G9bookletcomplete web by Bowie

INDEX P2. Introduction to Grade 9 MYP PE P3. Outdoor Sport (Touch Rugby or Softball) P7. Creative Movement P16. Indoor Net Sport (Badminton or Volleyball) P20. Fitness P32. Indoor Sport (Soccer or Handball) P35. Track and Field P38. Criterion D: Social Skills & Personal Engagement Rubric P.39 Assessment GENERAL PE INFORMATION PE KIT You must change into suitable PE clothes for every class. Sports shoes (clean non marking soles for use in the gyms) (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.

INTRODUCTION Welcome to grade 9 MYP PE programme. You will discover that there is a change to the structure of your PE classes. In three of the units you will be given a chance to choose one out of two sports. You will have the same PE teacher for all the ‘non’ elective units. However, for the three ‘optional’ units you may find that you have a different teacher to the one officially allocated on your timetable. In PE this year you will be involved in the following topics: Outdoor

Unit 1

Softball

Season Indoor

Outdoor sports Unit 2

Season 

Touch Rugby

Movement Composition Acrogym, Dance or Gymnastics

Unit 3

Badminton

Volleyball

Indoor Net Sports 

Unit 4

Fitness A Knowledge based

 

Unit 5

Handball

Indoor Invasion sports Unit 6

Fitness B Movement Composition (Jump Rope)

 Outdoor

Indoor Soccer

Unit 7

Track and Field

Season 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 in your fourth year of MYP PE !

SOFTBALL or TOUCH RUGBY Outdoor Sport

Significant Concept The popularity of sports differs amongst cultures and can change over time

Unit Question Why do some sports survive and are more popular than other sports?

Area of Interaction

Criterion C: Performance (Maximum 10) Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations. Achievement Descriptor

VIS G9 Touch Rugby These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators Does not meet any of the criteria/indicators given below.

The student does not reach a standard described by any of the descriptors given below.

1–2

The student demonstrates little competence in basic moves, skills and techniques in the performance or playing situation. The student shows some awareness of movement concepts, tactics, strategies and rules.

The student demonstrates competence in basic moves, skills and techniques in the performance or playing situation. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them.

The student demonstrates competence in basic and some complex moves, skills and techniques in the performance or playing situation. The student applies some movement concepts, tactics, strategies and rules.

1. 2.

The student demonstrates competence in basic and many complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules appropriately.

3–4

5–6

7–8

2. 3. 4.

3. 4.

2. 3. 4. 5.

9–10

The student shows a high level of competence in both basic and complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules in a critical and effective manner.

2. 3. 4. 5.

Can only pass and catch the ball at short distances does this without consistency Is sometimes involved in attacking movements but without effect Usually tries to perform basic attack and defensive roles. Doesn’t seem to know the rules well and struggles to apply them. Can only pass and catch the ball at short distances. Rarely uses the “draw and pass” method of attack when passing or receiving Usually performs basic attack and defensive roles. Knows the rules and usually plays by them Can pass and catch the ball at speed. Can sometimes use the “draw and pass” method of attack when passing or receiving Can perform basic attack and defensive roles. Knows the rules and can play by them Can pass and catch the ball at distance and at speed. Uses the “draw and pass” method of attack when passing or receiving Can perform attack and defensive roles according to game situations. Knows the full rules and usually applies them to game situations Excels during drill and game play Can pass and catch the ball accurately at distance and at speed. Uses the “draw and pass” method of attack effectively when passing or receiving Can perform attack and defensive roles effectively according to game situations. Knows the full rules and applies them to game situations Excels during drill and game play and helps teammates excel

Student Self Assessment

Comments

Teacher Assessment

Comments

VIS G9 Softball These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators Does not meet any of the criteria/indicators given below.

The student does not reach a standard described by any of the descriptors given below.

1–2

• • • • •

Can throw the softball a short distance Can rarely catch a softball Can rarely field a ball (grounder/pop-‐up) Can rarely hit the ball into play Struggles to keep up with rules and game play

3–4

•

Can throw the softball a short distance with accuracy Can sometimes catch short or long pop-‐up Can sometimes hit the ball into play during a game Knows the rules of softball during game play Able to keep up with drills and game play

• • • •

• •

5–6

7–8

• • • •

•

• • • •

9–10

• • • • • •

Can throw the softball a medium distance Can usually catch and field a grounder Can usually hit the ball into play Successfully applies the rules of softball during drill and game play Good decision making ability during drill and game play Is able to throw from the outfield to home plate Is sometimes able to catch the ball even when it’s a bad throw Is able to field hard hit balls with success Is able to regularly hit the ball into play Applies the rules of softball during drill and game play Excels during drill and game play Is able to throw accurately from the outfield to home plate Regularly catches the ball even a bad throw Can easily field hard hit grounders as well as short and long pop fly’s Can hit the ball with placement on the field Applies the rules and strategy of softball during drill and game play Excels during drill and game play and helps teammates excel

