Physical Education. Revised 2011

Transcription

1 Physical Education Revised 2011

2 Grade 10 Physical Education (MYP 5) Course Description Physical Education Year 5 (Grade 10) offers students a variety of units which balances Invasion Games, Striking and Fielding games, Net games and Individual life skills where the focus is on refining tactics and strategies and applying them to master various motor skills. Additionally, we strive to enable students to develop skills in gender separated classes to participate successfully and to improve leadership in a variety of physical activities. The course is organized around the question: What is the value of physical education and what is its relationship to a healthy and balanced lifestyle? Unit Area: Invasion Games (Flag Football, Ultimate Frisbee, Soccer, Handball) These units will allow students to play the games, selecting and applying an adequate range of specific techniques consistently and effectively with reasonable speed and precision; put into operation the principles of attack and defense, recognizing a variety of patterns of play, and say how they need to be adapted to increase the chances of success; carry out a specific role in a team effectively; warm up and cool down safely and effectively using their own ideas; plan and lead short sessions with others showing a sound understanding of what is needed for the games played. Unit Area: Striking and Fielding Games (Baseball, Softball) These units will allow students to experiment with a range of tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan; select and apply batting, bowling and fielding techniques effectively, making adjustments to technique where required; fulfill a number of roles effectively, including umpiring and coaching; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing; know where and how to become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions. Unit Area: Net Games (Badminton, Volleyball) These units will allow students experiment with a range of tactics, understanding strengths and weaknesses in the opposition themselves, and form a game plan; select and apply forehand, backhand and overhead strokes/shots in game situations in order to achieve particular outcomes and make adjustments where required; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing and know where and how to become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions, fulfilling various roles effectively, including umpiring and coaching techniques. AoI: Community & Service

3 How can the game of Badminton make a contribution to various communities around the world? Unit Area: Individual Life Skills (Dance, Peer Teaching, Endurance Running) These units will allow students to select from and perform a range of skills, actions and agilities in specific sequences, show good body movement and control; link actions smoothly and cohesively; perform sequences that flow; select and use compositional ideas that meet given criteria; prepare themselves and others effectively for participation in the activities; select and implement safe warm-up and cool-down programmes; have a sound idea about how to develop, progress and improve their own and others' work; take the initiative to put ideas into practice. The cumulative challenge for students for this course is to be able to apply and explore their movements in a variety of activities using attributes of the learner profile. Teaching and Assessment: All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement. All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. For Physical Education courses these criteria are: Criterion A - Knowledge and Understanding [written tests] Criterion B - Movement Composition* Criterion C - Performance/Application Criterion D - Social Skills & Personal Engagement This course will focus on skill development and inquiry based learning. Particular types of assessment emphasized for this course include: performances, tests, projects, oral presentations, homework, discussions and demonstrations. Resources: Various books are used for reference PE to 16 2 nd Edition, Oxford University Press, ISBN Fitness for Life, Human Kinetics, ISBN Sport and PE a complete guide, Barry Hodgson, ISBN X GCSE PE, Folens ISBN

4 Grade 6 Physical Education (MYP 1) Course Description Physical Education Year 1 (Grade 6) offers students a variety of units which balance Invasion Games, Net games and Individual life skills where the focus is on gross motor skill application and exploration of application. To enable students to develop skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practicing, refining, adapting, thinking and interacting. The course is organized around the question: What is the value of physical education and what is its relationship to a healthy and balanced lifestyle? Unit Area: Invasion Games (Basketball, Lacrosse) These units will allow students to choose and use combinations of skills with confidence, accuracy and consistent quality in most of the games they play; use a sound understanding of the principles of play when planning their approaches to games; work effectively in small teams to choose and put into practice tactics for attacking and defending; recognize and explain the importance of getting ready for games; follow appropriate warm-up routines; identify the main aspects of a good performance; recognize weaknesses; suggest how a performance could be improved. AoI: Approaches to Learning, peer assessment In what ways does teamwork make life more efficient and fulfilling? Unit Area: Net Games (Racket Skills, Badminton, Paddleball, Volleyball) These units will allow students to use forehand, backhand and overhead shots increasingly well in the games they play; use the volley in games where it is important; use the skills they prefer with competence and consistency; understand the need for tactics; start to choose and use some tactics effectively; play cooperatively with a partner; apply rules consistently and fairly; identify appropriate exercises and activities for warming up; recognize how these games make their bodies work; pick out what they and others do well and suggest ideas for practices. AoI: Approaches to Learning, peer assessment s What sports can these skills be related to? How did they come about in society? Unit Area: Individual Life Skills (Dance, Endurance Running, HR Fitness, Track + Field) These units will allow students to practice and perform with control and accuracy a range of actions and balances needed for sequences; link actions and balances together so that they flow, using different compositional ideas; adapt actions and balances so that they can be performed in a sequence with a partner and in a small group; warm up effectively and safely; choose some warm-up activities that help to condition their body for the sequence; use criteria

