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.
Per-subject overview pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Communication, teamwork, and smart use of space are key to coordinated and dynamic team play
Identities and Relationships
Teams and Leadership
Communication
Interaction Space
Social: Collaboration Skills: -Listen actively to other perspectives and ideas -Encourage others to contribute Creative thinking skills - Create original works and ideas; use existing works and ideas in new ways
The Students will: ● Inquire into the different water polo skills ● Practise basic skills (treading water, head up swimming, catching , passing, shooting) ● Understand positions and roles. ● Explore different offensive and defensive strategies ● Work as a team to plan strategies. ● Set individual goals based on skills. ● Perform in a game implementing various skills and startegies ● Reflect on their interpersonal skill developed ● Play inter class matches
Factual: 1. What are the skills and techniques required to perform in water polo sport? 2. How does teamwork play a role in the success of a water polo team? 3 .What strategies do we need to succeed in water polo game? Conceptual: 1. How do we communicate and interact in order to include everyone - in and out in the water polo game? Debatable: 1. Is water polo more physically demanding than other team sports? Why or why not?
B (i), B (ii): Planning for performance D (i), D (ii), D (iii): Reflecting and improving Outline for Criteria B: During the process, students work in groups to develop strategies to apply in water polo games. They set one individual goal to enhance performance within a skill/technique area relevant for the individual student and for the group as a whole, and one group goal related to an aspect of collaboration. Group planning of strategies continues simultaneously with students' practical work towards their goals. Outline for Criteria D: It culminates into a final group performance of a modified water polo game, including group members in the water and members outside of the water (if any). An individual reflection is made based on the process and the final group performance.
Optimal health can be achieved through a smart choice of training methods, which may vary depending on perspectives in relation to different sports.
Identities and Relationships
Health and wellbeing
Relationships
Choice Perspective
Thinking: Creative-thinking skills, - Create novel solutions to authentic problems
The Students will: ● Identify and understand differences between health-related and performance-related fitness components ● explore the different methods of training ● inquire how to select training method for different sports ● apply the principles of training to improve performance and health. ● design a structured training plan for a familiar sport/activity and create a training plan for an unfamiliar sport scenario
Factual: 1. What are the key Fitness components ? 2. What are the different methods of training? 3. What are the different Principles of training? Conceptual: 1. How can our choice of training methods develop our athletic performance? Debatable: 1. Is overload more essential than progression for optimizing health in high-intensity sports?
Ai, Aii, Aiii Knowing and Understanding Outline for Criteria A: Students understand and apply the key components, methods, and principles of training to improve fitness and support optimal health. Students will explore how different training choices affect performance in various sports and learn to design effective, personalized training plans for both familiar and unfamiliar situations.
Technology can support a systematic process of development and refinement
Scientific and technical innovation
Digital life
Development
Refinement Systems
Organization skills Managing time and tasks effectively - Select and use technology effectively and productively
The Students will: ● be exposed to selected netcourt games (eg. Throwball and Volleyball) during the first part of the. unit. They work on skill development. and strategies. ● learn through peer teaching and peer feedback and practice in small groups. ● apply the rules and strategies in the game situation towards the end of lessons. ● with the help of Coach Now App, refine their skills by comparing their own performance with a video showing similar skills, demonstrating good technique and they will practice these skills. ● pick their ‘final sport’ and demonstrate 3 basic skills and 2 advanced skill within that sport that they are going to refine during the rest of the unit. - Inter class matches
Factual: 1. What are the skills, techniques and strategies required to perform throwball? 2. What are the skills, techniques and strategies required to perform volleyball? 3. What are the most important elements to include while performing an effective movement analysis using technology? Conceptual: 1. How can we use technology to analyze and develop our skills and techniques? Debatable: 1. Is technology imperative for development? Why?/Why not?
C (i), C (ii), C (iii): Applying and performing. Outline for Criteria C: During the process, students practice throwball and volleyball skills and apply video analysis to enhance performance, skill refinement and use of effective strategies in game situations within throwball and volleyball. In the assessment, students apply and perform skills and strategies developed through the unit within a game situation in throwball or volleyball (student's choice as to which sport they want to be assessed in).
