Johnston Heights Secondary
Course outline
2017-2018
Physical & Health Education 9
IB missionstatement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young peoplewho help to create a better and more peaceful world through intercultural understanding andrespect.
To this end the organization works with schools, governments and international organizations todevelop challenging programmes of international education and rigorousassessment.
Theseprogrammesencouragestudentsacrosstheworldtobecomeactive,compassionateandlifelong learners who understand that other people, with their differences, can also beright.
Middle Years ProgrammeModel
TheMYPisdesignedforstudentsaged11to16.Itprovidesaframeworkoflearningthatencouragesstudents tobecomecreative,criticalandreflectivethinkers.TheMYPemphasizesintellectualchallenge,encouraging students to make connections between their studies in traditional subjects and the real world. It fostersthe developmentofskillsforcommunication,interculturalunderstandingandglobalengagement—essentialqualities for young people who are becoming globalleaders.
TheMYP
•addresses holistically students’ intellectual, social, emotional and physicalwell-being
•providesstudentsopportunitiestodeveloptheknowledge,attitudesandskillstheyneedinorderto manage complexity and take responsible action for the future
•ensures breadth and depth of understanding through study in eight subjectgroups
•requires the study of at least two languages to support students in understanding their owncultures and those of others
•empowers students to participate in service with thecommunity
•helps to prepare students for further education, the workplace and a lifetime oflearning.
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1COMMUNICATORS,
TheaimofallIBprogrammesistodevelopinternationallymindedpeoplewho,recognizingtheircommonhumanityandsharedguardianshipoftheplanet,helptocreateabetterandmorepeacefulworld.
The IB learnerprofilerepresents10 attributesvaluedbyIB WorldSchools.Webelievetheseattributes,andotherslikethem,canhelpindividualsandgroupsbecomeresponsiblemembersoflocal,nationalandglobalcommunities.
As IB learners we strive tobe:
INQUIRERS
Wenurtureourcuriosity,developingskillsforinquiryand research.Weknowhowtolearnindependentlyandwithothers.Welearnwithenthusiasmandsustainourloveoflearningthroughoutlife.
KNOWLEDGEABLE
We develop and use conceptual understanding, exploringknowledgeacrossarangeofdisciplines.Weengagewithissuesand ideas that have local and globalsignificance.
THINKERS
Weusecriticalandcreativethinkingskillstoanalyseandtakeresponsibleactiononcomplexproblems.Weexerciseinitiativeinmaking reasoned,ethicaldecisions.
COMMUNICATORS
We express ourselves confidently and creatively in morethanone language and in many ways. We collaborate effectively,listeningcarefullytotheperspectivesofotherindividualsandgroups.
PRINCIPLED
We act with integrity and honesty, with a strong sense offairnessandjustice,and withrespectforthedignityandrightsofpeopleeverywhere. We take responsibility for our actions and theirconsequences.
OPEN-MINDED
We critically appreciate our own cultures and personal histories,aswellasthevalues andtraditionsofothers.Weseekandevaluatearange of points of view, and we are willing to grow from theexperience.
CARING
We show empathy, compassion and respect We haveacommitment to service, and we act to make a positive differencein the lives of others and in the world aroundus.
RISK-TAKERS
Weapproachuncertaintywithforethoughtanddetermination;weworkindependentlyandcooperativelytoexplorenewideasandinnovativestrategies.Weareresourcefulandresilientinthefaceofchallengesandchange.
BALANCED
Weunderstandtheimportanceofbalancingdifferentaspectsofour lives-intellectual, physical, and emotional-toachieve
well-beingforourselvesandothers.We recognizeourinterdependencewith other people and with the world in which welive.
REFLECTIVE
We thoughtfully consider the world and our own ideas andexperience. We work to understand our strengths andweaknessesin order to support our learning and personal development.
Physical & Health Education9
Aims
TheaimsofallMYPsubjectsstatewhatateachermayexpecttoteachandwhatastudentmayexpecttoexperience and learn. These aims suggest how the student may be changed by the learningexperience.