5 to judge the quality of actions, compositional ideas and sequences, picking out the main strengths and using appropriate language; choose aspects of the performance to work on, that need improvement. AoI: Human Ingenuity In what ways can a warm up design help encourage MS fitness? The cumulative challenge for students for this course is to be able to apply and explore their movements in a variety of activities using attributes of the learner profile. Teaching and Assessment: All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement. All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. For Physical Education courses these criteria are: Criterion A - Knowledge and Understanding [written tests] Criterion B - Movement Composition * Criterion C - Performance/Application Criterion D - Social Skills & Personal Engagement This course will focus on skill development and inquiry based learning. Particular types of assessment emphasized for this course include: performances, tests, projects, oral presentations, homework, discussions and demonstrations. Resources: Various books and internet websites are used for reference PE to 16 2 nd Edition, Oxford University Press, ISBN Fitness for Life, Human Kinetics, ISBN Sport and PE a complete guide, Barry Hodgson, ISBN X GCSE PE, Folens ISBN

6 Grade 7 Physical Education (MYP 2) Course Description Physical Education Year 2 (Grade 7) offers students a variety of units which balance Invasion Games, Net games and Individual life skills where the focus is on reviewing gross motor skill application and exploring varying tactics and strategies in application of those skills. To enable students to develop skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practicing, refining, adapting, thinking and interacting. The course is organized around the question: What is the value of physical education and what is its relationship to a healthy and balanced lifestyle? Unit Area: Invasion Games (Basketball, Field Hockey) These units will allow students to use a range of skills and techniques fluently and accurately; devise and carry out a range of different tactics and practices; work cooperatively in their groups, taking on a variety of roles within the group and the games played; recognize the similarities between the games played, applying and adapting tactics and skills effectively; identify what they need to do to improve, carry out and adapt ideas and suggestions given to them. AoI: Health and Social, Ourselves and Others In what ways do invasion games have an effect on the way we socialize with people in our community? Unit Area: Net Games (Badminton, Volleyball) These units will allow students understand the implications of their shot placement; respond appropriately to returns by the opposition and maintain their place in the rally; identify opportunities to finish the rally, increasing scoring opportunities; serve and return the object, e.g. shuttle, consistently and with some accuracy; play small-sided or mini-versions of net games involving teams; fulfill a number of different roles, including player, team leader, umpire, etc; begin to identify strengths and weaknesses in simple game play situations and make adjustments. AoI: Environment, Awareness s What materials are used to create the equipment used for this game? How can this affect the atmosphere? Unit Area: Individual Life Skills (Dance, Endurance Running, HR Fitness, Track + Field) These units will allow students to select and apply actions, skills and abilities; demonstrate control of their body when performing these with a good degree of technical correctness; link sequences effectively making use of compositional ideas and devices; identify and work on the strength they need to perform with greater quality; choose and make use of criteria to judge

7 their own and others performance; use specific terminology to make accurate observations; describe what they need to achieve and take decisions which focus on what is most needed. AoI: Homo Faber, Human Ingenuity In what ways can a warm up design help encourage MS fitness? The cumulative challenge for students for this course is to be able to apply and explore their movements in a variety of activities using attributes of the learner profile. Teaching and Assessment: All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement. All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. For Physical Education courses these criteria are: Criterion A - Knowledge and Understanding [written tests] Criterion B - Movement Composition * Criterion C - Performance/Application Criterion D - Social Skills & Personal Engagement This course will focus on skill development and inquiry based learning. Particular types of assessment emphasized for this course include: performances, tests, projects, oral presentations, homework, discussions and demonstrations. Resources: Various books and websites are used for reference PE to 16 2 nd Edition, Oxford University Press, ISBN Fitness for Life, Human Kinetics, ISBN Sport and PE a complete guide, Barry Hodgson, ISBN X GCSE PE, Folens ISBN

8 Grade 8 Physical Education (MYP 3) Course Description Physical Education Year 3 (Grade 8) offers students a variety of units which balance Invasion Games, Striking and Fielding games, Net games and Individual life skills where the focus is on applying varying tactics and strategies to develop motor skills from previous years. To enable students to develop skills and understand what is necessary to participate successfully in a variety of physical activities, for example, learning, practicing, refining, adapting, thinking and interacting. The course is organized around the question: What is the value of physical education and what is its relationship to a healthy and balanced lifestyle? Unit Area: Invasion Games (Basketball, Field Hockey) These units will allow students to play the games, selecting and applying a sound range of specific techniques consistently and effectively with reasonable speed and precision; put into operation the principles of attack and defense, recognizing patterns of play, and say how they need to be adapted to increase the chances of success; carry out a specific role in a team effectively; warm up and cool down safely and effectively using their own ideas; plan and lead short sessions with others showing a sound understanding of what is needed for the games played. AoI: Health and Social, Ourselves in wider society In what ways can a communicator increase a team s ability to perform efficiently? Unit Area: Striking and Fielding Games (Kickball) This unit will allow students to experiment with a range of basic tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan; select and apply kicking, bowling and fielding techniques effectively, making adjustments to technique where required; fulfill a number of roles effectively, including umpiring and coaching; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing; know where and how to become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions. How do you strike the ball so that fielders are deceived or avoided? Unit Area: Net Games (Badminton, Volleyball) These units will allow students experiment with a range of basic tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan; select and apply forehand, backhand and overhead strokes/shots in game situations in order to achieve particular outcomes and make adjustments where required; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing and know where and how to

