
success; you understood your partners,
teammates or opponents position on the
field, following and adapting to the rules
and making decisions when given
feedback.
You:

i. recalled skills and techniques


a. dibbling (inside/outside of foot),
passing, shooting, trapping in soccer
ii. recalled strategies and movement
concepts;
including appropriate footwork and field
positioning.
iii. applied information to perform; you
understood your partners, teammates or
opponents position on the field, following
and adapting to the rules and
You:

i. recalled and applied skills and


techniques;
a. dibbling (inside/outside of foot),
passing, shooting, trapping in soccer
ii. recalled and applied a range of
strategies
and movement concepts
iii. Applies information to perform
effectively;
you understood your partners,
teammates
or opponents position on the field,
following
and adapting to the rules and
You:

i. recalled and applied a range of skills and


techniques dibbling (inside/outside of
foot), passing, shooting, trapping in soccer
ii. recalled and applied a range of
strategies
and movement concepts including
appropriate footwork, and field
positioning.
iii. recalled and applied information to

perform
effectively; you understood your partners,
teammates or opponents position on the
field, following and adapting to the rules
and making decisions when given
feedback.

Assessment/Grading
General Grade Descriptors for All IB Subject Areas

All MYP subjects will give final grades in the range from 1 to 7. The general IB
grade descriptors (below) indicate achievement required for the award of each
final grade. These descriptors are used when determining grade boundaries in
each of the subjects.

MYP Final
Grade

Descriptors

Produces work of very limited quality. Conveys many significant


misunderstandings or lacks understanding of most concepts and
contexts. Very rarely demonstrates critical or creative thinking. Very
inflexible, rarely using knowledge or skills.

Produces work of limited quality. Expresses misunderstandings or


significant gaps in understanding for many concepts and contexts.
Infrequently demonstrates critical or creative thinking. Generally
inflexible in the use of knowledge and skills, infrequently applying
knowledge and skills.

Produces work of an acceptable quality. Communicates basic


understanding of many concepts and contexts, with occasionally
significant misunderstandings or gaps. Begins to demonstrate some
basic critical and creative thinking. Is often inflexible in the use of
knowledge and skills, requiring support even in familiar classroom
situations.

Produces good-quality work. Communicates basic understanding of


most concepts and contexts with few misunderstandings and minor
gaps. Often demonstrates basic critical and creative thinking. Uses
knowledge and skills with some flexibility in familiar classroom
situations, but requires support in unfamiliar situations.

Produces generally high-quality work. Communicates secure


understanding of concepts and contexts. Demonstrates critical and
creative thinking, sometimes with sophistication. Uses knowledge an
skills in familiar classroom and real-world situations and, with suppo
some unfamiliar real-world situations.

Produces high-quality, occasionally innovative work. Communicates


extensive understanding of concepts and contexts. Demonstrates
critical and creative thinking, frequently with sophistication. Uses
knowledge and skills in familiar and unfamiliar classroom and real
world situations, often with independence.

Produces high-quality, frequently innovative work. Communicates


comprehensive, nuanced understanding of concepts and contexts.
Consistently demonstrates sophisticated critical and creative thinkin
Frequently transfers knowledge and skills with independence and
expertise in a variety of complex classroom and real-world situation