MYP Curriculum Map Østerbro International School Physical and Health education

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1 MYP 1 - TERM 1 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Healthy Lifestyles MYP OBJECTIVE At the end of the first year students should be able to: A1: demonstrate some knowledge of physical education terminology in context A3: describe and explain basic principles that contribute to fitness, and their importance in various contexts A4: use their knowledge to identify and assess the impact of factors that influence situations, and solve simple problems in familiar situations. ATL SKILLS Consider consequences of events. Reflection: Consider ethical, cultural and environmental implications of issues Reflection: Analyse one's own and others' thought processes to think about how one thinks and how one learns. Interacting: Stay safe when connecting with others online Interacting: Interact, collaborate and publish media with peers, experts or others, CONCEPT STATEMENT (Statement of Inquiry) understand that a healthy lifestyle requires balance of personal choices through inquiry into the impact of the environment on human activity QUESTION (Inquiry Questions) How does my environment affect me? GLOBAL CONTEXT(S) Community and Service: The students will become aware, take action and reflect on the interrelationship between the impact of the environment and activity is having on their generation as a community. Summative Assessment (Criteria) Criterion A: Healthy eating and activity plan: CONTENT Nutrition: Food groups, the health eating food pyramid, the healthy food plate, healthy eating habits Physical activity: circuit training, games with friends/game creation Social Media: social media safety, social media ethics, social media responsibility 1

2 employing a variety of digital environments and media. Organisation: Make informed choices to achieve a balance in nutrition, rest, relaxation and exercise. Information and media literacy: Use a variety of technologies and media platforms to source information, including social media and online networks. Information and media literacy: Explore the role and impact of social media in societal understanding and response to current events. Critical literacy: Advocate and practice safe, legal and responsible use of information 2

3 Net Sports Aerobics C1: perform simple interpretations of concepts and basic sequences in a variety of physical contexts. C2: apply basic tactics, strategies and rules in modified environments in both individual and group situations D5: reflect upon their own achievements in terms of strengths and weaknesses B1: explore simple possibilities and variations according to the basic principles of a particular aesthetic activity, with guidance from technology Creativity and innovation: Utilize old ideas in new ways and combine parts in new ways Creativity and innovation: Make connections between random things Reflection: Consider personal relationships to people, ideas and concepts Reflection: Pause to reflect at different stages of the learning process Transfer: Use familiar learning skills with unfamiliar content Thinking - Break down large concepts and projects into component parts and combine parts logically, as appropriate. understand that choices reflect adaptation to space and environment. understand that patterns are created in a logical order and for a purpose How do I control space? How do I create s? Environments: The students will take action and reflect on their use of space (game environment) Human Ingenuity: The students will understand, take action and reflect on their creativity and forms of expression Criterion C: Modified Net Games Criterion D:Reflection on adaptation: selfassessment Criterion B: Aerobics plan: Criterion C: Aerobics Criterion D: Selfevaluation Volleyball: serve, dig, set Badminton: serve, forehand, backhand Modify other net games: rules, equipment, facilities Explicit strategies and concepts to be taught: footwork, rules and regulations, scoring, positioning Goal setting framework: SMART Tempo - how to count beats - how to keep in time A variety of aerobic routine moves - A step - I step - L step 3

4 the teacher B2: compose basic aesthetic s B3: link s in order to compose simple aesthetic sequences, taking into account the concepts of space, time, level, force and flow, with guidance from the teacher. C3: perform simple interpretations of concepts and basic sequences in a variety of physical contexts. D4: show enthusiasm and commitment when taking part in the activity D5: reflect upon their own achievements in terms of strengths and weaknesses -Creativity and innovation: Make decisions based on chosen criteria, standards and conditions. -Creativity and innovation: Apply existing knowledge to generate new ideas, products or processes -Reflection: Seek out constructive criticism (positive criticism). Social -Collaborating: Respect different opinions and others' points of view. -Collaborating: Take responsibility for own actions. Communication -Interacting: Give and receive appropriate feedback - Turn step - Jumping jacks - K step - Box step Three simple aerobic routines - one slow tempo - one average tempo - one fast tempo Movement connection logic - how to make s flow - how to transition from to - how to create logical patterns of 4