The aims of MYP physical and health education are to encourage and enable studentsto:
•use inquiry to explore physical and health education concepts
•participate effectively in a variety ofcontexts
•understand the value of physical activity
•achieve and maintain a healthylifestyle
•collaborate and communicate effectively
•build positive relationships and demonstrate socialresponsibility
•reflect on their learning experiences.
Objectives
TheobjectivesofanyMYPsubjectstatethespecifictargetsthataresetforlearninginthesubject.Theydefine what the student will be able to accomplish as a result of studying thesubject.
TheobjectivesofMYPphysicalandhealtheducationencompassthefactual,conceptual,proceduralandmetacognitive dimensions ofknowledge.
Eachobjectiveiselaboratedbyanumberofstrands;astrandisanaspectorindicatorofthelearningexpectation.
The objectives for years 1, 3 and 5 of the programme are provided in the guide and their use ismandatory.
These objectives relate directly to the assessment criteria found in the “Assessed curriculum” section ofthis guide.
Together these objectives reflect the knowledge, skills and attitudes that students need in order todevelop an active and healthy life; they represent essential aspects of physical, personal and socialdevelopment.
A. Knowing andunderstanding
Students develop knowledge and understanding about health and physical activity in order to identifyand solveproblems.
In order to reach the aims of physical and health education, students should be ableto:
i.explain physical health education factual, procedural and conceptual knowledge
ii.applyphysicalandhealtheducationknowledgetoanalyseissuesandsolveproblemssetinfamiliarand unfamiliarsituations
iii.apply physical and health terminology effectively to communicate understanding.
B.Planning forperformance
Students through inquiry design, analyse, evaluate and perform a plan in order to improve performancein physical and healtheducation.
In order to reach the aims of physical and health education, students should be ableto:
i.design, explain and justify plans to improve physical performance and health
ii.analyse and evaluate the effectiveness of a plan based on the outcome.
C.Applying andperforming
Studentsdevelopandapplypracticalskills,techniques,strategiesandmovementconceptsthroughtheirparticipation in a variety of physicalactivities.
In order to reach the aims of physical and health education, students should be ableto:
i.demonstrate and apply a range of skills and techniques effectively
ii.demonstrate and apply a range of strategies and movementconcepts
iii.analyse and apply information to perform effectively.
D. Reflecting and improvingperformance
Studentsenhancetheirpersonalandsocialdevelopment,setgoals,takeresponsibleactionandreflectontheir performance and the performance ofothers.
In order to reach the aims of physical and health education, students should be ableto:
i.explain and demonstrate strategies that enhance interpersonalskills
ii.develop goals and apply strategies to enhance performance
iii.analyse and evaluate performance.
Conceptualunderstanding
Aconceptisa”bigidea”—aprincipleornotionthatisenduring,thesignificanceofwhichgoesbeyondparticularorigins,subjectmatterorplaceintime.Conceptsrepresentthevehicleforstudents’inquiryinto the issues and ideas of personal, local and global significance, providing the means by which theycan explore the essence of physical and health education.
Conceptshaveanimportantplaceinthestructureofknowledgethatrequiresstudentsandteacherstothink with increasing complexity as they organize and relate facts andtopics.
Conceptsexpressunderstandingthatstudentstakewiththemintolifelongadventuresoflearning.Theyhelpstudentstodevelopprinciples,generalizationsandtheories.Studentsuseconceptualunderstandingas they solve problems, analyse issues, and evaluate decisions that can have an impact on themselves,their communities and the widerworld.
Keyconcepts
Keyconceptspromotethedevelopmentofabroadcurriculum.Theyrepresentbigideasthatarebothrelevantwithinandacrossdisciplinesandsubjects.Inquiryintokeyconceptscanfacilitateconnectionsbetween andamong
•courses within the physical and health education subject group (intra-disciplinary learning)
•other subject groups (interdisciplinarylearning).
Thekeyconceptscontributedbythestudyof physical and health education are change, communication andrelationships. Thesekeyconceptsprovideaframeworkforphysicalandhealtheducation,informingunitsofworkandhelping to organize teaching andlearning.
Changeis a conversion, transformation, or movement from one form, state or value to another. Inquiryinto the concept of change involves understanding and evaluating causes, processes andconsequences.
