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.
Change in energy levels influence our ability to adapt to various situations
Scientific and technical innovation
Opportunity, risk, consequences and responsibility
Change
Adaptation Energy
Self Management: Reflection Skills: Re(considering) the process of learning; choosing and using ATL skills - Identify strengths and weaknesses of personal learning strategies (self-assessment) Thinking; Transfer Skills: Using skills and knowledge in multiple contexts - Apply skills and knowledge in unfamiliar situations
Students will: -inquire about different survival swimming skills and develop those skills. -analyse different real life situations related to survival skills - apply survival skills within simulated real life situations. -inquire about correct technique and procedural practises within the aquatic environment -variety of towing and rescuing techniques -towing for min. 25 mts. - endurance swim performed using survival strokes only (Examples: head up breaststroke, survival backstroke)
Factual: 1. What changes do we experience in our bodies when we are exhausted? 2. What are the techniques that we can use to conserve our energy/ restore our energy when in an aquatic environment? 3. What are characteristics of different aquatic environments and what do we need to be aware of in different aquatic environments? Conceptual: 1. Why do we need to consider our energy levels when we take decisions in aquatic environments? Debatable: 1. Who should we put first, ourselves or others? And why?
B i, ii- Planning for Peformance Students will set two Goals (one individual and 1 common between partner/s) You must outline two goals that are specific, challenging, and achievable: You will design a common planner in collaboration with your partner/s which must include: Three challenges/tasks for another student’s partner: D (i), D (ii), D (iii): Reflecting and improving The student will describe and demonstrate strategies to enhance interpersonal skills, focusing on clear communication, cooperation, and safety when working with a partner/trio in survival swimming challenges. The student will explain the effectiveness of their survival swimming plan based on the outcomes observed during performance and evidence collected. The student will explain and evaluate their overall performance, identifying strengths and weaknesses in survival swimming skills and proposing realistic strategies to improve.
Development, environment and new perspectives can influence our decisions
Identities and Relationships
Physical, psychological and social development
Development
Perspective Environment
Research skills: Information literacy skills Finding, interpreting, judging and creating information - Access information to be informed and inform others Social: Collaboration skills Working effectively with others - Delegate and share responsibility for decision-making - Negotiate effectively
-inquire about the developing brain of teenagers, impulsive decision-making and the impact of negative and positive peer pressure - other types of social pressure -inquire about different decision-making models to use -apply the decision-making models that can positively support them in familiar and unfamiliar situations - Investigate relevant research about a chosen topic of teenage decision-making. -connect the researched theme of teenage-decision making to impacts on wellbeing. - The use of concept maps.
Factual 1. What are some of the decisions teenagers might need to make? 2. How is teenagers' brain development linked to decision-making processes? 3. What are decision-making models and what how can they help us see things from different perspectives? Conceptual 1. How can our perspective impact the balance of our choices and our wellbeing? Debatable 1. Can the environment in which we spend time impact our decision-making?
A (i), (ii), (iii) Knowing and understanding Outline for Criteria A: During the process, students work in pairs developing a research question guided by the teacher. Students create a presentation aimed at teenagers, communicating around a researched theme of ‘risky’ teenage decision making. They connect the researched theme of teenage-decision making to wellbeing. Via the application of decision-making models they solve scenarios related to their research topic.
Effective communication in different spaces can support adaptation and refinement of performance.
Orientation in Space and Time
Evolution, constraints and adaptation
Communication
Space Refinement
Reflection Skills: Re(considering) the process of learning; choosing and using ATL skills - Identify strengths and weaknesses of personal learning strategies (self-assessment) Transfer skills: Using skills and knowledge in multiple contexts - Inquire in different contexts to gain a different perspective
Students will: - Develop Problem-solving skills related to adventure/outdoor activities -Design and explain the plan and outdoor adventure environment. -demonstrate, through application of outdoor adventure strategies, increased interpersonal skills -outline a goal relevant to the context and reflect upon their performance to successfully meet this goal. -plan an ‘orienteering course’ for their peers -reflect on the process
Factual: 1. What are the physical fitness (SRPF) components required to perform in racket sports? 2. Which games skills within table tennis, pickleball and badminton are interlinked? Conceptual: 1. Why is footwork as important as racquet technique? 2. How can wrist work support our performance in racket sports? Debatable: 1. Can developing game skills in one sport of the racket sports support the development of other racket sports?
C (i), C (ii), C (iii): Applying and performing Students will be given game scenario task cards related to racket sports (badminton, table tennis). Each scenario will require them to: Make quick decisions on the most effective game strategy (e.g., shot selection, placement, serve type, footwork adjustment). Demonstrate appropriate technical skills (e.g., grip, serve, rally, spin, smash, drop shot, clear). Apply correct footwork and movement patterns to maintain balance and positioning. Use wrist work and control to influence accuracy, speed, and variation in shots. Exhibit endurance and consistency in rally situations while adapting to the opponent’s play.