5 MYP 1 - TERM 2 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Basketball MYP OBJECTIVE At the end of the first year students should be able to: C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified environments in both individual and group situations ATL SKILLS Communication -Interacting: Interpret nonverbal communication techniques and using them purposefully. Thinking - Identify obstacles and challenges. -Transfer: Use familiar learning skills with unfamiliar content. CONCEPT STATEMENT (Statement of Inquiry) understand that changes in techniques can impact energy. QUESTION (Inquiry Questions) What changes do we make when we move? GLOBAL CONTEXT(S) Health and social: Student will become aware and understand how s change the energy of a game Summative Assessment (Criteria) Criterion C: Basketball skills and CONTENT be introduced to the skills of passing, dribbling, ball handling and shooting recall and be able to demonstrate: -passing: chest, bounce, overhead -dribbling: speed, height, technique, dominant/nondominant hand, stationary to moving -ball handling: hand-eye coordination, fine motor skills -shooting: lay-up, set shot, jump shot 5

6 Fitness testing A1: demonstrate some knowledge of physical education terminology in context A3: describe and explain basic principles that contribute to fitness, and their importance in various contexts C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a Plan to achieve a goal, including identifying targets and outlining steps. Identify trends and forecast possibilities Creativity and innovation: Apply existing knowledge to generate new products and processes Literacy: Make inferences and draw conclusions. understand that body systems adapt to changing training methods How can I adapt to my situation? Health and Social education: reflect on the ways they look after themselves. Criterion A:Personal Fitness Profile Specific skills, techniques, concepts and strategies to be taught: -rebounding -close range shooting -creating space -rules and regulations -being to use communication skills: verbal and non-verbal -SMART goals -Specific, Measurable, Attainable, Realistic, Time oriented Nutrition for training (fuel) Carbohydrates, proteins and fats -Energy systems Aerobic, anaerobic - Health related fitness components: cardiovascular fitness, muscular strength, 6

7 Invasion Games variety of physical activities A1: demonstrate some knowledge of physical education terminology in context A2: demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in simplified contexts D1: express themselves effectively, Affective skills: Develop a healthy sense of knowing oneself Information and media literacy: Collect and analyse data to identify solutions and to make informed decisions Consider ideas from other perspectives and points of view. Creativity and innovation: Evaluate solutions to problems. Creativity and innovation: Apply existing knowledge to generate new ideas, products or processes. Transfer: Apply skills and understand that reflecting on past choices increases confidence in decision-making and gives different perspectives What are the right choices? ATL: Students will reflect and take action on their new perspectives Tactics and strategies transfer assignment: criterion A Reflection on transferring tactics and strategies: criterion D flexibility, muscular endurance, body composition FITT principle: Frequency, Intensity, Time, Type -Fitness testing: Beep/bleep Multistage fitness test, sit and reach, vertical jump, Illinois agility test, sit-up test -Compare and contrast results Skills, rules strategies, concepts, positioning and scoring to be taught from three different invasion games: Touch Rugby, Football and Flag Football Goal setting framework: SMART 7

8 Game Creation including basic verbal and nonverbal forms of communication A1: demonstrate some knowledge of physical education terminology in context A2. demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in simplified contexts A4: use their knowledge in unfamiliar situations. Transfer: Utilize effective learning strategies in a variety of subject contexts. Transfer: Use familiar learning skills with unfamiliar content. Collaborating: Consider, respect and analyse different opinions, points of view, ideas, and preferences. Break down large concepts and projects into component parts and combine parts logically, as appropriate. Identify obstacles and challenges. Creativity and innovation: Brainstorm and map to generate ideas and understand that effectively communicating the rules of a game unifies understanding of the game s environment, goals and roles Human Ingenuity: understand, take action an reflect on their New game plan: criterion A Reflection on interpersonal skills: criterion D Explicit teaching of three different warm up games. Differences created in the three warm up games (environmental, goals and roles) when the rules are changed Communicating for understanding techniques and strategies 8

9 knowledge to identify and assess the impact of factors that influence situations, and solve simple problems in familiar situations. D1: express themselves effectively, including basic verbal and nonverbal forms of communication D2: demonstrate a positive attitude by supporting and encouraging others D3: show respect and sensitivity to their own and different cultures D4: show enthusiasm and commitment when taking part in the activity D5: reflect upon their own achievements in terms of questions. Creativity and innovation: Utilize old ideas in new ways and combine parts in new ways. Transfer: Apply skills and knowledge in unfamiliar situations. Collaborating: Help others; facilitate the success of others. Interacting: Use a variety of speaking techniques to make meaning clear for different audiences and purposes. Mind mapping and brainstorming the creation of a game Applying the rules fairly when refereeing/umpir ing a game. 9

10 strengths and weaknesses D6: set simple goals to enhance learning and take action towards achieving them. 10