Inmanyways,physicalandhealtheducationinvolvesinquiryintochange.Inresponsetostimulifromplayersandtheenvironment,individualsandteamschangestrategiesandtactics.Changeisanessentialaspectofhumandevelopment,andadolescentsareacutelyawareoftheirchangingbodiesandabilities.Physicalandhealtheducationcoursescanhelptofosterpositivepersonal,social,emotional,mentalandphysical change that can lead to more balanced, healthylives.
Communicationistheexchangeortransferofsignals,facts,ideasandsymbols.Itrequiresasender,a messageandanintendedreceiver.Communicationinvolvestheactivityofconveyinginformationormeaning.Effectivecommunicationrequiresacommon“language”(whichmaybewritten,spokenornon-verbal).
Physicalandhealtheducationrequiresstudentstoutilize,create,adaptandunderstandavarietyofstrategiccommunicationtools.Communicationwithinthissubjectreliesonastrongconnectionbetweenformandfunction.Studentswillunderstandthatcommunicationisnotsimplyaboutgivingandreceivinginformation, but also how that information is transferred. Communication is an essential part of allpersonal and social development; it helps people to understand themselves, others and the world aroundthem.
Relationshipsaretheconnectionsandassociationsbetweenproperties,objects,peopleandideas—including the human community’s connections with the world in which we live. Any change inrelationship bringsconsequences—someofwhichmayoccuronasmallscale,whileothersmaybefarreaching, affecting large networks and systems like human societies and the planetaryecosystem.
Inphysicalandhealtheducation,theconceptofrelationshipoffersopportunitiestoexploretheconnections humanbeingsneedinordertofunctionandinteracteffectively.Throughphysicalandhealtheducation,studentswilldevelopandreflectonawidevarietyofpersonalandsocialrelationshipsinwhichtheycanassess and develop their interpersonalskills.
Otherkeyconceptscanalsobeimportantinphysicalandhealtheducation.Forexample,connectionsemphasizepersonalopportunitiesandrisksrelatedtopeople,places,communities,climateandcultures.Theconnectionbetweenphysicalactivity,physicaleducationandhealthisalsocritical.Formisevidentinallaspectsofsportanddance.Logicunderpinsreflectiveactivitiesinbothphysicaleducationand health:playersandperformersuselogic(includingscientificthinking)toanalyse,evaluateandimproveperformance.
Related concepts
Relatedconceptspromotedeeplearning.Theyaregroundedinspecificdisciplinesandareusefulforexploringkeyconceptsingreaterdetail.Inquiryintorelatedconceptshelpsstudentsdevelopmorecomplex andsophisticatedconceptualunderstanding.Relatedconceptsmayarisefromthesubjectmatterofaunitor the craft of a subject—its features andprocesses.
Related concepts in physical and healtheducationAdaptation / Balance / Choice
Energy / Environment / Function
Interaction / Movement / Perspectives
Refinement / Space / Systems
Global contexts for teaching and learning
Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP mathematics can develop meaningful explorations of:
• identities and relationships
Who I am? Who are we?
• orientation in space and time
What is the meaning of ‘when’ and ‘where’?
• personal and cultural expression
What is the nature and purpose of creative expression?
• scientific and technical innovation
How do we understand the world in which we live?
• globalization and sustainability
How is everything connected?
• fairness and development
What are the consequences of our common humanity?
Course Content and MYP Units
(See attachments)
Criterion A: Knowing andunderstandingYEAR 3
Maximum:8
At the end of year 3, students should be ableto:
i.describe physical health education factual, procedural and conceptual knowledge
ii.applyphysicalandhealtheducationknowledgetoexplainissuesandsolveproblemssetinfamiliarand unfamiliarsituations
iii.apply physical and health terminology effectively to communicate understanding.
Achievementlevel / Leveldescriptor0 / The student does not reach a standard described by any of thedescriptors below.
1–2 / Thestudent:
i.recallsphysicalandhealtheducationfactual,proceduralandconceptualknowledge
ii.identifiesphysicalandhealtheducationknowledgetooutlineissuesandsuggest solutions to problems set in familiarsituations
iii.applies physical and health terminology to communicateunderstanding
with limitedsuccess.
