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.
Achieving self-awareness and choosing mindful actions requires the balance between our physical and mental health
Identities and relationships
Consciousness and mind
Development
Balance Choice
Self-management: Affective Skills, Managing state of mind Mindfulness - practise strategies to maintain mental focus - practice being aware of body mind connections
Topics: - Safety - Balancing mental and physical health - Yoga - Parkour - Martial arts - Creating effective movement routines - Movement analysis Knowledge: - Safety techniques relevant to yoga, parkour and martial arts - Different categories and types of yoga asanas and their benefits - Different basic and intermediate parkour moves and their progression - Selected martial arts skills and techniques Skills: - Fundamental safety techniques and skills within yoga, parkour and martial arts (guided inquiry) - Basic, intermediate and advanced skills and techniques in yoga, parkour and martial arts (guided inquiry) - Mindfulness (guided inquiry) - Skills for setting concise and effective SMART goals (via guided scaffolds) - Skills for creating concise and effective movement plans (via guided scaffolds) - Movement analysis skills (via guided scaffolds) Students will: -inquiry about safety and how to support each other in the different activities -inquire combine movements from yoga, parkour, and martial arts to design a sequence. - apply the movement context into their daily routine with a focus on how to develop balance of mind and body.
Factual 1. What are some types of physical activities that can help reduce stress? 2. What are some fundamental techniques in parkour for safe and efficient movement? 3. Which exercises in martial arts can help in improving balance? Conceptual 1. How can we develop a balance between mind and body? Debatable 1. Which is the best physical activity to attain balance between mind and body?
B (i), B (ii): Planning for performance D (i), D (ii), D (iii): Reflecting and improving Outline for Criteria B: Development of individual and group SMART goals. Design, explanation and justification of a creative movement plan for acheiving the SMART goals. Outline for Criteria D: Execution of the plan and performance of the creative movement sequence. Followed by reflection on individual and group performance and the effectiveness of the plan. In their reflection students will also explain the strategies they applied to enhance their interpersonal skills.
Cultural perspectives and innovations influence the relationship between diet, body image, and our responsibility for health.
Scientific and technical innovation
Adaptation, Ingenuity, and progress
Relationships
Perspectives
Thinking skills Transfer skill - Apply skills and knowledge in unfamiliar situations
Topics Students explore how diet and nutrition shape health and performance. Students begin by defining diet and nutrition, then examine macronutrients, micronutrients, and their roles in preventing deficiencies. They learn how dietary recommendations are determined and why athletes’ needs differ from non-athletes, with a focus on energy balance, recovery, and hydration. Lessons also address risks like Low Energy Availability (LEA), Relative Energy Deficiency in Sport (RED-S), body image pressures, and eating disorders. Students evaluate dietary ergogenic aids, distinguishing evidence-based strategies from marketing claims. Through inquiry, research tasks, and reflection, learners connect nutrition knowledge to health and performance outcomes.
Factual 1. What is the difference between diet and nutrition? 2. What are macronuutrients and micronutrients, and what roles do they play in the body? 3. What does RED-S stand for, and what are its symptoms? Conceptual 1. How are diet and nutrition related to health and performance? Debetable 1. To what extent should we consider our cultural and social perspectives in our dietary choices?
Ai, Aii, Aiii: Knowing and understanding Outline for A: Solving scenarios based on research work related to optimizing performance.
Adapting to changing situations requires awareness of constraints related to space and time
Orientation in space and time
Constraints and adaptation
Change
Space Adaptation
Social: Collaboration skills, Working effectively with others -Delegate and share responsibility for decision-making. Thinking: Critical-thinking skills, Analysing and evaluating issues and ideas. -Identify trends and forecast possibilities (Reading game situation and adjust accordingly).
Topics: - Basketball - Netball - The concept of space in playing situations Knowledge: - Rules of basketball and netball - Playing positions of basketball and netball - How to analyse movement patterns with a special focus on the concept of space Skills: - Skills of basketball and netball - Application of rules, playing positions and skills in basketball and netball game situations - Devising and applying strategies considering space and time constraints in netball and basketball - Movement analysis with a special focus on the concept of space Students will: - understand rules, playing positions, skills of netball and basketball and apply those in the game situations. -learn how to devise and apply strategies considering space and time constraints in netball and basketball. - analyse their movement patterns - offensively and defensively with a special focus on the concept of space.
Factual 1. Which rules determine space-related constraints in netball and basketball? 2. Which rules determine time-related constraints in netball and basketball? 3. Which skills and strategies are required to play netball and basketball? Conceptual 1. How can we adapt to the changing responsibilities while executing different roles? 2. How can you adapt to space in different situations? Debatable 1. Is adaptation the key to success? Explain.
C (i), C (ii), C (iii): Applying and performing. Outline for C: Performance in a game situation in which each student will be required to play in 2(1Offensive & 1 Defensive) positions adapting to the roles and responsibilities. Students will have to apply 1. a range of skills and 2. strategies (use of space) and 3. knowledge of rules of netball/basketball depending on their choice of game.