11 MYP 2 Term 1 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Basketball MYP OBJECTIVE At the end of the second year students should be able to: C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified environments in both individual and group situations D1: express themselves effectively, including basic verbal and nonverbal forms of communication ATL SKILLS Reflection: Analyse one s own and others thought processes to think about how one thinks and how one learns. Transfer: Take responsibility for own actions. Communication: Use a variety of speaking techniques to make meaning clear for different audiences and purposes. Interpret nonverbal communication techniques and using them purposefully CONCEPT STATEMENT (Statement of Inquiry) understand that the effective functioning of a team requires all team members to understand and apply appropriate communication systems through an inquiry into social health QUESTION (Inquiry Questions) How do we function together? GLOBAL CONTEXT(S) Health and Social education: understand, take action and reflect on the choices they make in their daily lives Summative Assessment (Criteria) Performance in game play scenarios Criterion C Analysis of communication strategy Criterion D CONTENT recap existing skills. Passing: chest, bounce, overhead, Dribbling: speed, height, technique, developing dominant/nondominant hand, Ball Handling: hand-eye coordination, fine motor skills Shooting: Development of the Lay-up, set shot, jump shot and rebounding. Movements using verbal and non-verbal forms of communication in attack and 11

12 D2: demonstrate a positive attitude by supporting and encouraging others D6:set simple goals to enhance learning and take action towards achieving them. defence Attacking and defending 1v1-3v3 Footwork and body positioning Rules and regulations Communication skills: verbal and non-verbal Game Creation Acro- Gymnastics A1: demonstrate some knowledge of physical education terminology in context A2: demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in simplified contexts B1: explore possibilities and variations in accordance Break down large concepts and projects into component parts and combine parts logically, as appropriate Transfer: Make connections between learning gained in different subject areas. Transfer: Apply skills and knowledge in unfamiliar situations. Break down large concepts and projects into component parts The student will understand that an established system of rules unifies understanding of the game s environment, goals and roles The student will understand that aesthetic s are enhanced What makes a game a game? How do I connect to make fluid s? Environments: understand and reflect on the impact of the environment on human activity Human Ingenuity: understand and take Game creation plan Criterion A Criterion B: Plan for group sequence Criterion C: Performance of sequence Criterion D: Video diary Examples of creative games Strategies of how to adapt rules and systems to create something new Equipment that can be used Small sided games Different playing environments Re-cap basic gymnastic skills: forward and backward roll, cartwheel, 12

13 with the basic principles of a particular aesthetic activity B2: compose aesthetic s B3: link s in order to compose simple aesthetic sequences, taking into account the concepts of space, time, level, force and flow, with limited guidance from the teacher. C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a variety of physical activities C3: perform concepts and sequences of in a variety of physical contexts. and combine parts logically, as appropriate. Plan to achieve a goal, including identifying targets and outlining steps. Creativity: Create original works as a means of personal expression. (1b) Reflection: Pause to reflect at different stages in the learning process. Collaborating: Consider, respect and analyse different opinions, points of view, ideas, and preferences. Collaborating: Understand when and how to build consensus. through connections of balance and action on creativity and expression of s handstand, and headstand. Individual and partner balances Group balances Gymnastic terminology: Body tension, Canon and unison Linking s 13

14 D4: take an active role in their own learning process and demonstrate enthusiasm and commitment when taking part in the activity D5: make an informed reflection upon their own achievements Interacting: Negotiate ideas and knowledge with peers and teachers MYP 2 - TERM 2 TITLE Cricket MYP OBJECTIVE At the end of the second year students should be able to: A1: use some physical education terminology in context A2: demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and ATL SKILLS Break down large concepts and projects into component parts and combine parts logically, as appropriate. Reflection: Implement and measure the effectiveness of CONCEPT STATEMENT (Statement of Inquiry) The student will understand that interactions create a refinement in technique QUESTION (Inquiry Questions) What are positive relationships? GLOBAL CONTEXT(S) Health and Social education: understand that in order to improve we need the support of others. Summative Assessment (Criteria) Criterion A: Batting/Bowling coaching manual CONTENT Introduction to basic cricket skills: Batting: Grip, stance, footwork, front foot shots (defensive and attacking) Bowling: Grip, arm action, run up, approach, 14

