G8booklet2013final web

G8 MYP

Physical Education

Name: ...................................................................................................

Teachers Name: ....................................................................................

INDEX P2.

P3.

P6.

P9.

P15.

P21.

P23.

P25.

P30.

P33.

P34.

P35.

Introduction to Grade 8 MYP PE Hockey Soccer Gymnastics Basketball Pickleball Ice Skating Track and Field Fitness Criterion D: Social Skills & Personal Engagement Rubric Assessment information Use Of Knowledge Summary

GENERAL PE INFORMATION PE KIT You must change into PE clothes for every class.

Sports shoes (clean non marking soles for use in the gyms) Dark shorts, White T-shirt or homeroom color: A-Red, B-Green, C-Yellow, D-Blue, E Black (No kit means no participation. This will be recorded ‘K’ in the register and the PE teacher will set you some work)

NON PARTICIPATION If for some reason you are not able to participate in PE: (Illness, short term injury) You must bring an excuse note from your parents on the day of your PE lesson explaining the reason why.

(No excuse note will result in you being set work to do by your PE teacher a ‘K’ in the register unless a note is provided the next morning) (long term illness or injury) You must provide a doctors certificate.

Special arrangements can be made for long term circumstances The PE department would like to avoid having a situation where you are simply ‘sitting around’ during a PE lesson and will therefore make every effort to ensure that whether actively or passively you are involved in a meaningful activity.

1

INTRODUCTION Welcome to grade 8 MYP PE programme.

In PE this year you will learn about the following topics: • Field Hockey • Soccer • Gymnastics • Pickle Ball • Basketball • Track and Field • Fitness

This booklet contains important details and resources about this year’s topics, how you will be assessed and sections for you to take notes, reflect and plan. It is important to take care of this booklet and present your work well.

Good luck and have fun in your third year of MYP PE !

2

HOCKEY Significant Concept Same same but different…

Unit Question What is special about hockey?

Area of Interaction

3

VIS MYP Student Rubric:

Grade 8

Physical Education Soccer and Hockey

Rubric

Points

Criteria

Criterion C: Performance

Soccer or Hockey Skills

9 to 10 In all skills practice and game situations you can Always • Pass and trap the ball accurately points

• Run into space to receive a pass • Play more than one position effectively • Make positive tactical decisions 7 to 8 In all skills practice and game situations you can Usually • Pass and trap the ball accurately points • Run into space to receive a pass Competent • Play more than one position effectively • Make positive tactical decisions 5 to 6 In most skills practice and game situations you can Usually • Pass and trap the ball accurately points • Run into space to receive a pass Reasonably Competent • Play more than one position effectively • Make positive tactical decisions 3 to 4 In some practice and game situations you can Sometimes • Pass and trap the ball accurately points • Run into space to receive a pass Basic Level • Play more than one position effectively • Make positive tactical decisions You find it difficult in skills practice and game situations to: 1-2 • Pass and trap the ball accurately points • Run into space to receive a pass Very Basic • Play more than one position effectively • Make positive tactical decisions 0 points You do not reach a competence level described by any of the No Standard descriptions listed above Highly Competent

Student Self Assessment

Comments:

Teacher Assessment

Comments:

4

Never

Usually

Sometimes

I hit and push the ball safely and effectively I make ‘legal ‘ tackles I move to the correct position for a short corner

Always

Grade 8 Hockey Reflection

Consider the characteristics of the game…What is special about hockey?

Give at least two examples.

Which position do you think is best for you in a hockey game?

Briefly explain why….

5

Â

SOCCER Significant Concept I can make a change Unit Question Everyone can find a position to play in soccer. Which one do you think is best for you and why?