Student Self Assessment

Comments

Teacher Assessment

Comments

G9 Touch/Softball Homework

Significant Concept The popularity of sports differs amongst cultures and can change over time Chose two countries (maybe your home country and one other) Find out the most popular/most played sport in each of your chosen countries! Think of reasons why the particular sport is so popular in these countries! Country 1:

Country 2:

Most popular sport:

Why? (2 or more reasons)

2.) Research the “related” sport (Cricket for Softball, American Football for Rugby) and watch a youtube clip of a game/part of a game. Quote your link here!

Creative Movement Significant Concept Movement: A Universal Language

Unit Question How do we communicate a theme through movement?

Area of Interaction

VIS Grade 9 CREATIVE MOVEMENT

Introduction This unit will focus on ‘Movement Composition’, the process of creating a sequence/routine. Assessment Criterion B Movement Composition: this will include your own detailed written plan of the composition and a video of your performance both of which must be compatible Criterion C Performance: this will be based on your physical performance of the Criteria D Personal Engagement & Social Skills: this will include your participation during the unit and a written self reflection of your composition. Guidelines Choose a theme from the following: Circus, Modern dance, Celebrations • The music must represent the theme selected • Your performance must reflect your theme • You work in pairs • Duration of the composition: 1 minute minimum and 2 minutes maximum • No limits to the types of movements to be used( gymnastics, dance, aerobics, karate etc) • The movements must be in rhythm with the music • Use of props, costumes or equipment is permitted Requirements for Criterion B: Written Composition should include • Creativity/ imagination • Clear start and finishing positions • Combination of movement sequences • Link /flow between sequenced moves • Use of performance area • A specific theme • Choice of music that reflects the theme • Artistic aspect (rubric p.10) Requirements for Criterion C: Performance of the routine • Competence in performing the routine • Your synchronization with the music and your partner • Your ability to link movements with fluency • Your attitude and expression and whether it reflects the theme (rubric p.11)

GRADE 9 CREATIVE MOVEMENT REFERENCE GUIDE Elements of Creative Movement Choreography: describes a dance sequence in which the movements in the sequence were arranged by a person or persons Levels: the height of the dancer in relation to the floor Locomotor movement: movement that travels from place to place usually by the transfer of weight from foot to foot; Basic locomotor steps are walking, running, leaping, hopping, and jumping; and the irregular rhythmic combinations of the skip (walk and hop), slide (walk and leap), and gallop (walk and leap). Non-locomotor movement: movement that is anchored to one spot only, using the available space around the person doing the movement without losing the initial body contact); basic non-locomotor movements are bending, twisting, stretching, and swinging and balancing Personal space: the "space bubble" or the kinesis sphere that one occupies; it includes all levels, planes, and directions both near and far from the body's center Movement Examples  Locomotor: walk, run, leap, hop, jump, skip, slide, and gallop  Non-locomotor: bend, twist, stretch, swing, balance  leading/following Time  fast/medium/slow  with music/without music Space  levels: low, medium, high  direction: forward, backward, sideways, diagonal, turning  focus: straight/curved (direction, body position), open/closed (body position) Force/Energy  strong/light  sharp/smooth Body  shape: the body can contort itself into different shapes (i.e., curves, angles)  parts: the arms, legs, head, toes, fingers can take on different focuses (i.e., open, closed, relaxed, happy etc.) Flow  the continuous movement of one motion/action into another (smooth transitions)

Criterion B: Movement Composition (Maximum 6) Students are expected to compose sequences of aesthetic movement, through exploring possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as an inspiration Achievement Descriptor 0

1-‐2

3-‐4

aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity. The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the task. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

5-‐6

VIS G9 Creative Routine These are specific tasks that the student is expected to include in the written composition

Indicators Your routine did not reach a standard described by any of the descriptors Your Written composition indicates: You have created a simple sequence within the constraints of the task. The movements are very basic The partner work shows little variation The sequence flows poorly from one movement to another The movements do not combine well with the music The theme is simply expressed Your written composition indicates: You have created a good sequence of movements that meet the requirement of the tasks. The movements are quite creative The partner work shows some variation The sequence flows well with only some pauses. The movements combine well with the music The theme is expressed well Your written composition indicates: The composition is fluent and changes according to the music The partner work is extremely varied A wide range of imaginative movements have been used to express the relevant theme

Student Self Assessment

Comments:

Teacher Assessment

Comments:

VIS G9 Movement Compostion These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators

The student does not reach a standard described by any of the descriptors given below.

