Physical Education

MYP Level 1         

Scott Sherrill

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.

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 portfolio will 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 MMIB Candidate 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.

Texts 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 School Health Training Center Teen Health Course 1 Glencoe