Area of Interaction

6

VIS MYP Student Rubric:

Grade 8

Physical Education Soccer and Hockey

Rubric

Points

Criteria

Criterion C: Performance

Soccer or Hockey Skills

9 to 10 In all skills practice and game situations you can Always • Pass and trap the ball accurately points

• Run into space to receive a pass • Play more than one position effectively • Make positive tactical decisions 7 to 8 In all skills practice and game situations you can Usually • Pass and trap the ball accurately points • Run into space to receive a pass Competent • Play more than one position effectively • Make positive tactical decisions 5 to 6 In most skills practice and game situations you can Usually • Pass and trap the ball accurately points • Run into space to receive a pass Reasonably Competent • Play more than one position effectively • Make positive tactical decisions 3 to 4 In some practice and game situations you can Sometimes • Pass and trap the ball accurately points • Run into space to receive a pass Basic Level • Play more than one position effectively • Make positive tactical decisions You find it difficult in skills practice and game situations to: 1-2 • Pass and trap the ball accurately points • Run into space to receive a pass Very Basic • Play more than one position effectively • Make positive tactical decisions 0 points You do not reach a competence level described by any of the No Standard descriptions listed above Highly Competent

Student Self Assessment

Comments:

Teacher Assessment

Comments:

7

Soccer Reflection

Which positions did you play in the games during your PE lessons?

Which is your favourite position and why?

8

GYMNASTICS Significant Concept Spectacular Spectacular !

Unit Question What are the challenges that I face as a gymnastics choreographer?

Area of Interaction

9

Gymnastics Group Acrogym Composition During the gymnastic lessons you will have the opportunity to work in small groups on a variety of Acrogym balances.You will be given work cards that you can work through to give you plenty of ideas. You can use some of these balances and / or some of your own to create an Acrogym Routine.

You will be assessed on: Criterion B Movement Composition: your planned routine (see rubric p.11) Criterion C Performance: Once you have completed the planning of your routine it will be filmed. You will be assessed on your progress throughout the unit and your final performance. (see assessment rubric p.13 ) Criterion D :Social skills and personal engagement: please refer to the rubric on p. 33 The written plan of your composition will be an important aspect of this criterion.

For your routine you can use floor mats and a maximum of two pieces of gymnastic apparatus The composition should be imaginative and creative and must include: • A clear start and clear finish • At least 3 different acrogym balances • At least two apparatus elements (balancing on or use of apparatus) • Equal participation of all group members • A flow of ‘movement elements’ that link the routine together • Good use of space To help you with your planning you should refer to the routine check sheet

Grade 8 MYP PE

Group Acrogym Composition

Element Descriptors

No

Our composition has a clear start and finish Our balances are appropriately placed in the composition Our composition has at least 3 balances Our composition has two apparatus elements Our composition is very creative and shows imagination and style Our composition includes everyone in the group Our movements flow one into another throughout the routine

10

!

Partially

Yes

VIS MYP Student Rubric:

Grade 8

Physical Education

Gymnastics

Rubric

5-6

3-4 Reasonably Creative

1-2 Basic Level of Creativity

0

Criterion B: Movement Composition

Group Acrogym Gymnastics Composition

Points

Highly Creative

Criteria

You plan and compose a coherent movement sequence that: • Shows aspects of imagination and creativity • A distinct start and finish position • Continuous flow of movements linking each element • A good combination of acro-balances to fit the task • A good use of apparatus • Sophisticated use of space You plan and compose a mostly coherent movement sequence that : • Shows some aspects of imagination and creativity • A distinct start and finish position • Almost continuous flow of movements linking each element • A satisfactory combination of acro-balances • A satisfatory use of apparatus • Competent use of space You plan and compose a generally incoherent movement sequence that : • Shows little imagination and creativity • An unclear start and finish position • Poor flow of movements with many pauses • A limited combination of acro-balances • Limited use of apparatus • Simple use of space You do not reach a standard described by any of the descriptors listed above

No Standard

Student Self assessment

Comments:

Teacher assessment

Comments:

