Mix of skill-based units (team games, racket sports, swimming, yoga) and health units (media, relationships, body changes).
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Our attitude in different spaces can shape how we interact and build relationships
Identities and Relationships
Attitudes, motivation, independence.
Relationships
Interaction Space
Social: Collaboration skills: -Listen actively to other perspectives and ideas -Manage and resolve conflict and work collaboratively in teams
- Routines and organisation to be a successful member of MYP PHE classes - Introduction to MYP PHE language (SOI, KC, RC, GC, ATL) - Collaborative skills - Teambuilding activities - Introduction to Skills & Techniques for Basketball, Netball and Throwball Students will: - Identify Learner Profiles and link these to individual strengths & weaknesses - be given challenges in which they will be required to: - collaborate with group members to solve the challenge - Demonstrate understanding of the routines and organisation being reinforced to be a successful member of the MYP PHE classes. - Learn more about their classmates, developing a positive approach to the team and a willingness to help others succeed. - The emphasis is for students to develop an understanding of essential ATL skills. - Using the knowledge of interpersonal skill and the conceptual understanding of the unit students collaborate and interact within thier group to plan drills and strategies to perform effectively within modified games of throwball, netball and basketball. - Passing/receiving and Service. - Ongoing, students are involved in mini reflection on their group's plan and their own performance Teaching ATL explicitly: Students play self refereed game and practicing to manage resolving the team conflicts
Factual - What is required for interacting with others? - Which types of interactions should we have to build a positive team environment? - What are the benefits of positive attitude to achieve goals? - What are the skills & techniques to perform effectively in selected team games? Conceptual - How can we motivate ourselves and others to collaborate? - How can a change of attitude change the relationship of a group? Debatable What are the best ways to interact in order to solve a challenge together?
Ci, ii, iii: Applying and Performing Di, ii, iii: Reflecting & Improving Summative: Students will explore and apply a range of skills and techniques within team games with accuracy, coordination, speed, and power during modified game situations (Throwball/Netball//Basketball). Students will explore and apply a range of strategies and movement concepts with the use of space, flow of movements and adaptations during various modified game situations (Throwball/Netball//Basketball) Students will explore and apply skills & techniques, rules taught, and feedback received throughout the unit to perform effectively during modified game situations (Throwball/Netball/Basketball). Students collaborate in groups to plan strategies with a focus on developing their group's performance (game skills as well as interpersonal skills) within the modified team games (Throwball/Netball/Basketball) Students work towards consistently demonstrating the strategies during practice and modified game play. Students reflect on development of interpersonal skills, the effectiveness of the strategies and on their own performance during modified game situations.
Links can be drawn back to pastoral care and homeroom activities
Choices we make can impact life balance and how we communicate with others
Fairness and development
Civic responsibility and the public sphere, security and freedom
Communication
Choice Balance
Communication skills: Exchanging thoughts messages and information effectively through interaction -Negotiate Ideas and Knowledge with Peers and Teachers Reflection skills: -Focus on the process of creating by imitating the work of others Self-Management skills Affective skills – Practise strategies to prevent and eliminate bullying
- Identify issues relating to overuse of digital media - Explore how digital media can be used to impact our lives positively - Roles in Cyberbullying, prevention and solutions - Alternatives to digital media usage for maintaining a balanced lifestyle.
Factual: What makes up our digital world? Conceptual: - How can we use our digital environment to strengthen the way we communicate? - How can we keep a healthy balance between on-screen and off-screen time? Debatable: Does the digital environment support or hinder communication with others?
Ai, ii, iii: Knowledge & Understanding Students will identify their own digital media usage and create strategies for balancing their online and offline life. Further, students create a comic (digital/non-digital) with a scenario related to online communication and solve itby applying the new knowledge they have gained from the unit along with conveying a positive message about digital media.
Links can be drawn back to pastoral care and homeroom activities
Understanding the relationships between parts and whole process can help us refine our movements
Scientific and technical innovation
Processes and Solutions
Relationships
Refinement Movement
Self-management Reflection Skills: -Develop new skills, techniques and strategies for effective learning. Self-management: Organization skills: -Set goals that are challenging and realistic
- Swimming pool rules and safety - Concept of streamlining - Stroke development: Freestyle, backstroke, breaststroke - Basic survival skills: Treading water. (Sculling and safety entry are only introducted to the students but not assessed) - Goal setting skills Students will: -Inquire into what streamlining means for efficient swimming -Inquire into how goal setting and action plans can help - Work on stroke development of freestyle, backstroke and breaststroke - Be introduced to and practice basic survival skills: treading water, sculling -SMART goal setting
Factual: - What is streamlining? - What are the different components/ parts of a stroke? - What is treading water and sculling? Conceptual: - Why is streamlining important? - How can understanding how to apply a part of a stroke or a skill help us improve the full stroke or skill? Debatable: Do we always have to look at part of a skill or stroke to refine our movements?
