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Middle Years Program

PHYSICAL EDUCATION YEAR 3


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:

describe physical/health education factual, procedural and


conceptual knowledge

apply physical and health education knowledge to describe issues


and solve problems set in familiar and unfamiliar situations

Apply physical and health terminology to communication


understanding

B: Planning for performance

Criterion A
Criterion B
Criterion C

This criterion covers the students ability to:

Design and outline a plan for improving health or physical


activity.

Criterion D

Explain the effectiveness of a plan based on the outcome

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:

Demonstrate and apply a range of skills and techniques effectively

Demonstrate and apply a range of strategies and movement concepts

Outline and apply information to perform effectively

D: Reflecting and improving performance


Describe and demonstrate strategies to enhance interpersonal skills
Outline goals and apply strategies to enhance performance
Explain and summarize performance

UNITS
Unit 1 & 5: Fitness
Time Alotted: 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 3
Criterion B

Level of
Achievement

Design and explain a plan for improving health or physical activity.

Explain the effectiveness of a plan based on the outcome.


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

0
The student
1-2

i.
ii.

Outlines plans for improving health or physical activity.


States the effectiveness of a plan based on the outcome.

The student
3-4

i.
ii.

Constructs & outlines a basic plan for improving health or physical activity.
Outlines the effectiveness of a plan based on the outcome.

The student
5-6

iii.
iv.

Constructs and explains a plan for improving health or physical activity.


Describes the effectiveness of a plan based on the outcome.

The student
7-8

i.
ii.

Designs and explains a plan for improving health or physical activity.


Explains the effectiveness of a plan based on the outcome.

Criterion D
Level of
Achievement

Describe and demonstrate strategies to enhance interpersonal skills.


Outline goals and apply strategies to enhance performance.
Explain and evaluate performance.
The student does not reach a standard described by any of the descriptors below.
The student

1-2

3-4

5-6

7-8

The student

Identifies strategies that enhance interpersonal skills.


lists goals to enhance performance
Summarizes performance.

The student

Identifies and demonstrates strategies that enhance interpersonal skills.


Identifies goals to enhance performance
Outlines and summarizes performance.

The student

Outlines and demonstrates strategies that enhance interpersonal skills.


Outline goals and demonstrates strategies that enhance performance
Explain and evaluate performance.

Describes and demonstrates strategies that enhance interpersonal skills.


Outline goals and apply strategies to enhance performance
Explain and evaluate performance.

Unit 2: Basketball
Time Alotted: 15 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 Year 3

Level of
Achievement

Criterion B: Planning for


Performance
Design and explain a plan for
improving physical performance
and health.
Explain the effectiveness of a plan
based on the outcome.
The student does not reach a
standard described by any of the
descriptors below.

1-2

The student:
Outlines a plan for improving
physical performance.
States the effectiveness of a plan
based on the outcome.

3-4

The student:
Constructs and outlines a plan for
improving physical performance.
Outlines the effectiveness of a
plan based on the outcome.

5-6

The student:
Constructs and explain a plan for
improving physical performance.
Describes the effectiveness of a

Criterion C: Applying and


Performing
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 any of the descriptors
below.
The student:
Recalls and applies skills and
techniques with limited success.
Recalls and applies strategies with
limited success.
Recalls and applies information to
perform.
The student:
Demonstrates and applies skills and
techniques with limited success.
Demonstrates and applies strategies
with limited success.
Identifies and applies information to
perform effectively.
The student:
Demonstrates and applies skills and
techniques.
Demonstrates and applies strategies.

plan based on the outcome.


The student:
Designs and explains a plan for
improving physical performance.
Explains the effectiveness of a
plan based on the outcome.

7-8

Identifies and applies information to


perform effectively.
The student:
Demonstrates and applies a range of
skills and techniques.
Demonstrates and applies a range of
strategies.
Outlines and applies information to
perform effectively.

Unit 3: Volleyball;
Time Alotted: 15 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

8TH GRADE 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.

7-8

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.

Unit 5: Sexuality & HIV


Statement of Inquiry:
Being informed and having a plan for dealing with certain situations will help you to make better decisions to stay safe.
Global Context:
Identities & Relationships: Students will explore identity, personal, physical, mental, social & spiritual health, human
relationships including families, friends, communities, & cultures, and what it means to be human.
Key/Related Concepts:
Relationships: Students will look at the relationships and how they can greatly impact you and how actions impact
other things.
Choice: Students will explore how choices can affect their lifestyle.
Interaction: Students will explore how their interactions with others have consequences.
Summative Assessment:
The students will develop a personal life plan. Given a scenario, students will grapple with the different ways to handle
the situation. They will develop a plan to avoid situations. They will learn how to notice risky behaviour and then
create a plan to avoid putting yourself in a position with risky behavior. They will present their parents with this
plan to help their parents understand that they will have a plan to protect themselves from risky behavior. (This
opens up a dialogue with parents.)
*Their questions will be assessed to see if students can inquire seriously about the content.
Criterion & Objectives Assessed in this unit:

Criterion B & Criterion C


Criterion B: Planning For Performance
o Outline physical health education-related factual, procedural and conceptual knowledge.
Criterion C: Applying and Performing
o Identify and demonstrate strategies to enhance interpersonal skills.

Unit 6: Soccer
Time Alotted: 8 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 3

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.

Achieveme
nt
Levels

0
1-2

Criterion C: Applying and


Performing
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
any of the descriptors below.

Task Definitions

Recalls and applies skills and techniques


with limited success.
Recalls and applies strategies and movement
concepts with limited success.
Recalls and applies information to perform.

3-4

Demonstrates and applies skills and techniques with


limited success.
Demonstrates and applies strategies and movement
concepts with limited success.
Identifies and applies

5-6

Demonstrates and applies skills and techniques.


Demonstrates and applies strategies and movement
concepts.
Identifies and applies information to perform
effectively.

The student was unable to make contact with the birdie or


adjust their movement.
i. Demonstrated and applied some skills and techniques
a. dibbling (inside/outside of foot), passing, shooting,
trapping in soccer
ii. Demonstrated and applied 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.
i. Demonstrated and applied skills and techniques
a. dibbling (inside/outside of foot), passing, shooting,
trapping in soccer
ii. Demonstrated and applied 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
i. Demonstrated and applied skills and techniques;
a. dibbling (inside/outside of foot), passing, shooting,
trapping in soccer
ii. Demonstrated and applied a range of strategies
and movement concepts

7-8

Demonstrates and applies a range of skills and


techniques.
Demonstrates and applies a range of strategies and
movement concepts.
Outlines and applies information to perform
effectively.

iii. Identifies information to perform effectively;


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