11

G8 MYP Acrogym Routine Planning Sheet

Start

Element

Element

Element

Element

Element

Element

Element

Element

Finish

Required elements:(not necessarily in this order) Starting Position Acrobalance 1, Acrobalance, 2, Acrobalance 3, Apparatus Element 1, Apparatus Element 2, Linking movements, Finishing Position Equipment: Mats and Apparatus (maximum 2 pieces of apparatus) Group size: maximum 4

Group Names:

Description

Sketch

12

VIS MYP Student Rubric:

Grade 8

Physical Education Subject(s) Gymnastics

Points

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

3-4 Basic Level

Rubric

Criteria

Criterion C: Performance

Acrogym Throughout the routine you Consistently demonstrate • Excellent balance, control and coordination • Excellent synchronization with the group • Excellent knowledge of the composition Throughout the routine you Usually demonstrate • Very Good balance, control and coordination • Very Good synchronization with the group • Very Good knowledge of the composition Throughout the routine you Usually demonstrate • Good balance, control and coordination • Good synchronization with the group • Good knowledge of the composition Throughout the routine you Sometimes demonstrate • Satisfactory balance, control and coordination • Satisfactory synchronization with the group • Satisfactory knowledge of the composition

Throughout the routine you find it difficult to • Maintain any balance, control or coordination 1-2 • Synchronize with the group Very • And you do not really know the composition Rudimentary

0

You do not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments:

Teacher Assessment

Comments:

13

14

Group Points Why?

Group Points Why?

5

1

6

2

7

3

8

4

Please grade the performances that you will see (on video). Remember that all sequences must include a distinct start and finish position, 3 acrobalances, 2 elements on the apparatus and connecting moves. You can give 6 points maximum, when the group shows all required elements AND excellence in the following areas: - Use of performance area and apparatus ,Flow of movements ,Combination of balances ,Links between elements

Grade 8 Gymnastics Evaluation

BASKETBALL Significant Concept Same same but different Unit Question Can you identify and describe the common skills in basketball that relate to other team games?

Area of Interaction

15

Grade 8 Basketball Reflection and Self Assessment What kind of Basketball player would you consider yourself to be?

‘Great’, ‘Good’, ‘Okay’, ‘Not so good’ Give 3 reasons for your answer

Identify one common skill that basketball has with another team game.

Name and describe the skill - Name the other Sport Other Sport

Name and Description of the common skill

16

G8 MYP Basketball Written Assignment Sheet

Name:

Date:

In this unit you will be assessed on Criterion B: Knowledge You need to create a drill/ practise/ game that would give your classmates the chance to improve the following skill: ( your teacher will allocate the skill to you during the basketball unit)

Firstly, you have to do some research about the skill.

Which sub routines are necessary to perform this skill correctly? (e.g: refer to softball/rugby example document).

What would you like to work on specifically?

What equipment would you need?

How would you build up your drill?

What is your introductory practise and how are you developing it into a more sophisticated stage.

Remember the principles of motor skill acquisition: - From the part to the whole - From simple to complex - From easy to difficult You will have to hand this planner in by the Please reference your sources (eg.articles on the web or the touch rugby/softball document)!

Have fun and don’t hesitate to ask your teacher if you have any problems!

17

Basketball Written Assignment

VIS MYP Student Rubric:

Grade 8

Physical Education Subject(s) Basketball Rubric

Points 7-8

3-4

• •

• • • • • • • •

1-2

• • • •

0

Criterion A: Knowledge

Read the following descriptors very carefully in order to fulfill the task

• 5-6

Criteria

• •

You identify the sub routines of the assigned skill very well You use a wide range of physical education terminology accurately and appropriately.

Your practice shows a good understanding of the principles of skill acquisition You fully reference a wide variety of sources You identify the sub routines of the assigned skill well You use a range of physical education terminology accurately and appropriately.