15 Football apply them in context A3: describe and explain basic principles that contribute to fitness, and their importance in various contexts A4: use their knowledge to identify and analyse factors that influence situations, and solve problems in familiar and simple unfamiliar situations. C1: demonstrate the basic skills and techniques necessary for active participation in modified different learning strategies. Interacting: Give and receive appropriate feedback Literacy: Use and interpret a range of contentspecific terminology. Organization: Structure information appropriately in written, oral and visual work. Research: Access information to be informed and inform others. Utilize appropriate multimedia and multi-modal technology for effective presentation and representation. Identify obstacles and challenges. Creativity and innovation: Utilize old ideas in new ways and The student will understand that adapting the rules of a game creates new challenges How do I contribute? Community and Service: The students will reflect on their rights and responsibilitie Criterion C: Situational Game play delivery, follow through. Basic Rules: Running between the wickets, ways of getting batsman out Fielding skills: throw and catch, attacking the ball, backing up the catcher Small sided games: Quick cricket Cricket Terminology: wicket, crease, over, wide, Introduce basic football skills: passing over short distances, shooting, ball control, running with the ball, 15

16 Touch Rugby situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified environments in both individual and group situations D1: express themselves effectively, including basic verbal and nonverbal forms of communication D2: demonstrate a positive attitude by supporting and encouraging others D3: show respect and sensitivity to their own and different cultures A1: demonstrate some knowledge of physical education terminology in context A2: demonstrate an understanding of combine parts in new ways. Transfer: Use familiar learning skills with unfamiliar content. Interacting: Interpret nonverbal communication techniques and using them purposefully. Critical Thinking: Plan to achieve a goal, including identifying targets and outlining steps. The student will understand that space depends on the choices that are made What is space? s in our communities ATL: Students will reflect and take action on transferring their learning from the Criterion A: Creating an alignment drill Small sided game play (5v5) Criterion C Introduce turning with the ball, changing direction, change of speed with the ball Introduce positional play Introduce basics of attacking and defending (1v1 2v2, 2v1, 3v2) Small sided modified games (3v3, 4v4, 5v5) Introduction to basic rugby skills: Ball handling, passing, lines of running and touch tackling. 16

17 Athletics basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in simplified contexts A4: use their knowledge to identify and assess the impact of factors that influence situations, and solve simple problems in familiar situations. C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a variety of physical activities C1: demonstrate the basic skills and techniques necessary for active participation in modified situations in a Creativity and innovation: Take risks. Apply strategies of guesswork and generating what if questions. Reflection: Pause to reflect at different stages in the learning process. Research: Collect record and verify data. Break down large concepts and projects into component parts and combine parts logically, as appropriate. learn that refining technique determines sprint efficiency How do we put it all together? practical to the theoretical Health and Social Education: understand how body systems need to function Sprint in 3 sprints Criterion C Strategies and concepts such as defensive lines, creating 2 v 1, attacking moves: switch, scissors, loop, miss moves. Running with the ball in hand, supportive play. Basic rules of touch rugby: How to tackle, offside, path of the ball Introduction to components of fitness: power, strength, speed Re-cap sprint tactics and techniques for sprints 17

18 variety of physical activities Identify obstacles and challenges. together in order to improve Develop skills techniques and strategies for 60m, 100m, 200m sprints 18

19 MYP 3 - TERM 1 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Fitness Badminton MYP OBJECTIVE At the end of the third year students should be able to: A1: use some physical education terminology in context A3: demonstrate an understanding of the basic principles that contribute to fitness, and their importance in various contexts C1: demonstrate the skills and techniques necessary for active participation in some more complex situations in a variety of physical activities C1: demonstrate the skills and techniques necessary for active participation in ATL SKILLS Reflection - selfawareness: including seeking out positive criticism, reflecting on areas of perceived limitation Reflection - selfevaluation: including the keeping of learning journals and portfolios, reflecting at different stages in the learning process Collaboration: personal challenges - including respecting CONCEPT STATEMENT (Statement of Inquiry) understand that body systems function together in order to improve personal fitness understand that taking action towards positive relationships QUESTION (Inquiry Questions) GLOBAL CONTEXT(S) How do I improve? HSE - Reflecting on students individual fitness levels and taking action towards improving fitness How do my decisions affect my? HSE - Taking action towards positive relationships Summative Assessment (Criteria) A Fitness Training Plan C: Game Performance D: Self-Analysis CONTENT Principles of fitness: cardiovascular fitness, muscular strength, flexibility, muscular endurance, body composition FITT training methodology: Frequency, Intensity, Time, Type Fitness testing: Beep / Bleep Shuttle Run Test, Sit and Reach, use of fitness gram testing Compare and contrast results Data analysis Serve, forehand, backhand Explicit strategies and concepts to be 19