Does not meet any of the criteria/indicators given below.

1–2

The student has difficulty performing the composition The partner works show little coordination The student ‘s attempts to link movements are stilted and do not flow The student shows little or no synchronization with the music

3–4

5–6

The student displays a basic level of competence in performing the composition The partner works show a basic level of coordination The student’s attempts to link movements show some fluency The student shows some synchronization with the music The students shows no expression of the theme The student displays reasonably competent ability in performing the composition The partner work shows reasonable coordination The student ‘s attempts to link movements show adequate fluency The student shows a good level of synchronization with the music The student attempts to use some expression to reflect the theme

7–8

The student displays a good level of competence in performing the composition The partner work shows a good level of coordination The student links movements with fluency The student shows a high level of synchronization with the music The student’s expression sometimes reflects the theme

9–10

The students displays a high level of competence in performing the composition The partner work shows a very high level of coordination The student inks movements with fluency and style The student shows excellent synchronization with the music. The student’s expression consistently reflects the theme

Student Self Assessment

Comments:

Teacher Assessment

Comments:

VIS Grade 9 CREATIVE MOVEMENT-PROCESS DIARY Use this to record your progress and any ideas you have for your routine. Continue with the process diary found on the next two pages. 1ST LESSON What I achieved in class today

What skills do I already have that I could use?

What do I need to do to ensure they are performed at a high standard?

Are there some new skills I would like to develop?

What music could we use?

What do we need to do in order to be prepared for the next lesson?

G 9- Creative Movement : PROCESS DIARY DRAFT. NAME : ________________ Assessment Criterion B: Written Plan & Video of performance : 6 pts Use this to continue to document your progress in each of the lessons throughout the unit. Make sure you include everything described in’ Requirements for Criterion B ‘on p.8 This as a rough draft only !

Lesson:

Continuation draft of creative movement progress diary

Lesson:

The final document must be your ’ own’ work and should: -‐ be written on a separate word document -‐ detail your composition from the start through to the finish. -‐ describe each of the moves, and how they fit together -‐ state which one of the partners came up with the idea/movement You should use drawings and /or photos to compliment your written description. The written document must correspond with the video of your performance.

VIS Grade 9 Movement Composition: Criterion D- Social Skills & Personal Engagement The following will be counted as part of the assessment process for Criterion D Summary Paragraph In this paragraph you should reflect back on the process of composing your sequence. Use the following questions as a guide. What did you like best about your sequence? What would you try to improve if you did it again? Did you use equipment in your sequence? How did it help? What was the hardest part of putting this sequence together? How well did you and your partner work together? Did you both contribute ideas or did one person dominate?

BADMINTON or VOLLEYBALL Indoor Net Sport

Significant Concept Communities have rules

Unit Question What happens if there are no rules?

Area of Interaction

The student does not reach a standard described by any of the descriptors given below.

1–2

3–4

5–6

7–8

9–10

VIS G9 Badminton These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators Does not meet any of the criteria/indicators given below.

•

• • • • • •

• • •

Finds it difficult to serve with the correct technique Can rarely execute a strong shot in a game Can return some shots within easy reach Needs some help with positional play Does not understand/know the rules of scoring Can sometimes serve effectively Can sometimes play forehand and backhand strokes with some accuracy but little variety Can return most shots within easy reach Can sometimes show good positional play Understands/Knows some of the rules of scoring

• Can usually serve effectively • Can usually play forehand and backhand strokes including the drop shot with some accuracy • Can usually move effectively to return all shots within easy reach • Usually shows good positional play • Understand/Knows most of the rules of play • Can always serve effectively • Can perform a range of attacking shots with accuracy including smashes and drop shots • Can easily return all shots with power • Moves effectively into good positional play • Understand/Knows all the rules of play • Can perform a wide range of attacking shots with power and accuracy including smashes , drop shots and a variety of serves • Can easily return all shots with power and accuracy • Moves with speed into good positional play and shows anticipation • Understands/knows all the rules of play and can use them to take advantage

Student Self Assessment

Comments:

Teacher Assesment

Comments:

Volleyball These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. VIS G9

Indicators Does not meet any of the criteria/indicators given below.

The student does not reach a standard described by any of the descriptors given below.

1–2

3–4

5–6

7–8

2. 3. 4.

