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MYP Curriculum Map – Østerbro International School – Physical and Health education

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MYP 1 - TERM 1

UNIT TITLE

MYP OBJECTIVE At the end of the

first year students should be able to:

ATL SKILLS

CONCEPT

STATEMENT (Statement of

Inquiry)

UNIT

QUESTION (Inquiry

Questions)

GLOBAL

CONTEXT(S)

Summative Assessment

(Criteria)

UNIT

CONTENT

Healthy Lifestyles

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.

Critical thinking: 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,

Students will understand that a healthy lifestyle requires balance of personal choices through inquiry into the impact of the environment on human activity

How does my environment affect me?

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.

Criterion A: Healthy eating and activity plan:

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


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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


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technology Net Sports C1: perform simple

interpretations of movement concepts and basic movement sequences in a variety of physical contexts. C2: apply basic tactics, strategies and rules in modified performance environments in both individual and group situations D5: reflect upon their own achievements in terms of strengths and weaknesses

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

Students will understand that movement choices reflect adaptation to space and environment.

How do I control space?

Environments: The students will take action and reflect on their use of space (game environment)

Criterion C: Modified Net Games Criterion D:Reflection on adaptation: self-assessment

Volleyball: serve, dig, set Badminton: serve, forehand, backhand Modify other net games: rules, equipment, facilities Explicit strategies and movement concepts to be taught: footwork, rules and regulations, scoring, positioning Goal setting framework: SMART

Aerobics B1: explore simple movement possibilities and variations according to the basic principles of a particular aesthetic activity, with guidance from

Thinking -Critical thinking: Break down large concepts and projects into component parts and combine parts logically, as appropriate.

Students will understand that movement patterns are created in a logical order and for a purpose

How do I create movements?

Human Ingenuity: The students will understand, take action and reflect on their creativity and forms of expression

Criterion B: Aerobics plan: Criterion C: Aerobics performance Criterion D: Self-evaluation

Tempo - how to count beats - how to keep in time A variety of aerobic routine moves - A step - I step - L step


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the teacher B2: compose basic aesthetic movements B3: link movements 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 movement concepts and basic movement 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 movements flow - how to transition from movement to movement - how to create logical patterns of movement


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MYP 1 - TERM 2

UNIT TITLE


first year students should be able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT

QUESTION (Inquiry Questions)

GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Basketball C1: demonstrate the basic skills and techniques necessary for active participation in modified performance situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified performance environments in both individual and group situations

Communication -Interacting: Interpret non-verbal communication techniques and using them purposefully. Thinking -Critical thinking: Identify obstacles and challenges. -Transfer: Use familiar learning skills with unfamiliar content.

Students will understand that changes in movement techniques can impact performance energy.

What changes do we make when we move?

Health and social: Student will become aware and understand how movements change the energy of a game

Criterion C: Basketball skills and performance

Students will be introduced to the skills of passing, dribbling, ball handling and shooting Students will recall and be able to demonstrate: -passing: chest, bounce, overhead -dribbling: speed, height, technique, dominant/non-dominant hand, stationary to moving -ball handling: hand-eye coordination, fine motor skills -shooting: lay-up, set shot, jump shot


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Specific skills, techniques, movement concepts and strategies to be taught: -rebounding -close range shooting -creating space -rules and regulations -being to use communication skills: verbal and non-verbal

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 performance situations in a

Critical thinking: Plan to achieve a goal, including identifying targets and outlining steps. Critical thinking: Identify trends and forecast possibilities Creativity and innovation: Apply existing knowledge to generate new products and processes Literacy: Make inferences and draw conclusions.

Students will understand that body systems adapt to changing training methods

How can I adapt to my situation?

Health and Social education: Students will reflect on the ways they look after themselves.

Criterion A:Personal Fitness Profile

-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,


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variety of physical activities

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

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

Invasion Games

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,

Critical thinking: 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

Students will 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

Skills, rules strategies, movement concepts, positioning and scoring to be taught from three different invasion games: Touch Rugby, Football and Flag Football Goal setting framework: SMART


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including basic verbal and nonverbal forms of communication

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.

Game Creation

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

Critical thinking: Break down large concepts and projects into component parts and combine parts logically, as appropriate. Critical thinking: Identify obstacles and challenges. Creativity and innovation: Brainstorm and map to generate ideas and

Students will understand that effectively communicating the rules of a game unifies understanding of the game‘s environment, goals and roles

Human Ingenuity: Students will 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


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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/umpiring a game.


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strengths and

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


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MYP 2 – Term 1

UNIT TITLE


second year students should be

able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Basketball C1: demonstrate the basic skills and techniques necessary for active participation in modified performance situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified performance environments in both individual and group situations D1: express themselves effectively, including basic verbal and nonverbal forms of communication

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 non-verbal communication techniques and using them purposefully

Students will 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

How do we function together?

Health and Social education: Students will understand, take action and reflect on the choices they make in their daily lives

Performance in game play scenarios Criterion C Analysis of communication strategy Criterion D

Students will re-cap existing skills. Passing: chest, bounce, overhead, Dribbling: speed, height, technique, developing dominant/non-dominant 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


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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

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

Critical thinking: 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.