20 some more complex situations in a variety of physical activities D1: communicate effectively, including basic verbal and nonverbal forms of communication D4: take an active role in their own learning process and demonstrate enthusiasm and commitment when taking part in the activity D5: make an informed reflection upon their own achievements D6: set simple goals to enhance learning and take action towards achieving them cultural differences, negotiating goals and limitations with peers and with teachers accepting others including analysing others ideas, respecting others points of view, using ideas critically Reflection: self-awareness: including seeking out positive criticism, reflecting on areas of perceived limitation self-evaluation: including the keeping of learning journals and portfolios, reflecting at different stages in the learning process Thinking: Identifying problems including deductive through interactions improves and interactions taught: footwork, rules and regulations, scoring, positioning Goal setting framework: SMART Court dimensions and rules of play Shot selection to be taught and developed: Over Head Clear, drop shot, smash, backhand Clear Rallying: high serve, clear, drop or smash. Short and Long service Doubles and singles game play 20

21 Swimming A4: use their knowledge to identify and analyse factors that influence situations, and solve problems in familiar and simple unfamiliar situations. reasoning, evaluating solutions to problems Identify and define authentic problems and significant questions for investigation. (4a) Literacy: Make inferences and draw conclusions Literacy: Organize information logically. Research: Use memory techniques for information storage and recall. The student will understand that safe environments are reliant on interactions How can i be safe and active? Environments. reflect on the importance and being safe in dangerous environments Criterion A: Water Safety campaign brochure Criterion D: Process Journal Recap/Introduce basic skills of freestyle, breast and back stroke Swimming with victim Treading water Lifesaving from pool side / while in water Entering the water CPR Personal behaviours in the water Equipment Risk Definitions, assessment of risks 21

22 MYP 3 - TERM 2 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Basketball MYP OBJECTIVE At the end of the third year students should be able to: C1: demonstrate the skills and techniques necessary for active participation in some more complex situations in a variety of physical activities C2: apply tactics, strategies and rules in some more complex environments in both individual and group D1: communicate effectively, including basic verbal and nonverbal forms of communication D2: demonstrate attitudes and ATL SKILLS Reflection: Analyse one's own and others' thought processes to think about how one thinks and how one learns. Reflection: Create a record of personal learning change and improvement. Collaborating: Be empathetic Interacting: Interpret nonverbal communication techniques and using them purposefully. Literacy: Summarize and CONCEPT STATEMENT (Statement of Inquiry) The effective functioning of a team requires all team members to understand and apply appropriate communication systems. QUESTION (Inquiry Questions) What way is the best to communicate? GLOBAL CONTEXT(S) Community and Service: raise and awareness and understanding, take action and reflect on the interconnecte dness of human-made systems and communities Summative Assessment (Criteria) Criterion D: Self-Reflection CONTENT recap existing skills and be introduced to the new skills: passing, dribbling, ball handling and shooting Passing: chest, bounce, overhead, Dribbling: speed, height, technique, dominant/nondominant hand, stationary to moving Ball Handling: hand-eye coordination, fine motor skills Shooting: Lay up, set shot, jump shot Specific skills, techniques, 22

23 Goal Celebrations (Dance) strategies that support and encourage others D5:taking part in the activity make an informed reflection upon their own achievements D6: set simple goals to enhance learning and take action towards achieving them. B1: explore possibilities and variations in accordance with the basic principles of a particular aesthetic activity transform information. Break down large concepts and projects into component parts and combine parts logically, as appropriate. Adaptation leads to new creations How can I create, perform and evaluate my ideas? Human Ingenuity: inquire into creating a dance with the theme and reflect on the process. Criteria B,C and D: Create a composition using the medium of goal celebrations. concepts and strategies to be taught: rebounding, close range shooting, creating space, playing with back to the basket, wall pass, give and go, pick and roll, game sense, positional Play Introduction to attacking and defending strategies: Zone, Man to man defence Footwork and body positioning Rules and regulations Communication skills: verbal and non-verbal Introduce students to gaol celebration theme: Re-cap basic skills: Individual and partner balances Group balances 23

24 B2: compose aesthetic s B3: link s in order to compose simple aesthetic sequences, taking into account the concepts of space, time, level, force and flow, with limited guidance from the teacher. C3: perform concepts and sequences of in a variety of physical contexts. D2: demonstrate attitudes and strategies that support and encourage others D3: show respect and sensitivity to their own and different cultures D4: take an active role in their own learning process and demonstrate Plan to achieve a goal, including identifying targets and outlining steps. Creativity: Create original works as a means of personal expression. (1b) Reflection: Pause to reflect at different stages in the learning process. Collaborating: Consider, respect and analyse different opinions, points of view, ideas, and preferences. Collaborating: Understand when and how to build consensus. Interacting: Negotiate ideas and knowledge with peers and teachers. Gymnastic terminology: Body tension, Canon and unison Linking s 24