Recognising diversity and functions within a team facilitates interaction and communication
Globalization and sustainability
Diversity and interconnection
Communication
Interaction Function
Social - Collaboration skills Working effectively with others - Take responsibility for one’s own actions - Give and receive meaningful feedback Thinking Skills: Critical Thinking skills Analysing and evaluating issues and ideas -Propose and evaluate a variety of solutions
The Students will: ● be introduced to three different invasion games and develop their knowledge and skills about the same ● Select one sport that they continue with throughout the rest of the unit, students maintain a record of planning aimed at improving individual skills and developing team strategies. ● Inquire into offensive and defensive strategies, cues and set plays. ● Inquire into positions within teams, positional awareness, application of rules
Factual: 1. What do we understand by the term diversity within a team sport? 2. What are the functions of specific roles within a team? 3. What methods of communication can be used when performing an invasion game? Conceptual: 1. How can understanding the diversity within a team help improve interactions? 2. How does focus on collaboration versus focus on individuals affect the team performance? Debatable: 1. How does focus on collaboration versus focus on individuals affect the team performance?
B (i), B (ii), Planning for performance C (i), C (ii), C (iii): Applying and performing. Outline for Criteria B: During the process, Students collaborate in teams to develop strategies for their chosen sport. They establish one individual goal aimed at improving a complex skill and one team goal focused on strategies involving communication, positioning, and roles. Outline for Criteria C: During the process, students practice handball, ultimate frisbee and football skills. Early in the process, they make a choice as to which of the three sports they want to majorly focus on in the unit. Students inquire about player positions and roles and based on an analysis of player diversity, they select whom to play in which positions during final games. During the final games students are assessed on their execution of skills, strategies, non verbal communication (set plays and cues) and ability to read the game play within the selected sport.
Changing our approach to preparation, injury prevention, and recovery helps us stay balanced and adapt safely.
Identities and Relationships
Personal, physical and mental health.
Change
Balance Adaptation
Thinking: Critical thinking skills - evaluate and manage risk
"The Students will: ● Identify and understand the importance proper training, warm-ups, and planning affect performance ● explore the different typres of injuries ● inquire how injuries can be prevented in different sports ● learn how to adjusting routines thorugh rest, training and recovery period. ● design a structured plan for a preventing injuries in a familiar sport/activity ● create a recovery plan based on an injury in an unfamiliar sport scenario
Factual: 1.What are the main types of preparation (warm-up, cool-down) 2. What are common injuries seen across different sports? 3. What steps (immediate action) need to be taken after an injury. Conceptual: How does balance between training, recovery, and rest influence our ability to adapt safely after injury? Debatable: Can changing preparation and recovery routines truly prevent most sports injuries, or are injuries an unavoidable part of physical activity?
Ai, Aii, Aiii Knowing and Understanding Outline for Criteria A: In pairs, students use their knowledge to apply strategies (Safe techniques, protective equipment, and proper training choices) to prevent different types of injuries in a familiar sport. They also solve a case study injury scenario, identifying prevention, immediate action, and recovery steps in an unfamiliar sport.
Creativity, personal choice, and diverse movements can enhance skill development, health, and fitness.
Personal and Cultural Expression
Creation
Development
Choice Movement
Social : Collaboration skills Working effectively with others - Help others to succeed - Negotiate effectively
The Students will: ● be introduced to Mixed Martial Arts ie kicks , punches and blocks ● develop and refine a Mixed Martial Arts routine that demonstrates coordination, flow, energy, and spatial awareness ● collaborate effectively in teams, using interpersonal skills such as negotiation, feedback, and shared responsibility. ● understand how martial arts training supports health and well-being, including physical and social dimensions. ● reflect on their process and performance, evaluating how teamwork and planning contribute to improve their personal growth and health.
Factual 1. What are the different types of martial arts around the world? 2. What are the different skills used in mixed martial arts? 3. What are the key components of an aesthetic group performance? Conceptual 1. How can our choice of movement develop our aesthetic performance? Debatable 1. Should people have complete freedom to choose their movements in fitness training or do guided instructions lead to better results?
D (i), D (ii), D (iii): Reflecting and improving Outline for Criteria D: Clients/partner execute the plan while supported by coach (fitness partner). This is followed by a reflection on development of interpersonal skills during the process, the effectiveness of the fitness plan and the performance of self/partner.
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 5