3–4 / Thestudent:
i.statesphysicalandhealtheducationfactual,proceduralandconceptualknowledge
ii.identifies physical and health education knowledge to describeissues
and to solve problems set in familiarsituations
iii.appliesphysical and health terminology to communicate understanding.
5–6 / Thestudent:
i.outlines physical and health education factual, procedural andconceptual knowledge
ii.applies physical and health education knowledge to describeissuestosolveproblemssetinfamiliarsituationsandsuggestsolutionsto problems set in unfamiliar situations
iii.appliesphysicalandhealthterminologyconsistentlytocommunicateunderstanding.
7–8 / Thestudent:
i.describes physical health education factual, procedural and conceptual knowledge
ii.applies physical and health education knowledge to explain issuesand
solve problems set in familiar and unfamiliar situations
iii.appliesphysicalandhealthterminology consistently and effectively tocommunicateunderstanding.
Criterion B: Planning forperformanceYEAR 3
Maximum:8
At the end of year 3, students should be ableto:
i.design and explain a plan for improving physical performance and health
ii.explain the effectiveness of a plan based on theoutcome.
Achievementlevel / Leveldescriptor0 / The student does not reach a standard described by any of thedescriptors below.
1–2 / Thestudent:
i.outlines a plan for improving physical performance andhealth
ii.statesthe effectiveness of a plan based on theoutcome.
3–4 / Thestudent:
i.constructsandoutlinesaplanforimprovingphysicalperformanceandhealth
ii.outlinesthe effectiveness of a plan based on theoutcome.
5–6 / Thestudent:
i.constructsandexplainsaplanforimprovingphysicalperformanceandhealth
ii.describesthe effectiveness of a plan based on theoutcome.
7–8 / Thestudent:
i.designs and explains a plan for improving physical performanceand health
ii.explainsthe effectiveness of a plan based on theoutcome.
Criterion C: Applying andperformingYEAR 3
Maximum:8
At the end of year 3, students should be ableto:
i.demonstrate and apply a range of skills andtechniques
ii.demonstrate and apply a range of strategies and movementconcepts
iii.outline and apply information to perform effectively.
Achievementlevel / Leveldescriptor0 / The student does not reach a standard described by any of thedescriptors below.
1–2 / Thestudent:
i.recalls and applies skills and techniques with limitedsuccess
ii.recalls and applies strategies and movement concepts with limited success
iii.recallsand applies information toperform.
3–4 / Thestudent:
i.demonstrates and applies skills and techniques with limitedsuccess
ii.demonstrates and applies strategies and movement conceptswith limited success
iii.identifiesand applies information toperform.
5–6 / Thestudent:
i.demonstrates and applies skills andtechniques
ii.demonstrates and applies strategies and movementconcepts
iii.identifiesand applies information to performeffectively.
7–8 / Thestudent:
i.demonstrates and applies a range of skills andtechniques
ii.demonstrates and applies a range of strategies and movementconcepts
iii.outlinesand applies information to performeffectively.
Criterion D: Reflecting and improvingperformanceYEAR 3
Maximum:8
At the end of year 3, students should be ableto:
i.describe and demonstrate strategies to enhance interpersonalskills
ii.outline goals and apply strategies to enhance performance
iii.explain and evaluate performance.
Achievementlevel / Leveldescriptor0 / The student does not reach a standard described by any of thedescriptors below.
1–2 / Thestudent:
i.identifies strategies that enhance interpersonalskills
ii.lists goals to enhanceperformance
iii.summarizesperformance.
3–4 / Thestudent:
i.identifies and demonstrates strategies that enhance interpersonalskills
ii.identifies goals to enhanceperformance
iii.outlinesand summarizesperformance.
5–6 / Thestudent:
i.outlines and demonstrates strategies that enhance interpersonalskills
ii.identifies goals and applies strategies to enhanceperformance
iii.outlinesand evaluatesperformance.
7–8 / Thestudent:
i.describes and demonstrates strategies that enhance interpersonalskills
ii.outlines goals and applies strategies to enhanceperformance
iii.explainsand evaluates performance.