Can set and bump the ball the ball in drills and some game situations. Can usually serve the ball over the net (7m) Attempts to attack in practise drills only Knows the rules and can play by them

Can set and bump the ball in a game situation

Can serve the ball consistently from the back line

Attempts to perform some kind of attack

Knows the full rules and usually applies them to game situations Excels during drill and game play

9–10

Can sometimes set and bump the ball in practise drills. Is able to serve the ball only from a short distance (5m) Usually tries to perform basic front and back row roles. Doesn’t seem to know the rules well and struggles to apply them. Can usually set and bump the ball in practise drills Can sometimes serve the ball over (7m) Usually performs basic attack and defensive roles. Knows the rules and usually plays by them

1. 2. 3. 4. 5.

Can set and bump the ball accurately in a game situation Can serve the ball consistently and effectively Can spike the ball with good timing Knows the full rules and applies them to game situations Excels during drill and game play and helps teammates excel

Student Self Assesment

Comments:

Teacher Assessment

Comments:

G9 Volleyball/Badminton Homework

Significant Concept Communities have rules 1.) Find the official Badminton/Volleyball rules online. Quote two rules word by word and give possible reasons, why these rules were implemented. Rule 1: Quote:

Rule 2: Quote:

Why?

Quote your sources here! 19

FITNESS ‘A’ & ‘B’ Significant Concept The amazing human body Unit Question Fit for what? Area of Interaction

Grade 9 Fitness

The fitness units will be divided into two parts and assessed accordingly. Part 1: Developing your understanding and knowledge of the components of fitness and how they can be measured and improved. Assessed through: Criterion A: Knowledge: (A written assignment) Criterion D: Social Skills and Personal Engagement Over the next few weeks you are going to address the unit question “Fit for what?” through discussion and a series of physical activities in PE. You will be required to write a training programme that will improve one component of fitness of your choice.

Part 2: Planning and composing a ‘Creative Movement’ routine Assessed through: Criterion B: Movement Composition ( A written plan and video performance) Criterion C: Performance Criterion D: Social Skills and Personal Engagement ( this will include a written reflection ) During this part of the Fitness unit you will be practicing your Jump Rope skills. You will then be required to complete a written plan of a Jump Rope routine of your own creation. You will also need to perform the routine.

What is fitness? Fitness is multi-dimensional. This means that it is made up of many different components. There is a minimum level of fitness that we all need to be in good health. Being in good health means more than just not being ill, it means that we are able to carry out the daily requirements of living without too many problems. You will find many different definitions-we decided to go with the following elements of Fitness: Element of Fitness Strength

Power

Agility

Speed Balance Flexibility

Cardiovascular Endurance Strength Endurance Co-ordination

Definition the extent to which muscles can exert force by contracting against resistance the ability to exert maximum muscular contraction instantly in an explosive burst of movements. The two components of power are strength and speed. a rapid whole body movement with change of velocity or direction in response to a stimulus the ability to move all or part of the body as quickly as possible the ability to control the body's position, either stationary or while moving the ability to achieve an extended range of motion without being impeded by excess tissue, i.e. fat or muscle

Example Famous Sports(wo)man holding or Arnold Schwarzenegger restraining an object or person jumping or a sprint start

Mike Powell

ZigZag running or cutting movements

Ronaldo

sprinting

Usain Bolt

Handstand, Ballet

Mikhail Baryshnikov

Leg split, ice skating Nancy Kerrigan Biellmann spin

the heart's ability to deliver Marathon running blood to working muscles and their ability to use it a muscle's ability to steep uphill cycling perform a maximum contraction time after time the ability to integrate the Baseball above listed components so that effective movements are achieved

Haile Gebrselassie Lance Armstrong Derek Jeter

While we might be fit from a health related point of view we may not be fit for a particular sport. There are lots of different types of sporting activities and each has it own fitness requirements.

What are Training principles? Training Principles help you to get the most out of your training. When designing a training programme, you must follow these principles in order to improve performance. You should be aware of the fact that the programme you have to design will only focuses on the physical aspects of training. A real coach would have to take into consideration also social and psychological aspects of training. Principle Overload