25 Football enthusiasm and commitment when D5:taking part in the activity make an informed reflection upon their own achievements C1: demonstrate the skills and techniques necessary for active participation in some more complex situations in a variety of physical activities C2: apply tactics, strategies and rules in some more complex environments in both individual and group situations D1: communicate effectively, including basic verbal and nonverbal forms of communication D2: demonstrate Identify obstacles and challenges. achieve a goal, including identifying targets and outlining steps. Creativity and innovation: Take risks Reflection: Pause to reflect at different stages in the learning process. Transfer: Apply skills and knowledge in unfamiliar situations. Collaborating: Consider, respect and analyse different opinions, points of view, ideas, Creating space requires an understanding of offensive and defensive patterns How do I create space? Human Ingenuity: Our creativity and forms of expression: the ways in which we reflect on, extend and enjoy our creativity Criterion C: Game play Criterion D: Reflection on Re-cap basic Football skills: passing, shooting,, attacking and defending, ball control Develop passing and controlling options in attacking situations (Completed 3 v 1): pass and control, pass, control and shoot, pass and one touch shot Ball control (individually and in pairs): Various turns with the ball, controlled dribbling, passing over short and long distance Movement 25

26 Athletics attitudes and strategies that support and encourage others D3: show respect and sensitivity to their own and different cultures D4: take an active role in their own learning process and demonstrate enthusiasm and commitment when D5:taking part in the activity make an informed reflection upon their own achievements A1: use some physical education terminology in context A2: demonstrate an understanding of basic concepts, strategies, techniques and and preferences. Collaborating: Respect different opinions and others' points of view. Collaborating: Resolve conflicts and work collaboratively with appropriate roles in a team. Interacting: Give and receive appropriate feedback. Affective skills: Demonstrate persistence and perseverance Make logical, reasoned judgments and create arguments to support them. Creativity and innovation: Apply strategies of The choice to conserve or exert energy depends on the nature of the event What is the right time? Approaches to Learning: understand and be aware of the way they have performed. Criterion A: Video analysis Criterion C: Three event (Completed 3's):with the ball, without the ball Develop positional play (offensive/defen sive) 3v3. Identify defenders s when being attacked Keeping formation as a defensive unit Cooperation in defence. Attack v Defence 4v2, 5v3, 6v4 (Defence with 5, attack with 3) Small sided modified games 3v3, 4v4, 4v3, 5v4, 5v5 General game play Energy systems: aerobic, anaerobic, ATP- PC Principles of fitness: cardiovascular fitness, muscular strength, 26

27 rules related to a variety of physical activities, and apply them in context A3: demonstrate an understanding of the basic principles that contribute to fitness, and their importance in various contexts A4: use their knowledge to identify and analyse factors that influence situations, and solve problems in familiar and simple unfamiliar situations. C1: demonstrate the skills and techniques necessary for active participation in some more complex situations in a variety of physical activities "guesswork" and generating "what if" questions. Reflection: Build understanding of personal learning strengths and weaknesses. Transfer: Make inferences and draw conclusions. Literacy: Summarize and transform information. Affective skills: Manage and develop internal self-talk. Information and media literacy: Interpret and analyse visual media and multimedia. flexibility, muscular endurance, body composition Event skills, techniques, strategies and concepts: 100m, 400m, 800m, shot put, high jump 27

28 C2: apply tactics, strategies and rules in some more complex environments in both individual and group situations 28

29 MYP 4 - TERM 1 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Basketball MYP OBJECTIVE At the end of the final year students should be able to: A1: use physical education terminology in context A2: demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts A4: use their knowledge to analyse situations and solve problems. C1: demonstrate the skills and techniques necessary for active participation in a variety of physical activities C2: apply tactics, strategies and rules ATL SKILLS Plan to achieve a goal, including identifying targets and outlining steps. Identify obstacles and challenges. Reflection: Pause to reflect at different stages in the learning process. Reflection: Use formative and summative assessments as springboards to adapt learning strategies. Reflection: Demonstrate a preparedness to make changes to ineffective learning strategies. CONCEPT STATEMENT (Statement of Inquiry) The student will understand that investigating and reflecting on creates new perspectives QUESTION (Inquiry Questions) How can I be a better performer? GLOBAL CONTEXT(S) ATL: Students will understand, take action and reflect on their in order to create new learning opportunities Summative Assessment (Criteria) Game Performance Criterion C CONTENT recap existing skills: passing, dribbling, ball handling and shooting Passing: chest, bounce, overhead, passing with non-dominant hand. Introduce behind back pass. Dribbling: speed, height, technique, dominant/nondominant hand, stationary to moving, introduction to cross overs Ball Handling: hand-eye coordination, fine motor skills Shooting: Lay-up, 29