Your practice shows an understanding of the principles of skill acquisition You fully reference a variety of sources You identify the sub routines of the assigned skill You use basic physical education terminology that is sometimes inaccurate or appropriate Your practice shows a basic understanding of the principles of skill acquisition You reference few sources You identify the sub routines of the assigned skill poorly Your use of physical education terminology is inconsistent, inappropriate or incorrect Your practice shows little or no understanding of the principles of skill acquisition You reference at least one source Your assignment did not reach a standard described by any of the descriptors

Student Self Comments: Assessment Teacher Comments: Assessment

18

19

Outside leg forward

Swing the ball

Release

Direct the ball

Name: Mr. Briggs

GRIP the ball with two hands firmly LOOK AT RECEIVER towards the receiver OUTSIDE LEG FORWARD, body turns towards the receiver (when passing left right leg goes forward and visa versa) SWING THE BALL across the front of the body in two hands RELEASE the ball as the upper body turns and the arms extend DIRECT THE BALL to the catcher’s hands in front of the receiver’s body

Look at receiver

EXECUTIVE PROGRAMME Y

10 min

10 min

How long?

Timeline

• 1 Rugby Ball per pair • Field (minimum 40m long and 20m wide)

Material?

Use of equipment/ space • 1 Rugby Ball per pair • Field (minimum 40m long and 20m wide) • 4 cones

Running lateral pass: players will learn how to do a lateral pass to a partner while jogging.

• Players will jog with a partner doing lateral passes over a distance of 40m.

They will attempt to pass only backwards

Static lateral pass: players will learn how to do a lateral pass to a partner while standing still.

• Partners will stand in two lines approximately 5m apart and practice passing on both sides (5-10 times per side). Receivers will keep a “target up” for their partner with their hands

What?

Drill description

7.

4.

3.

1.

2.

5.

6.

4.

1.

2.

3.

Using a volunteer show a lateral pass while jogging.

Identify that players must attempt to pass slighty backwards as a forward pass is a foul.

Remind players of the subroutines and to keep their targets up when a receiver.

Demonstrate slowing down after passing and speeding up to catch the ball as a method to ensure passes go backwards.

Extension: increase speed of running and/or distance of pass

Using a volunteer show a lateral pass Describe the six parts (subroutines) of the skill whilst also showing them.

Identify where each partner should stand to pass (two lines approximately 5m apart marked with the cones) Partners practice passing times on their right side and alternate every 5-10 passes.

Receiver keeps a “target up” for their partner with their hands Extension: the distance of the pass.

How? Instructions

Players will know the technique for a lateral pass whilst running and will be able to correctly perform it whilst jogging.

Players will know the technique for a lateral pass and will be able to correctly perform it whilst standing.

What for?

Learning outcome

With the principles of skill acquisition in mind (see handout) plan a basic training session for your class and your skill below.

Technique description taken from “Coaching Touch – The Basic Manual” 2003 by the Australian Touch Association.

-

Grip

Lateral Pass in Touch

SUBROUTINES

G8 MYP Example Planning Sheet

Identify the sub routines for your main skill! (See softball/rugby guide) Add some pictures if you like!

20

How long?

Timeline

Material?

Use of equipment/ space

What?

Drill description

How? Instructions

Identify the sub routines for your main skill! (See softball/rugby guide) Add some pictures if you like!

G8 MYP Basketball Planning Sheet

What for?

Learning outcome

Name:……………………

PICKLE BALL Significant Concept Same same but different Unit Question What similarities can you identify between various racket sports?

Area of Interaction

21

VIS MYP Rubrics:

Grade 8

Physical Education Subject(s Pickle-ball

Rubric

Points

Criteria

Criterion C: Performance

Pickle-ball Skills

You Consistently • Serve the ball from the back line into the service area.

Highly • Hit the ball accurately using the forehand, backhand and volley Competent • Move with speed and anticipation into the correct position to play the ball • Use tactics to outplay opponents You are Usually able to 7-8 • Serve the ball from the back line into the service area.

Competent • Hit the ball with some accuracy using the forehand, backhand and volley • Move with speed and anticipation into the correct position to play the ball • Use tactics to outplay opponents You can Sometimes 5-6 • Serve the ball from the back line into the service area.