Leadership requires understanding perspectives and adapting to change
Identities and Relationships
Affiliation and leadership
Change
Adaptation Perspective
Self-management; Organisation skills: Managing time and tasks effectively - Use appropriate strategies for organizing complex information Communication; Communication Skills: Exchange thoughts, messages and information effectively through interaction - Negotiate ideas and knowledge with peers and teachers
Students will: -explore selected invasion games and/or striking and fielding games - outline a goal centred around leadership skills. -reflect upon their leadership skill development and collaboration applied through the teaching of fellow students. -Apply various strategies to evaluate the strengths and weaknesses of students. -plan and conduct a mini tournament/match for G6 students -reflect on the process
Factual: What changes do we need to make when leading? Conceptual: How can leaders improve the cooperation within a team or group? How can being a good role model impact my group? Debatable: Must leaders always be adaptable? Is the leader the most important member of a team?
Criteria C - Ci, Cii, Ciii: Applying and Performing Students will explore skills and techniques within Handball, Football and Ultimate Frisbee. Further, they will select one sport out of the three and practice skills, techniques and strategies during the game situations. During the Summative Assessment, students will demonstrate and apply a range of skills and techniques within my chosen sport applying a range of offensive and defensive strategies.Lastly students will self-reflect to outline the information related to any two areas of improvement within their performance and apply that information along with the modified rules of the chosen sport to perform effectively. D (i), D (ii), D (iii): Reflecting and improving Outline for Criteria D: In the process, students will, inquire about football, handball and ultimate frisbee. They will work in groups to modify one of the games so that it fits the needs of students who will ultimately visit the class to play a match thay they have organised and planned for. Students are taking on different roles while peer teaching and conducting the match, demonstrating their leadership, collaboration and interpersonal skills. Afterwards, they reflect on the process, including development of interpersonal skills, the effectiveness of their organisation/plan for the match day and the performance of themselves and their group as leaders during the match day.
Relationship choices and the way we interact can impact identity and development
Identities and Relationships
Positive choices and application of decision-making; health and wellbeing
Relationships
Choice Interaction
Thinking; Critical-thinking skills: Analysing and evaluating issues and ideas - Evaluate and manage risk - Consider ideas from multiple perspectives
-Inquire about signs of positive vs. negative relationships (Friendships) - Understand the difference between platonic relationships and Committed /intimate relationships/relationships beyond platonic - Reflect on their own values and beliefs regarding what they find important in a relationship (identify qualities that are important in committed/intimate relationships) - Explain how to stay safe in relationships including caring for physical, mental & emotional and social wellbeing - Inquire about risks and safety in relation to online relationships - Digital literacy - Evaluate how online communication can be used to enhance relationships - Identify areas of risk and red flag feelings and applying a decision making model to make sound decisions (sexting, grooming) - The F.I.R.A model - Identify people who can support them when making difficult decisions around relationships
Factual - What are common characteristics of a healthy relationship? - What is the difference between a platonic and a non-platonic relationship? - What is a method of identifying red flag feelings in relationships and making healthy choices? Conceptual - How does online communication influence relationships? - How do our values and beliefs influence relationships? Debatable - What part do values and beliefs have in healthy relationships?
A (i), (ii), (iii) Knowing and understanding Outline for Criteria A: Students create a script and a roleplay of a scenario related to "red flags" and risky online behaviour in connection with online presence and relationships. They analyse the scenario using a relevant decision-making model and knowledge about social and emotional wellbeing.
Communication, movement and energy can enable artistic expression
Personal and cultural expression
Artistry and creation
Communication
Energy Movement
Thinking : Creative-thinking skills: Generating novel ideas and considering new perspectives - Create original works and ideas; use existing works and ideas in new ways
Students will: -Explore variations of artistic expression. -Use dance as a vehicle to express/communicate a message, theme or story. -Set and apply goals to improve individual movement skills and work together to refine skills -Plan and develop an authentic dance routine to communicate a message, theme or story. -Practice the dance routine with their peers, give and receive feedback, refine -Conduct a final performance of their dance routine
Factual: What is energy in relation to dance? What elements do you need to consider to create a dance? Conceptual: How can we express ourselves using dance as a medium? How can having a theme help in planning and executing a dance performance? Debatable: What makes a dance performance aesthetic?
B (i), B (ii): Planning for performance Outline for Criteria B: Students will plan an authentic and aesthetic dance group routine based on themes and they will set individual goals to improve their movement skills.
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5