Development of a coach-client and client-coach e-Portfolio. Likely available choices of sports to focus on within the unit: handball, football To be further developed depending on the PCUP released by the IB (further details will be released in November 2024)
A, B, C, D / B &D
To be announced by the IB
To be announced by the IB
TBD
To be announced by the IB
To be announced by the IB
TBD
Development of a coach-client and client-coach e-Portfolio. Likely available choices of sports to focus on within the unit: handball, football To be further developed depending on the PCUP released by the IB (further details will be released in November 2024) Content is related to support students in the following tasks: Criterion A - Interview the client and determine which self-selected physical and health factors are to be developed. - Film their current performance for analysis. - Analysis of the skills, and techniques - Analysis of the movement concepts for the chosen physical activity. (likely available choices: handball, football) - Analysis and measurement of the health factors that are relevant to the chosen physical activity and could positively impact physical performance. - Students accurately use appropriate technical vocabulary to communicate their understanding of relevant ideas Criterion B - The performance development plan will demonstrate the student’s ability to: Develop meaningful SMART goals related towards improvement (Bi): One physical goal that will enhance the performance with a focus on the application of the movement concepts (Sports-specific) One health goal that is the result of improved performance will target the health of the client and directly or indirectly improve the client’s performance (One Fitness component) - Design, explain, and justify the initial plan for development over the course of the unit, including the local or global influence on performance (Bii) - Adapt the original plan appropriately based on their client’s feedback and their own observations (Aii and Bii). Criterion C - Complex skills in selected sports (likely available choices: handball, football) - Strategies and movement concepts apllied in the selected sport (likely available choices: handball, football) Criterion D - Submit a detailed account that includes reasons for the strategies used to enhance interpersonal skills - Submit detailed evidence that analyses and explains the outcome of the PDP - Break down your own performance with respect to the complex skills and techniques that it demonstrated, including the steps that led to it from the initial recording, through the PDP, to the final performance - Weigh the strengths and limitations of the performance - Critically review the performance with respect to personal goal and aims of PHE
To be announced by the IB & TBD
E-Portfolio students: Criteria Ai, Aii, Aiii, Bi, Bii, Ci, Cii, Di, Dii, Diii (strand Ciii is not assessed) Non e-Portfolio students complete modified tasks based on some of the criteria (likely to be A, B, C and D) Students will work in a coach-client and client-coach relationship on developing performance within selected games. Criterion A - Interview the client and determine which self-selected physical and health factors are to be developed. - Film their current performance for analysis. - Analysis of the skills, and techniques - Analysis of the movement concepts for the chosen physical activity. (likely available choices: handball, football) - Analysis and measurement of the health factors that are relevant to the chosen physical activity and could positively impact physical performance. - Students accurately use appropriate technical vocabulary to communicate their understanding of relevant ideas Criterion B - The performance development plan will demonstrate the student’s ability to: Develop meaningful SMART goals related towards improvement (Bi): One physical goal that will enhance the performance with a focus on the application of the movement concepts (Sports-specific) One health goal that is the result of improved performance will target the health of the client and directly or indirectly improve the client’s performance (One Fitness component) - Design, explain, and justify the initial plan for development over the course of the unit, including the local or global influence on performance (Bii) - Adapt the original plan appropriately based on their client’s feedback and their own observations (Aii and Bii). Criterion C - Demonstrate complex skills in selected sports (likely available choices: handball, football) in a game context. - Strategies and movement concepts applied in the selected sport (likely available choices: handball, football) in a game context. Criterion D - Submit a detailed account that includes reasons for the strategies used to enhance interpersonal skills - Submit detailed evidence that analyses and explains the outcome of the PDP - Break down your own performance with respect to the complex skills and techniques that it demonstrated, including the steps that led to it from the initial recording, through the PDP, to the final performance - Weigh the strengths and limitations of the performance - Critically review the performance with respect to personal goal and aims of PHE Non e-Portfolio students complete modified tasks based on some of the criteria (likely to be A, B and D)
Through interaction and communication, team members can function as a complex system
Identities and relationships
Teams, affiliation and leadership
Communication
Interaction Systems
Communication: Communication Skills, Exchanging thoughts, messages and information effectively through interaction - Give and receive meaningful feedback. Social: Collaboration skills, Working effectively with others - Help others to succeed. - Make fair and equitable decisions
Topics: - Cricket - Softball - Team functioning and team work Knowledge: - Rules of cricket and softball - Skills, techniques and strategies applicable to cricket and softball Skills: - Skills of cricket and softball - Application of rules, playing positions and skills in cricket and softball game situations - Devising and applying strategies considering rules and team members' strengths and limitations. Students will: (This unit can be run across sections) -select a striking and fielding game of their own choice and get into teams early on. -Analyse strengths and weaknesses. Students are building the skills for their own teams. Guided inquiry. Peer teaching with skills stations. Peer evaluation. Groups each lead a lesson Culminates with a tournament (could be against other classes) Mini tournament organized by students for their peers - Field Day concept. - Celebrating the development of skills through game play.
Factual 1. Which skills are necessary to play softball and cricket? 2. Which strategies are applied while playing softball and cricket? Conceptual 1. How does our interactions through various modes of communication affect the team performance? Debatable 1. Is it necessary for the team members to function as a complex system? why?
No summative assessment in this unit. Only formative assessment.
Through physical activities and relationships with others, we can focus on creating balance and function better during demanding times
Identities and relationships
Health and well-being
Relationships
Function Balance
Self-management: Affective Skills, Managing state of mind Emotional Management - Practise strategies to reduce stress and anxiety
Indoors Physical Activities during the warmer months. Focus is on stress busting activities during EoY assessments of other subjects and the MYP eAssessments.
Factual 1. How does stress affect the body and the brain? 2. What role does physical activity play in reducing stress and anxiety? 3. What are some strategies that I can apply now and in my future to decrease stress levels? Conceptual 1. How can my relationships with others help me create a balance and function better during demanding times? Debatable 1. Can stress be positive?
No summative assessment in this unit. Only formative assessment.
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4