The student will understand that an established system of rules unifies understanding of the game‘s environment, goals and roles

What makes a game a game?

Environments: Students will understand and reflect on the impact of the environment on human activity

Game creation plan Criterion A

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

Acro-Gymnastics

B1: explore movement possibilities and variations in accordance

Critical thinking: Break down large concepts and projects into component parts

The student will understand that aesthetic movements are enhanced

How do I connect to make fluid movements?

Human Ingenuity: Students will understand and take

Criterion B: Plan for group sequence Criterion C: Performance of sequence Criterion D: Video diary

Re-cap basic gymnastic skills: forward and backward roll, cartwheel,


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with the basic principles of a particular aesthetic activity B2: compose aesthetic movements B3: link movements 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 performance situations in a variety of physical activities C3: perform movement concepts and sequences of movement in a variety of physical contexts.

and combine parts logically, as appropriate.

Critical thinking: 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 movement

action on creativity and expression of movements

handstand, and headstand. Individual and partner balances Group balances Gymnastic terminology: Body tension, Canon and unison Linking movements


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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

UNIT TITLE


second year students should be

able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Cricket 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

Critical thinking: Break down large concepts and projects into component parts and combine parts logically, as appropriate. Reflection: Implement and measure the effectiveness of

The student will understand that interactions create a refinement in technique

What are positive relationships?

Health and Social education: Students will understand that in order to improve we need the support of others.

Criterion A: Batting/Bowling coaching manual

Introduction to basic cricket skills: Batting: Grip, stance, footwork, front foot shots (defensive and attacking) Bowling: Grip, arm action, run up, approach,


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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.

different learning strategies. Interacting: Give and receive appropriate feedback Literacy: Use and interpret a range of content-specific 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.

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,

Football

C1: demonstrate the basic skills and techniques necessary for active participation in modified performance

Critical thinking: 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

Introduce basic football skills: passing over short distances, shooting, ball control, running with the ball,


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situations in a variety of physical activities C2: apply basic tactics, strategies and rules in modified performance 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

combine parts in new ways. Transfer: Use familiar learning skills with unfamiliar content. Interacting: Interpret non-verbal communication techniques and using them purposefully.

s in our communities

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)

Touch Rugby

A1: demonstrate some knowledge of physical education terminology in context A2: demonstrate an understanding of

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? 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

Introduction to basic rugby skills: Ball handling, passing, lines of running and touch tackling.


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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 performance situations in a variety of physical activities

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.

practical to the theoretical

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

Athletics C1: demonstrate the basic skills and techniques necessary for active participation in modified performance situations in a

Critical thinking: Break down large concepts and projects into component parts and combine parts logically, as appropriate.

Students will learn that refining movement technique determines sprint efficiency

How do we put it all together?

Health and Social Education: Students will understand how body systems need to function

Sprint performance in 3 sprints Criterion C

Introduction to components of fitness: power, strength, speed Re-cap sprint tactics and techniques for sprints


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variety of physical activities

Identify obstacles and challenges.

together in order to improve movement

Develop skills techniques and strategies for 60m, 100m, 200m sprints


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MYP 3 - TERM 1

UNIT TITLE


third year students should be able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Fitness 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 performance situations in a variety of physical activities

Reflection - self-awareness: including seeking out positive criticism, reflecting on areas of perceived limitation Reflection - self-evaluation: including the keeping of learning journals and portfolios, reflecting at different stages in the learning process

Students will understand that body systems function together in order to improve personal fitness

How do I improve? HSE -Reflecting on students individual fitness levels and taking action towards improving fitness

A – Fitness Training Plan

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

Badminton C1: demonstrate the skills and techniques necessary for active participation in

Collaboration: personal challenges - including respecting

Students will understand that taking action towards positive relationships

How do my decisions affect my performance?

HSE - Taking action towards positive relationships

C: Game Performance D: Self-Analysis

Serve, forehand, backhand Explicit strategies and movement concepts to be


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some more complex performance 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 performance

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


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reasoning, evaluating solutions to problems

Swimming A4: use their knowledge to identify and analyse factors that influence situations, and solve problems in familiar and simple unfamiliar situations.

Critical thinking: 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. Students will reflect on the importance and being safe in dangerous environments

Criterion A: Water Safety campaign brochure Criterion D: Process Journal

Re-cap/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


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MYP 3 - TERM 2

UNIT TITLE


third year students should be able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Basketball C1: demonstrate the skills and techniques necessary for active participation in some more complex performance situations in a variety of physical activities C2: apply tactics, strategies and rules in some more complex performance environments in both individual and group D1: communicate effectively, including basic verbal and nonverbal forms of communication D2: demonstrate attitudes and

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 non-verbal communication techniques and using them purposefully. Literacy: Summarize and

The effective functioning of a team requires all team members to understand and apply appropriate communication systems.

What way is the best to communicate?