Definition Explanation Clue A muscle will only strengthen when forced to operate beyond its customary intensity. The load must be progressively increased in order to further adaptive responses as training develops, and the training stimulus is gradually raised. Overload can be progressed by: * increasing the resistance e.g. adding 5kg to the barbell * increasing the number of repetitions with a particular weight * increasing the number of sets of the exercise (work) * increasing the intensity- more work in the same time, i.e. connected reducing the recovery periods Progression The principle of progression implies that there is an optimal level of overload that should be achieved, and an optimal time frame for this overload to occur. A gradual and systematic increase of the workload over a period of time will result in improvements in fitness without risk of injury. If overload occurs too slowly, improvement is unlikely, but overload that is increased too rapidly may result in injury or muscle damage. For example, the weekend athlete who exercises vigorously only on weekends violates the principle of progression and most likely will not see obvious fitness gains. The Principle of Progression also stresses the need for proper rest and recovery. Continual stress on the body and constant overload will result in exhaustion and injury. You should not train hard all the time, as you'll risk connected overtraining and a decrease in fitness. Adaption When you place your body under stress by working out, your body reacts with predictable physiological changes. With a proper recovery period and diet, you become more fit. Adaptation occurs after overload- A light workout – like the sort people do for general fitness – will prevent muscle reduction, but it won’t do much to help you grow muscles. If you do the same workout every time you set foot in the gym, you are not incorporating the adaptation principle into your exercise program design and you won’t benefit from its effects. Specificity The Specificity Principle simply states that training must go from highly → general training to highly specific training. The principle of Specificity also implies that to become better at a particular exercise or skill, you must perform that exercise or skill. To be a good cyclist, you must cycle. The point to take away is that a runner should train by running and a swimmer should train by swimming. Variation The Variation Principle suggests that minor changes in training regimens yield more consistent gains in sport performance. Training programs for virtually every sport include variations in intensity, duration, volume, and other important aspects of practice. The most well known method of practice variability concerns training in phases. Typically, an annual sports training program includes phases of training for conditioning, intensive sport-specific work, in-season maintenance, and an off-season regimen. Training in phases, or periods, is called periodization. For the general population rather than athletes, the F.I.T.T principles are very commonly used: Think of The FITT principle as a set of rules that must be adhered to in order to benefit from any form of fitness training programme. These rules relate to the Frequency Intensity Type and Time of exercise... Quotes from http://www.sport-fitness-advisor.com/, http://www.brianmac.co.uk/, http://www.sports-training-adviser.com, http://www.topendsports.com and wikipedia

SIT UP The curl up test measures abdominal muscular strength and endurance of the abdominals and hip-flexors, important in back support and core stability. .

PUSH UP TEST To measure upper body strength Girls press up with their knees touching the ground and the Boys with their toes touching the ground

STANDING BROAD JUMP The Standing Broad Jump, is a common and easy to administer test of explosive leg power.

AGILITY TEST The Illinois Agility Test (Getchell, 1979) is a commonly used test of agility in sports.

GRADE 9 FITNESS ’A’ TABLE OF FITNESS RESULTS Description of the test Personal Result SIT & REACH The sit and reach test is a common measure of flexibility, and specifically measures the flexibility of the lower back and hamstring muscles.

Male Female Excellent 50 40 Above Ave 49-‐44 39-‐35 Average 43-‐40 34-‐30 Below Ave 39-‐34 29-‐24 Poor 33 23

Male Female Excellent 39 33 Above Ave 29-‐38 25-‐32 Average 23-‐28 18-‐24 Below Ave 18-‐22 12-‐17 Poor 17 11

Male Female Excellent 2.01m 1.66m Above Ave 2.00-‐1.86m 1.65-‐1.66m Average 1.85-‐1.76m 1.55-‐146m Below Ave 1.75-‐1.65m 1.45-‐1.35m Poor 1.65m 1.35m

Male Female Excellent 15.2 secs 17.0 secs Above Ave 15.2-‐16.1 17.0-‐17.9 Average 16.2-‐18.1 18.0-‐21.7 Below Ave 18.2-‐18.3 21.8-‐23.0 Poor 18.3 23.0

Norm Table Male Female Excellent 14 15 Above Ave 11-‐14 12-‐15 Average 7-‐10 7-‐11 Below Ave 4-‐6 4-‐6 Poor  4 4

Result ______________________ Level _______________________

My Result Result ______________________ Level _______________________

G9 MYP Fitness Assignment Sheet

Name:

This work must be submitted by:

This piece of work is an opportunity for you to demonstrate your knowledge regarding one of the following elements of fitness: Strength, Power, Agility, Speed, Cardiovascular Endurance, Strength Endurance or Co-ordination. The goal is to create a circuit focusing on one chosen element of fitness. This plan should show progression over a period of 6 weeks. You will learn about the principles and elements of fitness during class.

