Physical Education

MYP PE Aims	MYP Units of Study
The WAB Physical Education program aims to contribute to the development of a student’s physical, intellectual, emotional and social maturity. The aims of health & physical education are to enable students to develop:     Appreciate and understand the value of physical education and its relationship to a healthy, balanced lifestyle.     An interest in the promotion of health and wellness     The motivation to participate fully in all aspects of physical education     Their optimal level of physical fitness     Effective communication strategies, verbal, non-verbal and written     The skills and understanding necessary to participate successfully in a variety of physical activities, for example: practicing, refining, adapting, thinking, interacting     The ability to reflect critically on all aspects of physical education, including being a critical performer     An understanding of international perspectives on physical activity, sport and health education     A lifelong interest in and enjoyment of physical activities as a participant	Grade 6: Soccer, Fitness, Basketball, Dance, Minor Games, Track & Field, Softball Grade 7:  Soccer, Fitness, Basketball, Gymnastics, Minor Games, Badminton, Volleyball Grade 8:  Soccer, Fitness, Basketball, Dance, Minor Games, Track & Field, Softball Grade 9:  Soccer, Fitness, Basketball, Gymnastics, Minor Games, Badminton, Volleyball Grade 10: Soccer, Fitness, Basketball, Dance, Minor Games, Track & Field, Softball
	MYP Areas of Interaction    1. Community Service    2. Human ingenuity    3. Approaches to Learning    4. Health and Social Education    5. Environments

MYP PHYSICAL EDUCATION ASSESSMENT CRITERIA

Criterion A :        Use of knowledge                        maximum 8
This criterion refers to the students having 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.
Examples:  Discussions, written tests, displays & assignments

Criterion B:        Movement Composition                    maximum 6
This criterion relates to the expectation that students compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration.
Examples:  Dance & Gymnastics Routines

Criterion C :         Performance                            maximum 10
This criterion refers to the students perform 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.
Examples:  Skills, techniques, rules & strategies demonstrated in game situations

Criterion D :        Social skills and personal engagement            maximum 8
This criterion concerns the students’ ability to communicate with others in a manner that enhances the working environment. This includes showing respect, support and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships. As part of taking responsibility for and enhancing their own learning, students are expected to be able to evaluate their own performance and achievement, including incorporating feedback from others, and use of this to set appropriate and achievable goals for the future. Student organization and responsibility are also included.

Examples:  Organization, how well students’ get along with others & personal reflection/goal setting