PHYSICAL EDUCATION (CORE)

What is the nature of Physical Education in Grades 9 & 10?

Physical Education in grades 9 & 10 continues to develop the key attributes of cohesion, friendship, social interaction and skill development from grades 7 & 8 with an additional emphasis on independent learning and leadership Students work towards enhancing their communication skills through leading their peers in small group and whole group activities.

What is the approach to learning?

The whole Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life.

Activities are varied to cater for a wide range of abilities and have an emphasis on healthy living. Students are always encouraged to better themselves and to learn to be part of a team.

What is the subject content?

Students learn to:

• Explain the relationship of PE to health, for example how to avoid injuries, or the benefits of cardio- vascular fitness

• Develop social skills and a strong sense of fair play, enthusiasm and commitment, especially in teamwork and encouraging their peers

• Identify and work to their optimal level of physical fitness

• Appreciate the use of creative and expressive aspects of movement

• Refine the motor skills necessary for a variety of activities

• Understand and apply theories, techniques, rules and training principles of different games

• Reflect on and evaluate their own and others performances in order to develop strategies for improvement.

What is the nature of assessment?

Students are assessed formatively each lesson and are also given a summative level at the end of each unit of work against a criteria The criteria, look at a student’s understanding of principles and strategies as well as their competence demonstrating skills and techniques in a range of activities. Students are exposed to the criteria on a regular basis and can work together to identify areas for improvement based upon these criteria

There are two main strands from which the teacher may assess a student These allow all students (including those medically exempt from lessons) the opportunity to progress and be assessed.

Strand 1 - Use of knowledge

Students are expected to have a knowledge and understanding of the physical activities or topics studied.

They are expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

Strand 2 –Performance

Assessment will focus mainly on the performance strand.

Students are expected 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.

Students are also assessed on their understanding of how to prepare for exercise and how to lead a warm up. All lessons have a focus on a number of character strengths that students could display which link to a number of key concepts covered in lessons.

What is the nature of Well-being Education in Grades 9 & 10?

Well-being Education aims to equip students with the knowledge and understanding of holistic health (Physical, Mental & Emotional, Social and Spiritual). Students will develop positive attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. Well-being Education encourages them to be enterprising and supports them in making effective transitions. It also enables students to reflect on and clarify their own values and attitudes in our multicultural society.

The aims of Well-being Education are to:

Examine influences (socio-cultural factors) and consequences (positive and negative) and debate choices that students experience in life. We support the development and implementation of strategies (personal, interpersonal and societal) to enhance their own well-being and the well-being of others.

What is the approach to learning?

The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Of utmost importance is the aim to provide a safe and secure environment through which students can explore life issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion and critical debate. Students need to be active learners by participating in discussions and exploring their views on personal, social and cultural issues. Newspaper articles, web materials, etc are constantly sourced by teachers to provide the students with up-to-date resources from the world around them.

What is the subject content?

The Well-being programme of study at SJII is based on students developing an understanding of how influences, consequences and strategies affect the well-being of self, others and society.

The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following:

Grade 9 Well-being Education

● Mindfulness

● Resilience

● Mental Health

● Drug and alcohol awareness

● Relationships and Sexuality

Grade 10 Well-being Education

● Mindfulness

● Careers, choices and work-related education

● Relationships and Sexuality

What is the nature of assessment?

Well-being Education is taught in Grades 7-10 for one period a week for half of the year. The students are assessed through SJI International’s own continuous monitoring of student performance.

What is the nature of RE in IGCSE Religious Education?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and ethics and how they contribute to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the world around them. RE encourages students to think critically and evaluate pertinent religious, philosophical and moral issues. Through the study of religion and ethics, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as citizens of the world.

The aims of RE are to develop the following transferable skills which are highly valued by higher level institutions:

● Critical thinking

● Problem solving

● Analysis

● Reasoning (structure arguments)

● Independent learning

● Ethical thinking

● Communication

● Interpersonal Skills

● Intellectual interest and curiosity

What is the subject content?

The topics in the course will be studied from a religious (mainly Christian) perspective. The key concepts within the other major world religions will also be studied. Each topic is also explored from the position of a non-religious person. There is no requirement to be Christian or indeed come from any faith background as the topics are studied from an academic viewpoint and not from a faith perspective.

Paper 1: Beliefs and Values

Section 1: The Universe, Creation and the Place of Human Beings. Religious and non-religious beliefs about:

● the origin of the universe and the place of human beings in it.

● the nature of human beings.

● human selfishness, greed, ignorance and sin.

● free-will, determinism and predestination.

● the nature of the ultimate reality.

● the nature of the ultimate reality.

● arguments for the existence of God, agnosticism and atheism.

● The existence of evil and suffering in the world.

Section 2: Life and Death

Religious and non-religious beliefs about:

● death and life after death

● the meaning and purpose of life

● sanctity of life, abortion and euthanasia

● human relationships

● marriage and partnership

● divorce and remarriage

● family structures and responsibilities

● childlessness and celibacy

Section 3: Peace and Conflict

Religious and non-religious beliefs about:

● conflict and war

● peace, reconciliation and forgiveness

● bullying

● sin and crime

● types of punishment

● capital punishment

Section 4: Rights, Equality and Social Justice

Religious and non-religious beliefs about:

● human rights

● equal rights and equal opportunities

● the multi-ethnic society and racial harmony

● the multi-faith society and interfaith relationships

● Relationships between rich and poor

Course Content: Paper 2: The Religious Community

Section 1: Origins and their impact on the community.

The following topics will be studied:

● Christian religious texts and sources of authority

● Christian founders and leaders

Section 2: Celebration and Pilgrimage

The following topics will be studied:

● Christian festivals and celebrations

● Christian places of pilgrimage

Section 3: Worship and Practice

The following topics will be studied:

● Christian places of worship

● Christian forms of worship

What is the nature of assessment?

The examination takes place in June, giving time for students to focus on their other examinations that take place later in the year.

1 hour and 45 minutes

Beliefs and Values

This paper assesses knowledge and understanding of four key topic areas.

● The Universe, Creation and the Place of Human Beings

● Life and Death

● Peace and Conflict

● Rights, Equality and Social Justice

1 hour 30 minutes

The Religious Community

This paper assesses knowledge and understanding of three key topic areas from Christianity.

● Origins and their Impact on the Community

● Celebration and Pilgrimage

● Worship and Practice