Reasonably • Hit the ball using the forehand, backhand and volley Competent • Move into the correct position to play the ball • Apply basic tactics It is difficult for you to 3-4 • Serve the ball from the back line into the service area.

Basic Level • Hit the ball using the forehand, backhand and volley • Move into the correct position to play the ball • Apply basic tactics You can rarely • Serve the ball from the back line into the service area.

1-2 • Hit the ball using the forehand, backhand and volley Very • Move into the correct position to play the ball Rudimentary • Apply basic tactics I do not reach a standard described by any of the descriptors listed above 0 9-10

No Standard

Student Self Assessment

Comments

Teacher Assessment

Comments

22

ICE SKATING Significant Concept Recreational activities differ in different cultures and environments Unit Question What do you consider important when ice skating ,one of Austrias traditional recreational activities ?

Areas of Interaction

23

ICE SKATING Notes/Reflections

•

What safety precautions do we need to take when ice skating?

•

What are the rules we have to abide by at the ice rink?

•

What do I need to do to be responsible for when going ice skating?

24

TRACK and FIELD Significant Concept The environment effects performance in outdoor events.

Unit Question What environmental changes affect my performance, how will they affect my performance and can I do anything to adapt?

Areas of Interaction

25

VIS MYP Student Rubric:

Grade 8

Physical Education Subject(s) Discus

Rubric

Points

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

3-4

Criteria

Criterion C: Performance

Discus Technique I can consistently • perform a standing throw with the correct grip, • release the discus from the index finger, palm down (discus spins clockwise right hand/anti- clockwise left hand) • perform the throw fluently in the correct sequence(legs ,hips, arms) I can on most occasions • perform a standing throw with the correct grip, • release the discus from the index finger, palm down (correct spin direction) • perform the throw in the correct sequence( legs ,hips, arms ) I can • perform a standing throw with the correct grip, • release the discus from the index finger,palm down(correct spin direction) I try to perform the throw in the correct sequence(legs ,hips, arms) I can • perform a standing throw with the correct grip, I try to release the discus with the correct spin direction

Basic Level

1-2

I try to use the correct grip.

I am not able to release the discus with the correct spin

Very Rudimentary

0

I do not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments

Teacher Assessment

Comments

26

VIS MYP Student Rubric:

Physical Education Subject(s) L Jump

Rubric

Points

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

3-4 Basic Level

Criteria

Criterion C: Performance

Long Jump Technique I can consistently • run at a high speed during the approach run up.

• take off from the board • get good flight in the air • land with the heels of my feet reaching forward I can usually • run at a reasonable speed during the approach run up.

• take off from the board • get good flight in the air • land with the heels of my feet reaching forward I can sometimes • run at a reasonable speed during the approach run up.

• take off from the board • get some flight in the air • land with the heels of my feet reaching forward I try to • run with some speed during the approach run up • take off from the board • get some flight in the air • land with my feet reaching forward I know which is my take off foot and attempt to jump with this foot

1-2 Very Rudimentary

0

I do not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments

Teacher Assessment

Comments

27

Grade 8

G8 Information for Track and Field

When you will get a foul in discus:

1. If during an attempt, the competitor touches the inside boundary of the circle or top of toe board (or top of metal boundary circle, if that type is being used).

2. If during an attempt, any part of the competitor or his/her clothing touches outside of the throwing ring.

3. Exceeds the time limit allowed before throw is completed.

4. Discus lands out of sector 5. After throw, competitor walks (or falls) out of the front half of the circle.

6. If a competitor fails to enter the circle from the rear 7. If a competitor fails to exit the circle from the rear 8. If a competitor exits the circle prior to throwing the discus 9. If the discus lands out of bounds 10. If the competitor tests positive for banned substances 11. If the competitor leaves the throwing circle before the discus touches the ground

Long Jump rules

1. Correct measure point: Beginning of the black bar. See where it says “Scratch” on the map.

In a real competition the black part is made out of plasticine. If the toes leave an imprint, it’s a foul attempt.