B (i, ii): Planning for performance Students identify areas of improvement within different strokes. They set goals for each stroke and make an action plan with strategies/drills to follow to improve in the identified areas. Teacher observation of the following strokes and skills: Streamlining, freestyle, backstroke, breaststroke, treading water, sculling, and safety entry.
NA
Through positive communication, we can adapt and interact for success in diverse settings
Globalisation and sustainability
Commonalities diversity and interconnection.
Communication
Interaction Adaptation
Self-management: Affective skills: Resilience -Practice dealing with disappointment and unmet expectations. Social: Collaboration Skills -Help others to succeed
- Striking and fielding skills and techniques (Softball/ cricket/ baseball) - Inquire into interpersonal skill and consistently apply the strategies to enhance them - Playing modified striking and fielding games - Developing, Reflecting, Modifying of striking and fielding strategies
Factual: - What are the game skills and the Interpersonal skills required in striking and fielding games? - What is positive communication? Conceptual: - How can we use communication to adapt to changes? - How does the development of a team depend upon the growth and contribution of each player? Debatable: What is most important for success in a team game - game skills and techniques or Interpersonal skills?
Ci, ii, iii: Applying and performing: Di, ii, iii: Reflecting & Improving Performance Playing a modified game in groups (video-recorded). Discussion of what went well and areas of improvement in terms of collaboration. Identification of interpersonal skills strengths and areas of improvement. Analysis of each other’s striking and fielding skills. This leads to strategy-making and application of strategies within the next game. (video-recorded) Students watch the video recordings of the two games, they describe and summarize their own performance. Students had been introduced to the interpersonal skills in the initial phase of the unit and will need to consistently demonstrate the strategies to enhance atleast two interpersonal skills. They will reflect to identify the strategies that they demonstrated to enhance the chosen interpersonal skills. Students will collaborate within their group to plan team strategies for enhanced team performance during the game play, and after gameplay, they will individually reflect on the effectiveness of their strategies. After participating in modified games, students will reflect on their own performance (application of game skills and strategies).
NA
Changes to the way our body functions require us to adapt.
Identities and Relationships
Physical, psychological and social development; transitions
Change
Function Adaptation
Critical thinking skills: -Revise understanding based on new information and evidence Communication Skills: Reading, Writing and Using Language to gather and communicate information - Make Effective summary notes for studying
Students will: - Prior Knowledge: Using Human Body Outline, identify and correctly name body parts impacted during puberty - JAM session based on videos about changes and adaptation during puberty - Explore changes during puberty - Note-taking about changes and adaptations, leading to creation of table outlining changes, adaptations and connections to IB learner profiles. - Inquire into ways to adapt to changes that occur during puberty - Identify strategies to support themselves during puberty including people who can help. - Outline how they can support themselves by using the learner profile attributes that they are developing - Dealing with peer pressure in relation to pubertal development.
Factual: Which body parts experience change during puberty? Conceptual: How can we adapt to the changes occurring to our body during puberty? Debatable: Why do some people adapt to pubertal change with less difficulty than others?
Ai, ii, iii: Knowledge & Understanding Student will create a presentation in pairs or groups of three members through which: They will outline the knowledge of puberty and the changes that the human body goes through during puberty. Students describe the issues faced during changes (physical, emotional) faced by themselves and others during puberty. Further, students solve these issues faced during changes by applying the learning from the unit (knowledge and application of IB LP attributes, Interpersonal skills, and solutions from the video resources). Demonstrating knowledge regarding dealing with peer pressure in different situations.
Interdisciplinary links to science
Developing movement routines can support a balanced lifestyle
Identities and Relationships
Lifestyle Choices
Development
Balance Movement
Self-management: Affective skills: Mindfulness – Practise focus and concentration – Practise being aware of body – Mind connections Creative Thinking Skills: -Focus on the process of creating by imitating the work of others (Practise imitation of works with a focus on the creative process)
Students inquire into the movements involved in Yoga and connect them to the various health benefits. They work in groups to develop routines based on goals to improve their fitness and help them perform more effectively in their day to day life. They also understand the importance of Yoga and how it can help them not just physically but also mentally.
Factual What are the different types of yoga asanas? How can we develop smooth movement transitions within routines? What are the different skills in mixed martial arts and how can we present them aesthetically? Conceptual: How can yoga be part of our lifestyle? How can yoga support us in our daily lives? Debatable: Is yoga the most effective means to a balanced lifestyle?
Bi, ii: Planning for Performance Students identify fitness goals related to strength, flexibility, and balance that are relevant and can be achieved through meaningful group interactions and coordination. Setting these goals would support students to enhance their physical fitness and also perform the yoga asanas effectively. They develop a plan for a challenging yoga routine based on their goals. Towards the end of the unit, they present their routine (video-recorded).
NA
Other grades for this subject: MYP 2 · MYP 3 · MYP 4 · MYP 5