30 in both individual and group situations Literacy: Use and interpret a range of contentspecific terminology. Information and media literacy: Collect record and verify data. set shot, jump shot Specific skills, techniques, concepts and strategies to be introduced and further developed: rebounding, close range shooting, creating space, wall pass, give and go, pick and roll, game sense Developing attacking and defending strategies: Zone, Man to man defence Footwork and body positioning Rules and regulations Ball Handling: ball in one hand, ball in two hands Shooting: Lay-up, set shot, jump shot Introduction to specific positions: 30

31 Volleyball C1: demonstrate the skills and techniques necessary for active participation in a variety of physical activities C2: apply tactics, strategies and rules in both individual and group situations D1: communicate effectively, including verbal and non-verbal forms of communication D2: demonstrate attitudes and strategies that enhance their relationships with others D3: show respect Critical Thinking: Plan to achieve a goal, including identifying targets and outlining steps. Critical Thinking: Identify obstacles and challenges. Reflection: Build understanding of personal learning strengths and weaknesses. Reflection: Keep a reflective journal/portfolio of personal learning experiences focused on both process and The student will learn that valuing individual perspectives creates and improves collaboration within a team How can we learn from one another? Health and Social Education: understand and reflect on their impact on human relationships, communities and cultures Criterion C: Game Performance in specific player role Criterion D: Player Role Reflection Point Guard Shooting Guard Small Forward Power Forward Centre Development of Game Sense, Positional Play, Attacking and defending strategies Explicit skills and techniques to be taught and developed Volleyball: serve (overarm, underarm), dig, set, block Playing positions and their specific skills, taking on differing roles in the game: setter, umpire, score keeper Explicit strategies and concepts to be taught: footwork, rules and regulations, scoring, positioning, rotation, tactics 31

32 and sensitivity to their own and different cultures D4: take responsibility for their own learning process and demonstrate engagement with the activity D5: reflect critically upon their own achievements content. Interacting: Use active listening techniques to understand others. Organization: Set appropriate and manageable goals, and plan strategies to achieve them. Yoga B1: explore possibilities and variations in accordance with the principles of a particular aesthetic activity B2: compose aesthetic s B3: link s in order to Affective skills: Seek out criticism and feedback from others, and make informed choices about including it in one s work. Research- Information and media literacy: Access information to be informed and inform others. -Information and media literacy: Make decisions based on chosen criteria, standards and conditions. A balanced state of mind and body creates a positive impact on the control of s How does the mind influence the body and how does the body influence the mind? Community and Service: reflect on the awareness of themselves and in relation to their mind Criterion B: Yoga routine plan: Criterion C: Performance of plan Criterion D: Evaluation of plan -Downward facing dog -Headstand -Fire log pose -Shooting bow pose -Happy baby pose -Melting heart pose -Side reclining leg lift -Salutation seal 32

33 compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow. C3: perform concepts and sequences of in a variety of physical contexts. D5: reflect critically upon their own Achievements. D6: set goals to enhance learning and take action towards achieving them. Make connections between a variety of resources. Thinking - Consider ideas from other perspectives and points of view. -Creativity and innovation: Create original works as a means of personal expression. -Reflection: Be aware of areas of perceived limitation. -Transfer: Apply skills and knowledge in unfamiliar situations. Communication -Interacting: Interpret nonverbal communication techniques and using them purposefully. Self-management -Affective skills: Learn and use -Low lunge, crescent pose -Knees to chest pose -Half frog pose -Half moon pose -Child's pose -Cobra pose -Table to child pose -Bow pose Mental skills -Arousal (Inverted U Hypotheses) -Self-confidence -Stress/anxiety -Motivation -Concentration Mental preparation techniques -Self-talk -Imagery -Personal relaxation -Performance routines -Goal setting 33

34 techniques to reduce anxiety. -Affective skills: Manage and develop internal self-talk. -Affective skills: Practise focus and concentration to overcome distractions. 34