Task: 1. Name the element of fitness that your circuit will target. 2. Define the element of fitness you have chosen and credit your sources. 3. Produce an 8 station circuit. This should be detailed and include: -

a warm up and a cool down these will be stations 1 & 8

a clear explanation of the type of exercise/techniques that will be performed.

an explanation of why you chose each exercise and what benefit it has

Diagrams and pictures to demonstrate the exercise/technique

Number of times the exercise should be done per session/per week

Changes you would make to develop this circuit to show progression over a 6 week period.

Presentation: You are encouraged to: •

Use a word processor and include photos or diagrams

•

Include a cover sheet with a title, your name, grade, PE teacher and date

•

Include a reference section (bibliography) at the end where you quote all your sources.

Criterion A: Use of Knowledge (Maximum 8) Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems. Achievement Descriptor

VIS G9 Written Fitness Assignment Indicators Assignment Specific

The student does not reach a standard described by any of the descriptors given below.

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

1–2

The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Sometimes uses this knowledge to analyse and solve problems in familiar situations.

Tasks 1-‐3 are incomplete or completed in minimal detail. Your training programme is repetitive and/or missing sections. .

3–4

Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar situations.

5–6

Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar and some unfamiliar situations.

Tasks 1-‐3 are mostly complete but not always in sufficient detail. Your training programme is somewhat complete by containing some of the following for each session: A somewhat appropriate warm-up and cool- down. Brief description of the types of exercise and practice techniques. Brief explanation of why you chose each exercise and limited details on what benefit it has. The use of diagrams. Basic details for the progression over 6 weeks Tasks 1-‐3 are completed in detail. Your training programme is mostly completed by containing most of the following for each session: A detailed and appropriate warm-up and cool- down. Good description of the types of exercise and practice techniques. Good Explanation of why you chose each exercise and partial details on what benefit it has. The use of diagrams. Good details for the progression over 6 weeks

7–8

Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge wisely and effectively to analyse and solve problems in familiar and unfamiliar situations.

Student Self Assessment

Comments:

Teacher Assessment

Comments:

Task 1-‐3 are completed Thoroughly and accurately . Your training program is completed thoroughly and accurately. It contains the following for each session: A detailed and appropriate warm-up and cool-down. Complex description of the types of exercise and practice techniques. Thorough explanation of why you chose each exercise and details on what benefit it has. The use of diagrams. Excellent details for the progression over 6 weeks. .

Grade 9 MYP Partner Composition working with Jump Ropes During the fitness lessons you will hopefully have mastered a few new ‘Jump rope tricks’. You will need to use some of these tricks and / or some of your own tricks to create a jump rope composition. You will be assessed on: Criterion B Movement Composition: this will include a detailed written plan of your composition and a video of your performance both of which must be compatible ( see rubric p.30) Criterion C Performance: this will be based on your physical performance of the routine ( see rubric p.31) The composition must include: • At least 6 different tricks • Use of space and floor patterns • Equal participation of both partners • A clear start and clear finish • Creativity and imagination • A design that flows in time with the music • A minimum of 1 minute endurance To help you with your planning you should refer to the routine check sheet

Grade 9 MYP PE Criteria B

Jump Rope Composition Check Sheet

Criteria B Student Descriptors

Partially

Yes

Our composition has at least 6 distinctly different tricks Our tricks are appropriately placed in the composition Our composition demonstrates excellent use of space and floor patterns Our composition is designed to fit in time with the music Our composition is very creative and shows imagination and style Our composition includes both partners equally Our composition has a clear start and clear finish ****The planner clearly indicates which partner came up with the idea and choice of movement***

G 9- JUMP ROPE : PROCESS DIARY DRAFT. NAME : ________________ Assessment Criterion B: Plan & Video of performance : 6 pts Use this to document your progress in each of the lessons throughout the unit. Make sure you include everything described in the check list on the introduction sheet and produce a detailed description of the composition. This as a rough draft only !

Lesson:1

Lesson:

Continuation draft of Jump Rope progress diary

Lesson:

The final document should: -‐ be written on a separate word document -‐ detail your composition from the start through to the finish. -‐ describe each of the moves, and how they fit together -‐ clearly state which one of the partners came up with the idea. You should use drawings and /or photos to compliment your written description. The written document must correspond with the video of your performance.

The student does not reach a standard described by any of the descriptors below. The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow. The omposition is generally incoherent The cstudent selects, adapts and creates with m any p auses, a nd s hows limited to aesthetic moves that are appropriate creativity. the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity.

