YIS curriculum map (When using this map please do not change the headings and questions. If you have suggestions for improving the template then please contact the curriculum coordinators or principals.)
Year Level: 7
Level 2: year view consensus map. Semester 1 Subject: Physical Education (Please note in addition to Unit Titles, Organisational Development and Mens in Sana Corpore Sano is including throughout these units)
Dates Number of weeks Title of the Unit (Link this to the level 3 unit map)
Standards
5
International Activities (Range of Activities from around the world) A2, 4 D1, 3.
Students to Summative design a new assessments game from an International culture
4
5
5
Individual Pursuits (Track and Field)
Indoor Invasion (Basketball)
Individual Movement Pursuits (Cross Comp (Social Country) Dance)
Strikin Fieldin (Softb
A1, 2, 3 C1,2,3
A3, 4. D4, 5, 6 B1,2,3
C1,2,
C1,3 D4,5,6
5
Students to produce Blog Personal documentary Bests in a video with Blog reflections variety of voice over to showing track events. Game show their responses to Challenge day Scenario check development/ unit, goals and (at YCAC) for list. Teacher understanding times. students to try Interview. of the unit. Teacher to achieve Peer monitored. personaL assessment bests. using student generated criteria.
5
Stude anser scenar questi post m observ
Concepts What do we want our students to retain for years into the future? (For PYP key concepts and related concepts) (For MS/HS section significant concepts)
Achievement How can I Internationalism refine my How does the technique in world play? order to improve?
Spatial Awareness Fit For Life How does my How can I keep movement going? help my team?
Relationships So you think you can Dance?
Decisi Makin do I d When it?
Skills What will the students be able to do? (For PYP transdisciplinary skills) (ES teachers may also add discipline specific skills from other resources e.g. first steps, maths land) (MS/HS - Skills section on planner)
Sprints 100/200 meters for time, using proper posture Completes a smooth baton exchange within the hand-off zone using the ‘down-sweep’ technique, communicates clearly prior to hand-off, receives the baton by using acceleration and an efficient body position Students to Performs the become high jump using introduced to different games the “Fosbury from around the Flop” technique, e.g. uses the world. For example; outside foot as bowling, golf, the take-off foot, lawn bowls. uses an upward drive of the arms and knee of the leading leg, demonstrates a relaxed landing on the shoulders with arms spread Demonstrates the ‘standing’ shot put technique and throws for distance Demonstrates a ‘standing’ discus throw technique, e.g. rotation, release, throws for distance and accuracy
Dribbles a basketball with control with a defender Can change speed and direction while dribbling a basketball Performs a layup by taking-off from the proper foot Explores a ‘weak side’ lay-up Can make an accurate pass with a defender Demonstrates faints, pivoting and jump stops with a defender Understands the reasons for using the ‘triple threat’ Performs a set shot from varying distances, using proper technique Demonstrates ‘man-to-man’ defense
Attacks balls an a prope fielding techniq ground Practic skills o ‘backin teamm Throws accura shorter longer distanc Uses p Explores space throwin Self analysis . by techniq Students to demonstrating shorter asess symmetrical longer themselves on and distanc their first run to asymmetrical Runs b be able to set body shapes, with sp themselves levels and using a goals. patterns turns a Demonstrates bases Motivational time and rhythm Strikes Techniques. by contrasting pitched Goal Setting use of tempo using a Visualisation. and gradual/ stance Thought sudden speed and sw stopping. changes Demon Explores a an Running variety of step unders Techniques. patterns from of the s Warm up, known dances zone Pacing, with increasing Pitches Breathing, Finish, skill pitched Warm down. Demon the ‘rea position Catche medium balls in situatio Unders differen position roles w team Shows unders of the r the gam field m
Knowledge What will the students know? (For PYP subject scope and sequence) (MS/HS knowledge section on planner)
Key resources Key terms (to help others find this map)
Students to gain an understanding of different sports from around the world. An understanding of mainstream sports versus fringe sports.
Honestly evaluates their own performance, as well as the performance of others Demonstrates Shows a Works an collaboratively basic awareness of in pairs and/or understanding track and in small groups field markings of movement by sharing/ w/o the ball, Is aware of contributing how to collect e.g. screens, Goal Setting, ideas and Visualisation and faints, cuts accepting ideas and record Components of during drills from others results fitnessComposes and and lead-up Understands Cardiovascular performs, with a games Endurance and applies partner or small safety rules in Shows an group, a understanding of athletic creative routine the rules of the demonstrating events game, basic varying Actively strategies and combinations of participates in court markings movement athletic activities patterns, pathways, levels, directions and smooth transitions
Track Outside Facilities equipment (YCAC) Size 6 YCAC for Basketaballs Challenge day Internationalism, Achievement, Culture, Track and Creativity. Field
Basketball, Spatial Awareness
External Facilities.(Negishi , and others) Stop watches
Video Equipment Speakers Ipods
Under differe positio and ro within team
Shows unders of the r the gam field m
Softba Equipm
Endurance Timing, Form, Decisi Mental Approach Transition.