Sandpit

2. In a competition , an athlete is allowed 3 jumps for the qualification round and three in the finals.

3. A jump is invalid if you: • step over the take off board • take off too far sideways (next to the take off board) • if after landing you walk ‘back out’ through the sandpit and not ‘forwards’

4. Rules about tailwind and records: Due to a tailwind helping to enhance the speed of the athlete in events like certain sprint races (60, 100 and 200 metres), 100/110 metres hurdles, the triple jump and the long jump there is a given legal requirement which the athlete must perform under. If a tail wind exceeds 2 metres per second the result can not be registered as a record on any level.

28

ENVIRONMENTAL INFLUENCES AFFECTING SPORTS EVENTS A list of environmental factors that could affect you and your performance during track and field events.

•

temperature o hot     o Cold   

dehydration = water shade individual preference for?

Clothing?

Stay warm Warm-up more? layers

•

wind o o o

•

rain o o o

•

surface o shoes o speed o all weather, cinder, grass, dirt

•

sun o o o o o o

head wind tail wind records surface glasses clothing  warm and dry  function wear  uv proof

sun protection function clothing uv protection where is the next shade? energy loss length of warm-up

•

altitude o heart rate o dizziness o training, ie. Football WM trained in Austria

•

air quality:

o o o o o

pollen pollution humidity sunshine noise

29

Â

Â

FITNESS Significant Concept Throughout the different stages of our lives our physical capabilities change.

Unit Question What are the changes that take place during puberty?

How can they affect my physical capabilities?

Area of Interaction

30

Fitness

As in previous years you will have regular fitness sessions during the PE lessons. You will continue working on the different components of fitness like stamina, strength, agility, coordination, speed or flexibility.

You will be graded on the following Criterion: B: Movement Composition - Step aerobic routine D: Social skills and Personal Engagement.

You will also participate in two fitness runs Beep Test The multi-stage fitness test, also known beep test, is used by many sports coaches and trainers as an accurate test of Cardiovascular fitness, one of the all-important "Components of Fitness".

The test involves running continuously between two points that are 20 m apart. These runs are synchronized with a CD, which plays beeps at set intervals. As the test proceeds, the interval between each successive beep reduces, forcing the athlete run faster, until it is impossible to keep up any longer.

Excellent

Very Good

Good

Satisfactory

Needs Imp

Boys

10.6 & 

9.6 & 

8 & 

7 & 

7

Girls

8.6 & 

7.6 & 

6.5 & 

5.5 & 

 5.5

12 minute Run The Cooper test is a test of physical fitness. In the original form, the point of the test is to run as far as possible within 12 minutes .The test is meant to measure the condition of the person taking it and therefore it is supposed to be run at a steady pace instead of sprints and fast running. The outcome is based on the distance the test person ran, their age and gender. We will always use the outdoor 300m track to run this test.

See also: Wikipedia: “multistage fitness test” and “Cooper test” Excellent

Very Good

Good

Satisfactory

Needs Imp

Boys

8&

7.75 - 7.25

7 - 6.5

6.25 - 5.5

5.25 & 

Girls

7&

6.75 - 6.25

6 - 5.5

5.25 – 4.75

4.5 & 

31

Step Aerobics Group Routine During the fitness lessons you will learn a variety of ‘Aerobic moves’ eg, basic step, A/V/L step, repeater, over the top etc. You can use some of these moves and / or some of your own moves to create a routine. You need to work out your routine so that it fits in time to the music provided by the PE department. This routine is supposed to help you get fit so most of the moves should be energetic  The routine must include: • a clear start and clear finish • at least 8 different moves • the participation of everyone in the group • movements that are in time with the music • creativity and imagination You will be given time to practice with your group. Each group will be individually assessed and filmed.