1-‐2

3-‐4

5-‐6

The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the task. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

VIS G9 Jump Rope Composition These are specific tasks are expected to be included in the written plan of the jump rope composition

Indicators Your routine did not reach a standard described by any of the descriptors Your written composition: Had less than 6 different tricks that were not appropriately placed in the composition Did not demonstrate use of space and floor patterns and the design rarely flowed in time with the music The routine lacked creativity and shows little imagination and style Your written Included both cpomposition: artners some of the time Had at least 6 different tricks that were usually appropriately laced n tnhe The start and fpinish wias ot cvomposition ery clear Demonstrated good use of space and floor patterns and was designed so that it usually flowed in time with the music Is quite creative and shows some imagination and style Included both partners Had a clear start and clear finish Your written composition: Had 6 or more different tricks that were appropriately placed in the composition Demonstrated excellent use of space and floor patterns and was designed to always flow in time with the music Is very creative and shows imagination and style Included both partners equally Had a clear start and clear finish

Student Self Assessment

Teacher Assessment

Criterion C: Performance (Maximum 10) Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex. Achievement Descriptor

VIS G9 Jump Rope Composition These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators

The student does not reach a standard described by any of the descriptors given below.

Does not meet any of the criteria/indicators given below.

1–2

3–4

5–6

The student displays a poor level of competence in performing the composition The student shows poor knowledge of the routine The partner work shows little coordination The student ‘s attempts to link movements are stilted and do not flow The student shows little or no synchronization with the music The student displays a basic level of competence in performing the composition The student shows a basic knowledge of the routine The partner work shows a basic level of coordination The student ‘s attempts to link movements show some fluency The student shows some synchronization with the music The student displays reasonably competent ability in performing the composition The student shows a good knowledge of the routine The partner work shows good coordination The student ‘s attempts to link movements show adequate fluency The student shows good synchronization with the music

7–8

9–10

The student displays a good level of competence in performing the composition The student shows a very good knowledge of the routine The partner work shows a very good level of coordination The student links movements with fluency The student shows very good synchronization with the music The students displays an excellent level of competence in performing the composition The student shows an excellent knowledge of the routine The partner work shows an excellent level of coordination The student links movements with fluency and style The student shows excellent synchronization with the music.

Student Self Assessment

Comments:

Teacher Assessment

Comments:

SOCCER OR HANDBALL Indoor Sport

Significant Concept To invade or not to invade that is the question

Unit Question Is the best defence a good offence?

Area of Interaction

VIS G9 Handball These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators Does not meet any of the criteria/indicators given below.

The student does not reach a standard described by any of the descriptors given below.

1–2

1. 2. 3.

1. 2.

3–4

5–6

7–8

9–10

2. 3. 4.

2. 3. 4. 5.

4. 5.

3. 4. 5. 6. 7.

Struggles when catching the ball and passing to a target. Tends to play with no strategy in mind. Usually remains passive in either a basic attack or defensive role. Doesn’t seem to know the rules well and struggles to apply them. Mostly catches the ball competently and passes accurately. Rarely initiates an attack on goal. Usually performs basic attack and defensive roles. Knows the rules and usually plays by them Catches the ball competently and passes accurately to a target. Regularly uses the ‘give and go’ method of attack. Is an active attacker and defender. Uses strategy in his/her role on the team. Knows the rules and can play by them Shoots accurately at specific areas of the goal. Dribbles with control to create goal chances. Can perform attack and defensive roles according to game situations. Knows the full rules and usually applies them to game situations Excels during drill and game play Excels during drill and game play Is able to control the tempo of the game. Dribbles with control and speed, to create goal chances. Passes the ball accurately and moves into space after the pass. Is always a threat to score in attack . Runs back to perform effective defense. Knows the full rules and applies them to game situations Excels during drill and game play and helps teammates excel.

Student Self Assessment

Comments

Teacher Assessment

Comments

VIS G9 Indoor Soccer These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators Does not meet any of the criteria/indicators given below.

The student does not reach a standard described by any of the descriptors given below.

1–2

1. 2. 3.

1. 2.

3–4

5–6

7–8

9–10

2. 3.

2. 3. 4.

2. 3. 4. 5.

4. 5.

3. 4. 5. 6. 7.

Tends to only kick the ball away with no strategy in mind. Usually remains passive in either a basic attack or defensive role. Doesn’t seem to know the rules well and struggles to apply them. Traps the ball competently with one foot and passes to a target . Rarely uses a strategy when initiating an attack on goal. Usually performs basic attack and defensive roles. Knows the rules and usually plays by them Traps the ball competently and passes accurately to a target using either foot. Regularly uses the ‘give and go’ method of attack. Is an active attacker and defender. Uses strategy in his/her role on the team. Knows the rules and can play by them Shoots accurately at specific areas of the goal. Dribbles with control to create goal chances. Can perform attack and defensive roles according to game situations. Knows the full rules and usually applies them to game situations Excels during drill and game play Is able to control the tempo of the game. Dribbles with control and speed, using either foot, to create goal chances. Passes the ball on the floor accurately and moves into space after the pass. Is always a threat to score in attack. Runs back to perform defensive roles effectively. Knows the full rules and applies them to game situations Excels during drill and game play and helps teammates excel.

