Mount Mourne School MYP Course Outline

Physical Education

MYP Level 3

Catchpole

Course Description:

MYP Fundamental Concepts:

Students will explore physical activity through various sports, fitness, and movement concepts. Students will learn rules, strategies, and tactics about a wide range of team, individual and rhythmic sports and fitness activities. Each year students will participate in different activities so that they build a base for life-long health and fitness.

The Learner Profile:

Students will be using all aspects of the learner profile as they participate in the different activities of the physical education program. Students will need to stretch out their comfort zones, become risk takers, as they learn new skills each year. They will increase their knowledge by learning the rules and strategies involved in each unit that they study. By participating in team sports, students will learn to be clear, concise communicators with their teammates as they work together in competition. Working together with teammates will also foster an environment where students must be open-minded as they work together for a common goal. Sportsmanship will be stressed in every unit as students will realize that even in the spirit of competition and sport, they can still have a caring attitude towards their teammates, opponents, and officials. In each sport, team or individual, each student will be allowed to add their own creative ideas as they think, assess, plan, and strategize how to best accomplish the tasks at hand.

NCSCOS Aims/Objectives: / IB Aims/Objectives:
  • Participate in pre and post Fitnessgram Test, look at the results, and show an increase in the fitness
scores
  • Explain the value of the principles of cardiovascular strength training
  • Monitor the effects of physical activity
  • Perform advanced skills during game play
  • Demonstrate correct techniques while performing motor skills
/
  • Take responsibility for their own learning
  • Process and be engaged in the activity
  • Use physical education terminology in context
  • Perform movement sequences in a variety of movement and physical contexts
  • Link movements in order to compose coordinated sequences and take into account the concepts of space, time, level, force, and flow

Time / Unit Topic/Objectives / AOI / Significant Concept / Unit Question / Assessment/ Evaluation
4 weeks / Volleyball
-demonstrate the skills and techniques necessary for active participation in a variety of physical activities
-apply tactics, strategies and rules in both individual and group situations
-perform movement concepts and sequences of movement in a variety of physical contexts / Human Ingenuity / No matter what level of competency we achieve at something, there is always room for improvement. Students will learn to never be satisfied with their current level of knowledge and/or skill. / How do I improve? / Criterion C
Assess skills with a skill test rubric, quiz on the rules of volleyball, authentic assessment with game play experiences
6 weeks / Soccer
The student will communicate effectively, including verbal and non-verbal forms of communication.
The student will take responsibility for their own learning process and demonstrate engagement with the activity. / Community and Service / We need to realize that we are part of a larger world and our immediate surroundings / How do we live in relation to each other? / Criterion D
Self-Reflection during the unit. The student will keep a journal tracking their progress of skill development during the unit and write a weekly reflection upon their improvements.
6
weeks / Badminton
The student will use physical education terminology in context.
The student will link movements in order to compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow.
The student will perform movement concepts and sequences of movement in a variety of physical contexts. / Human Ingenuity / Imagination is the beginning of creation / Why do we create? / Criterion A
Badminton Test of History
4
weeks / Intro to Golf
The student will take responsibility for their own learning process and demonstrate engagement with the activity.
The student will perform movement concepts and sequences in a variety of physical contexts. / Health and Social / My health is the main asset I have and I need to care for it. / How do I spend my time? / Criterion C
Video evidence of skills

Role of the Areas of Interaction:

Human Ingenuity—Students will explore the origins of sports and activities, what was used to create those activities and the lasting impact they have had on the world, both physically and socially.

Approaches to Learning—Students will work to learn and apply skills that lend themselves to a healthy lifestyle.

Health and Social Education—Students will promote fair play, cooperative learning and teamwork with the aim of respecting body and mind.

Environments— Students will reflect and appreciate how specific environments affect different types of activities.

Community and Service—Students will become aware of their school community and what they can do to improve upon it.

Grading Policy:

Plans for Assessment

In order to ensure that students have a clear understanding of the assessment criteria and to establish a clearly defined system by which the teachers assess students, we will:

  • assess each criterion for each subject at least twice by the end of eighth grade.
  • maintain an MYP assessment portfolio for each student in each subject. The assessment portfoliowill include task descriptions, the criteria for the subject, a section for student reflection, and a section for parent signature and response.
  • bring task, rubric, and samples of student work to share and reflect
  • ensure that the assessment tasks assigned in each subject area are in line with the moderation of assessment requirements for that subject area.
  • distribute portfolios to students at the beginning of each semester/quarter.
  • submit samples of completed portfolios to the MYP coordinator at the end of each semester to share with the whole staff.
  • create adapted rubrics for years 1-4.
  • standardize assessments by subject area at least once a year.
  • collaborate and use common MYP assessments for courses being taught by more than one teacher.
  • participate in IB assessment as required.

Plans for Communication

In order to effectively communicate MYP assessment criteria to parents and students, we will:

  • Post all assessment criteria on MM School’s web page and on teachers’ web pages.
  • Post subject area rubrics on individual teachers’ web pages as necessary.
  • Provide students with copies of the criteria in each subject area at the beginning of each course.
  • Require students to complete a reflection after each MYP assessment task and obtain a parent signature documenting that the parent has seen the assessment results.
  • Incorporate students’ IB progress into student-led conferences.
  • Incorporate students’ IB progress into parent-teacher conferences.
  • Offer Parent/Family Nights to educate parents and incoming students.

PE: Assessment Criteria (see specific teacher’s website for scoring rubrics)
Criterion A / Use of knowledge / Maximum 8
Criterion B / Movement composition / Maximum 6
Criterion C / Performance / Maximum 10
Criterion D / Social skills and personal engagement / Maximum 8

Text and Other Resources:

SPARK Manual Paul F. Rosengard and Thomas L. Mckenzie, Ready to Use Secondary PE Activities Program

Ken Lumsden and Sally Jones, PE Games and Activity Kit Ken Lumsden, Success Oriented PE Activities

L.F. Bud and Sue Turner, Successfully Teaching Middle School Health III North Carolina Association for the Advancement

of Health Education and NC SchoolHealthTrainingCenterTeen Health Course 1 Glencoe