VIS MYP Student Rubric:

Grade 8

Physical Education Subject(s) Fitness

Rubric

Points

5-6 Highly Creative

3-4 Reasonably Creative

1-2 Basic Level of Creativity

0

Criteria

Criterion B: Creativity

Step aerobic routine Your routine was very creative: • It had a clear start and clear finish • It had at least 8 different moves • It included all the members of the group • The moves were almost always in time to the music Your routine was quite creative: • It had a clear start and clear finish • It had at least 8 different moves • It included all the members of the group • The moves were sometimes in time to the music Your routine lacked creativity: • The start and finish were not very clear • It had less than 8 different moves • It included all the members of the group some of the time • The moves were not really in time to the music Your routine did not reach a standard described by any of the descriptors above

Student Self Assessment

Comments

Teacher Assessment

Comments

32

G8 MYP Step Aerobics

Routine Planning Sheet

Beats

Beat 1-8

Beat 9-16

Beat 17-24

Beat 25-32

Beat 33-40

Beat 41-48

Beat 49-56

Beat 57-64

Your group needs to fill at least 64 beats of music with a step aerobic routine.

Some elements might be: Basic Step, A/V/L-Step, turn step, over the top, repeater, etc. (Feel free to create your own moves!)

You will need to do at least 8 different moves. Make sure your moves are in time with the music! Group size:4

Names:

Group

Description

33

Sketch

VIS MYP Rubrics:

Grade 8

Physical Education

Rubric

Criteria

Criterion D: Social Skills and Personal Engagement

You Always: • Cooperate well with your classmates.

7-8 • Listen to instructions and always stay on task points • Warm up effectively Highly • Stay motivated and enthusiastic in PE. Competent • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Usually: • Cooperate well with your classmates.

5-6 • Listen to instructions and usually stay on task points • Warm up effectively Competent • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Sometimes: • Cooperate well with your classmates.

3-4 • Listen to instructions and sometimes stay on task points • Warm up effectively Reasonably • Stay motivated and enthusiastic in PE Competent • Keep your workbook up to date with simple planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You don’t really: • Cooperate well with your classmates.

1-2 • Listen to instructions and stay on task points • Warm up effectively Basic Level • Stay motivated and enthusiastic in PE • Keep your workbook up to date, missing planning and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You do not reach a standard described by any of the descriptors listed 0 No Standard above Touch Softball Gymn Handb Badminton VolleyB Fitness Track Student Self Assessment Teacher Assessment

34

Assessment You will be graded in PE according to your scores in the following four criterion : Criteria A: Knowledge (max 8 points) (this will be the results of written tests) Criteria B: Movement Composition (max 6 points) ( this will reflect your creativity and performance when composing the Step Aerobic Fitness and Gymnastic routines) Criteria C: Performance (max 10 points ) ( your actual physical skills during practices and games in the different sports we do throughout the year ,eg soccer,basketball etc) Criteria D: Social Skills & Personal Engagement (max 8 points) ( your social skills, attitude, effort and more… see the rubric) The “best fit” grade from each Criterion will be added up to give you a final number of points. The grade boundaries are as follows:

Name

A-Knowledge

Soccer

Gym

Track

Total(10)

Hockey

Pickleball

Gym

Total(8)

7 29-32

Total(6)

C-Performance

6 25-28

Aerobics

B-Creative

5 21-24

Gym

4 16-20

Total(8)

3 11-15

Basketbal l

2 6-10

Hockey

1 0-5

Spiderman

5

5

5

3

4

4

7

9

9

9

6

4

6

6

35

CSocial Personal End Total

Grade Boundaries

24 =5

Use of Knowledge Summary (maximum number of points: 8)

Written Assignment Soccer Basketball Track & Field

Score

Final Grade*

*the ʺ″best fitʺ″ overall, which is the most appropriate description of your knowledge shown in the written tests

36

Notes

37

Notes

38

Notes

39