35 MYP 4 - TERM 2 MYP Curriculum Map Østerbro International School Physical and Health education TITLE Badminton MYP OBJECTIVE At the end of the final year students should be able to: C1: demonstrate the skills and techniques necessary for active participation in a variety of physical activities C2: apply tactics, strategies and rules in both individual and group situations ATL SKILLS Creativity and innovation: Apply strategies of guesswork and generating what if questions. Reflection: Pause to reflect at different stages in the learning process. Reflection: Demonstrate a preparedness to make changes to ineffective learning strategies. Affective skills: Demonstrate persistence and perseverance. CONCEPT STATEMENT (Statement of Inquiry) The student will understand that shot selection choices increase with control of court space QUESTION (Inquiry Questions) How do I control space? GLOBAL CONTEXT(S) Environments: be aware of and understand the relations of space and the game environment Summative Assessment (Criteria) Singles game play Criterion C CONTENT Explicit skills and techniques to be taught and developed: Badminton: serve, forehand, backhand Explicit strategies and concepts to be taught and developed: footwork, rules and regulations, scoring, positioning Goal setting framework: SMART Court dimensions and rules of play Shot selection to be taught and developed: Over Head Clear, drop shot, smash, backhand Clear 35

36 Handball A1: use physical education terminology in context A2: demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts A4: use their knowledge to analyse situations and solve problems. C1: demonstrate the skills and techniques necessary for active participation in a variety of physical activities THINKING: Critical thinking - Identify obstacles and challenges. Plan to achieve a goal, including identifying targets and outlining steps. Creativity and Innovation - Take risks. REFLECTION: Pause to reflect at different stages in the learning process. TRANSFER: Apply skills and knowledge in unfamiliar situations. SOCIAL SKILLS: Collaborating - Consider, respect and analyse The student will understand that adapting to s restricts others use of space How do I adapt to think creatively? Health and Social Education: reflect on how Human Relationships, including different, communities and cultures Criterion A: Attacking strategy plan Criterion C: Game play Rallying: high serve, clear, drop or smash. Short and Long service Doubles and singles game play Scoring and Umpiring Introduce basic passing handball skills: overhead pass, side pass, bounce pass, jump shot, receiving the ball Moving with the ball, 3 steps, changing direction with the ball (passing fake, shooting fake) side-step Develop positional sense and play Game sense Defending 9 metre line Modified games 36

37 C2: apply tactics, strategies and rules in both individual and group situations different opinions, points of view, ideas, and preferences. Respect different opinions and others points of view. Resolve conflicts and work collaboratively with appropriate roles in a team. Negotiate goals and limitations with peers and with teachers. COMMUNICATIO N: Give and receive appropriate feedback. Interpret nonverbal communication techniques and using them purposefully. Negotiate ideas and knowledge with peers and teachers. SELF- MANAGEMENT SKILLS: Organization - (3v3-5v5) Rules and scoring 37

38 Football Keep to class schedules and assignment deadlines. Structure information appropriately in written, oral and visual work. Arrive to class with the appropriate equipment. Affective skills - Demonstrate persistence and perseverance Thinking: Critical thinking Identify obstacles and challenges. To achieve a goal, including identifying targets and outlining steps. Thinking: Reflection, Pause to reflect at different stages in the learning process. Social: Communication: Self- Management: The student will understand that creating space requires an understanding of offensive and defensive patterns How can usable space be created? Human Ingenuity: The students will reflect on the expression of their creativity Criterion C: Game Play Criterion D: Reflection of Re-cap basic Football skills of passing, shooting,, attacking and defending, ball control Develop passing and trapping options in attacking situations (Completed 3 v 1) pass and control pass, control and shoot pass and one 38

39 touch shot Ball control (individually and in pairs) Various turns with the ball controlled dribbling passing over short and long distance Movement (Completed 3's) with the ball without the ball Develop positional play (offensive/defen sive) 3v3. Identify defenders s when being attacked Keeping formation as a defensive unit Cooperation in defence. Attack v Defence 4v2, 5v3, 6v4 (Defence with 5, attack with 3) Small sided modified games 3v3, 4v4, 4v3, 39

40 Athletics A1: use physical education terminology in context A2: demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts A3: demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts A4: use their knowledge to analyse situations and solve problems. Identify and define authentic problems and significant questions for investigation. Creativity and innovation: Evaluate solutions to problems. Transfer: Apply skills and knowledge in unfamiliar situations. Literacy: Use and interpret a range of contentspecific terminology. Literacy: Organize information logically. Organisation: Structure information appropriately in written, oral and visual work. Research: Collect research from a variety of print The student will understand that changes in technique determine the outcomes of motion How do I affect an outcome? Human Ingenuity: The students will understand how they use their understanding of scientific principles in sport Criterion A: Analysis of field event technique 5v4, 5v5 General game play Principles of fitness: muscular strength, flexibility, agility Event skills, techniques, strategies and concepts: shot put, high jump, long jump, discus Throws: grip, stance, rotation, glide, release, follow through, measuring Jumps: Approach, take off, flight, landing with control Video analysis 40

41 and digital sources. Research: Reference, cite accurately, create footnotes and construct a bibliography according to recognized conventions 41