9 become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions, fulfilling various roles effectively, including umpiring and basic coaching. AoI: Approaches to Learning, Problem Solving How do racket skills affect the way we learn in everyday life? Unit Area: Individual Life Skills (Dance, Endurance Running, Climbing, Track + Field) These units will allow students to select from and perform a range of skills, actions and agilities in a dance style; show good body tension, extension and control; link actions smoothly and cohesively; perform sequences that flow; select and use compositional ideas that meet given criteria; prepare themselves and others effectively for participation in the activities; select and implement safe warm-up and cool-down programmes; have a clear idea about how to develop, progress and improve their own and others' work; take the initiative to put ideas into practice. AoI: Human Ingenuity How does risk-taking improve our performance? The cumulative challenge for students for this course is to be able to apply and explore their movements in a variety of activities using attributes of the learner profile. Teaching and Assessment: All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement. All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. For Physical Education courses these criteria are: Criterion A - Knowledge and Understanding [written tests] Criterion B - Movement Composition* Criterion C - Performance/Application Criterion D - Social Skills & Personal Engagement This course will focus on skill development and inquiry based learning. Particular types of assessment emphasized for this course include: performances, tests, projects, oral presentations, homework, discussions and demonstrations. Resources: Various books are used for reference PE to 16 2 nd Edition, Oxford University Press, ISBN Fitness for Life, Human Kinetics, ISBN Sport and PE a complete guide, Barry Hodgson, ISBN X GCSE PE, Folens ISBN

10 Grade 9 Physical Education (MYP 4) Course Description Physical Education Year 4 (Grade 9) offers students a variety of units which balance Invasion Games, Striking and Fielding games, Net games and Individual life skills where the focus is on improving fundamentals and varying tactics and strategies to refine previous motor skills. Additionally we strive to enable students to develop skills in gender separated classes to participate successfully and introduce leadership in a variety of physical activities, for example, learning, practicing, refining, adapting, thinking and interacting. The course is organized around the question: What is the value of leadership and the attributes that makes them successful? Unit Area: Invasion Games (Handball, Ultimate Frisbee, Soccer, Flag Football) These units will allow students to play the games, selecting and applying a sound range of specific techniques consistently and effectively with reasonable speed and precision; put into operation the principles of attack and defense, recognizing patterns of play, and say how they need to be adapted to increase the chances of success; carry out a specific role in a team effectively; warm up and cool down safely and effectively using their own ideas; plan and lead short sessions with others showing a sound understanding of what is needed for the games played. Unit Area: Striking and Fielding Games (Baseball, Softball) These units will allow students to experiment with a range of basic tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan; select and apply batting, bowling and fielding techniques effectively, making adjustments to technique where required; fulfill a number of roles effectively, including umpiring and coaching; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing; know where and how to become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions. Unit Area: Net Games (Badminton, Volleyball) These units will allow students experiment with a range of basic tactics, searching for strengths and weaknesses in the opposition, and form a simple game plan; select and apply forehand, backhand and overhead strokes/shots in game situations in order to achieve particular outcomes and make adjustments where required; understand why regular exercise has a positive effect on their own health, fitness and social wellbeing and know where and how to become involved in regular physical exercise; use information gained from feedback to improve performance in game contexts and in personal technique; contribute effectively to team decisions, fulfilling various roles effectively, including umpiring and basic coaching. Unit Area: Individual Life Skills (Dance, Endurance Running, Leadership in Sport)

11 These units will allow students to select from and perform a range of skills, actions and agilities in specific sequences, show good body movement and control; link actions smoothly and cohesively; perform sequences that flow; select and use compositional ideas that meet given criteria; prepare themselves and others effectively for participation in the activities; select and implement safe warm-up and cool-down programmes; have a clear idea about how to develop, progress and improve their own and others' work; take the initiative to put ideas into practice. AoI: Human Ingenuity s How does dance mirror the attitude and cultures of people? Human Ingenuity What is a good leader? What qualities do you have? The cumulative challenge for students for this course is to be able to apply and explore their movements in a variety of activities using attributes of the learner profile. Teaching and Assessment: All courses in the secondary school follow the Secondary School Internal Assessment policy which can be found in the AIS Parent/Student Handbook and on Teachers will use a balance of formative and summative assessments to provide ongoing feedback for student improvement. All MYP courses will use subject specific criteria at least twice per semester to mark a variety of assessments. For Physical Education courses these criteria are: Criterion A - Knowledge and Understanding [written tests] Criterion B - Movement Composition* Criterion C - Performance/Application Criterion D - Social Skills & Personal Engagement This course will focus on skill development and inquiry based learning. Particular types of assessment emphasized for this course include: performances, tests, projects, oral presentations, homework, discussions and demonstrations. Resources: Various books and websites are used for reference PE to 16 2 nd Edition, Oxford University Press, ISBN Fitness for Life, Human Kinetics, ISBN Sport and PE a complete guide, Barry Hodgson, ISBN X GCSE PE, Folens ISBN