Student Self Assessment

Comments

Teacher Assessment

Comments

TRACK and FIELD Significant Concept Impact of technology on performance Unit Question Why do some cultures seem to excel at certain events? Does technology (help or hinder?) Areas of Interaction

VIS G9 Discus These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators

The student does not reach a standard described by any of the descriptors given below.

Does not meet any of the criteria/indicators given below.

1–2

I try to use the correct grip. I am not able to release the discus with a clockwise spin

3–4

I can • perform a standing throw with the correct grip, I try to release the discus with a clockwise spin

5–6

I can • •

7–8

I can on most occasions • perform a standing throw with the correct grip, • release the discus from the index finger,palm down(discus spins clockwise) perform the throw in the correct sequence( legs ,hips, arms )

9–10

I can consistently • perform a standing throw with the correct grip, • release the discus from the index finger,palm down(discus spins clockwise) perform the throw fluently in the correct sequence(legs ,hips, arms)

perform a standing throw with the correct grip, release the discus from the index finger,palm down(discus spins clockwise) I try to perform the throw in the correct sequence (legs ,hips, arms)

Student Self Assessment

Comments

Teacher Assessment

Comments

VIS G9 Long Jump These are specific skills that the student is expected to perform during the unit. Formative and summative assessment criteria is used and applied to the grades earned for the indicators. Indicators

The student does not reach a standard described by any of the descriptors given below.

Does not meet any of the criteria/indicators given below.

1–2

I know which is my take off foot and attempt to jump with this foot

3–4

I try to run with some speed during the approach run up I try to use the basic technique for the take off, the flight and the landing

5–6

I can run at a satisfactory speed during the approach run up. I have a reasonable level of technique during the final 3 steps, the take off, the flight and the landing

7–8

I can run at a reasonable speed during the approach run up. I have a high level of technique during the final 3 steps, the take off, the flight and the landing

9–10

I can run at a high speed during the approach run up

I have an excellent level of technique during the final 3 steps, the take off, the flight and the landing

Student Self Assessment

Comments

Teacher Assessment

Comments

Achievement level 0 1-2

3-4

5-6

7-8

MYP PE Criteria D: Social skills & personal engagement The student does not reach a standard described by any of the descriptors below. • The student demonstrates attitudes and strategies that maintain their communication and relationships with others. • The student shows respect and sensitivity to themselves, others and the physical environment some of the time. • The student takes responsibility for their own learning some of the time but shows little enthusiasm and/or commitment to physical education. • The student shows difficulty in reflecting on their achievements and setting and taking action to achieve goals. • The student demonstrates attitudes and strategies that maintain their communication and relationships with others. • The student shows respect and sensitivity to themselves, others and the physical environment most of the time. • The student takes responsibility for their own learning most of the time but shows some enthusiasm and/or commitment to physical education. • The student reflects on their own achievements to a satisfactory level, usually sets appropriate goals but may need encouragement to take action towards achieving them. • The student demonstrates attitudes and strategies that improve their communication and relationships with others. • The student consistently shows respect and sensitivity to themselves, others and the physical environment. • The student takes responsibility for their own learning and usually shows some enthusiasm and commitment to physical education. • The student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them. • The student demonstrates attitudes and strategies that deepen and enhance their communication and relationships with others. • The student consistently shows a degree of respect and sensitivity to themselves, others and the physical environment. • The student takes responsibility for their own learning and consistently shows enthusiasm and commitment to physical education. • The student reflects critically on their own achievements, sets appropriate goals that enhance learning and takes action towards achieving them.

Assessment You will be graded in PE according to your scores in the following four Criterion :

Criteria A: Knowledge (max 8 points) ( the results of written tests/assignments)

Criteria B: Movement Composition (max 6 points) ( a written plan of a creative composition. Dance/Jump rope and the video of the plan in action ) Criteria C: Performance (max 10 points ) (your actual physical skills during movement composition performances and during practices and games in the different sports we do throughout the year eg. Softball, Badminton etc)

Criteria D: Social Skills & Personal Engagement (max 8 points) (your social skills, attitude, effort and more… see the rubric P. 38)

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: Grade Boundaries

1 0-5

2 6-10

3 11-15

4 16-20

5 21-24

6 25-28

7 29-32

Notes