Community and Service: Students will raise and awareness and understanding, take action and reflect on the interconnectedness of human-made systems and communities

Criterion D: Self-Reflection Students will re-cap existing skills and be introduced to the new skills: passing, dribbling, ball handling and shooting Passing: chest, bounce, overhead, Dribbling: speed, height, technique, dominant/non-dominant hand, stationary to moving Ball Handling: hand-eye coordination, fine motor skills Shooting: Lay up, set shot, jump shot Specific skills, techniques,


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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.

transform information.

movement 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

Goal Celebrations (Dance)

B1: explore movement possibilities and variations in accordance with the basic principles of a particular aesthetic activity

Critical thinking: Break down large concepts and projects into component parts and combine parts logically, as appropriate. Critical thinking:

Adaptation leads to new creations

How can I create, perform and evaluate my ideas?

Human Ingenuity: Students will inquire into creating a dance with the theme and reflect on the process.

Criteria B,C and D: Create a movement composition using the medium of goal celebrations.

Introduce students to gaol celebration theme: Re-cap basic movement skills: Individual and partner balances Group balances


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B2: compose aesthetic movements B3: link movements 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 movement concepts and sequences of movement 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 movements


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enthusiasm and commitment when D5:taking part in the activity make an informed reflection upon their own achievements

Football C1: demonstrate the skills and techniques necessary for active participation in some more complex performance situations in a variety of physical activities C2: apply tactics, strategies and rules in some more complex performance environments in both individual and group situations D1: communicate effectively, including basic verbal and nonverbal forms of communication D2: demonstrate

Critical thinking: Identify obstacles and challenges. Critical thinking: 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 movement 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 performance

Re-cap basic Football skills: passing, shooting, movement, 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


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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

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

(Completed 3's):with the ball, without the ball Develop positional play (offensive/defensive) 3v3. Identify defenders movements 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

Athletics A1: use some physical education terminology in context A2: demonstrate an understanding of basic concepts, strategies, techniques and

Critical thinking: 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: Students will understand and be aware of the way they have performed.

Criterion A: Video analysis Criterion C: Three event performance

Energy systems: aerobic, anaerobic, ATP-PC Principles of fitness: cardiovascular fitness, muscular strength,


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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 performance 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 movement concepts: 100m, 400m, 800m, shot put, high jump


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


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MYP 4 - TERM 1

UNIT TITLE


final year students should be able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Basketball 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

Critical thinking: Plan to achieve a goal, including identifying targets and outlining steps. Critical thinking: 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.

The student will understand that investigating and reflecting on performance creates new perspectives

How can I be a better performer?

ATL: Students will understand, take action and reflect on their performance in order to create new learning opportunities

Game Performance Criterion C

Students will re-cap 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/non-dominant hand, stationary to moving, introduction to cross overs Ball Handling: hand-eye coordination, fine motor skills Shooting: Lay-up,


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in both individual and group situations

Literacy: Use and interpret a range of content-specific terminology. Information and media literacy: Collect record and verify data.

set shot, jump shot Specific skills, techniques, movement 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:


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Point Guard Shooting Guard Small Forward Power Forward Centre Development of Game Sense, Positional Play, Attacking and defending strategies

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: Students will 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

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 movement concepts to be taught: footwork, rules and regulations, scoring, positioning, rotation, tactics


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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. Affective skills: Seek out criticism and feedback from others, and make informed choices about including it in one’s work.

Yoga B1: explore movement possibilities and variations in accordance with the principles of a particular aesthetic activity B2: compose aesthetic movements B3: link movements in order to

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 movements

How does the mind influence the body and how does the body influence the mind?

Community and Service: Students will 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


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compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow. C3: perform movement concepts and sequences of movement 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 -Critical 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 non-verbal 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


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

distractions.


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MYP 4 - TERM 2

UNIT TITLE


final year students should be able to:

ATL SKILLS

CONCEPT


Inquiry)

UNIT


GLOBAL

CONTEXT(S)


(Criteria)

UNIT

CONTENT

Badminton 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

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.

The student will understand that shot selection choices increase with control of court space

How do I control space?

Environments: Students will be aware of and understand the relations of space and the game environment

Singles game play Criterion C

Explicit skills and techniques to be taught and developed: Badminton: serve, forehand, backhand Explicit strategies and movement 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


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Rallying: high serve, clear, drop or smash. Short and Long service Doubles and singles game play Scoring and Umpiring

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 movements restricts others use of space

How do I adapt to think creatively?

Health and Social Education: Students will reflect on how

Human Relationships, including different , communities and cultures

Criterion A: Attacking strategy plan

Criterion C: Game play

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


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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. COMMUNICATION: Give and receive appropriate feedback. Interpret non-verbal communication techniques and using them purposefully. Negotiate ideas and knowledge with peers and teachers. SELF-MANAGEMENT SKILLS: Organization -

(3v3-5v5)

Rules and scoring


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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

Football

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 movement 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 performance

Re-cap basic Football skills of passing, shooting, movement, 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


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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/defensive) 3v3. Identify defenders movements 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,


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5v4, 5v5 General game play

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.

Critical thinking: 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 content-specific 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

Principles of fitness: muscular strength, flexibility, agility Event skills, techniques, strategies and movement 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


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

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