Subject Overview

MYP Physical and Health Education

Grade 6

Unit title Key Concept Related concept(s) Global Statement of Inquiry ATL Skills and Learner Content and Service Learning Summative Assessment &
context Profile MYP Objectives
Unit 1 - Health Change Adaptation, Scientific and Innovation in sports Communication: To understand and explain some of the A test to assess knowledge
and Wellbeing Function technical science can increase our Communication skills: short-term effects of exercise and the and understanding of
Balance innovation body changes,  Use and interpret a physiological changes. different muscle groups in the
6 weeks adaptations and range of discipline body.
Exploration functions in many ways. specific terms and Practice and refine a range of different
to Develop: symbols exercises using a combination of different A: Knowledge and
Ingenuity Fitness Tests methods of training including understanding
and Self-management: Affective circuit, fartlek and interval training. C: Applying and performing
progress skills:
 Practice being aware Be able to identify the components of health
of body-mind and skill related fitness and complete
connections exercises to develop these
components. Identify the major muscle
Learner Profile groups in the body using the correct
Knowledgeable terminology.
Thinkers
Be able to explain the difference between
aerobic and anaerobic exercise.

Practice and understand the fitness tests

performed with the correct posture.

Log into a fitness portfolio.

Unit 2 - Team Communication Collaboration,Systems Identities and Communication and Social: Collaboration skills: Be able to understand the concept of an Small sided games assessing
Games relationships collaboration are  Exercise leadership invasion game and make effective how students apply a range of
essential in developing and take on a variety evaluations of strengths and weaknesses of skills during a competitive
6 weeks Exploration social relationships and of roles within groups performance. situation
to Develop: systems of play.  Manage and resolve Observation and peer assessment.
Competition conflicts and work Pupils will develop capacity to self-assess, C: Applying and performing
and collaboratively in assess others and to coach. Develop a D: Reflecting and improving
cooperation, teams deeper understanding of stretches for all performance
Physical, major muscle group and those specific to
psychological Self-management: Reflective team games. Practice and refine a range of
and social skills: passing, dribbling and shooting skills.
development,  Identify strengths and
Teams weaknesses of Sports to focus:
personal learning
strategies (self- Basketball
assessment) Football 11aside and 7aside
Dodgeball
Learner Profile
Communicators
Risk Takers
Unit 3 - Relationships Choice, Movement Personal and Choice of movement, Self-Management – Affective To explore the 4 themes of gymnastics Final assessment which will
Gymnastics cultural relationships energy and skills: including travel, flight, rolls and balances. assess the planning of your
expression cultural expression  Practice being aware Practice and refine a range of core routine and the quality of your
6 weeks contribute to the of body-mind gymnastic skills demonstrating tension, gymnastics sequence based
Exploration aesthetic quality of a connections extension and originality. Evaluate your own on the rubric.
to Develop: performance. and others performance using gymnastics
Creation, Thinking – Creative thinking terminology to assess the quality of a B: Planning for performance
Practice and skills: performance. Plan and perform a C: Applying and performing
competency  Apply existing gymnastics routine.
knowledge to
generate new ideas,
products or processes

Learner Profile
Open Minded
Reflective
Unit 4 - Striking Communication Refinement, Function Globalization Globalization influences Social – Collaboration skills: Students will practice and refine a range of Rounders/cricket match
and Fielding and how communities  Exercise leadership throwing, catching and fielding skills within assessing how students apply
sustainability communicate, function, and take on a variety cricket and rounders. They will learn about throwing, catching, and fielding
6 weeks develop identity, refine of roles within groups. the rules and strategies within striking and skills during a competitive
Exploration and connect.  Manage and resolve fielding games and compare these rules game.
to Develop: conflicts and work across different striking and fielding sports.
Markets, collaboratively in Students will play small, sided games to try C: Applying and performing
Strategy and teams and apply these skills within familiar and D: Reflecting and improving
infrastructure unfamiliar situations. performance
Self-management –
Reflective skills:
 Consider personal Sports to focus on:
learning strategies – Cricket
What can I do to
become a more
efficient and effective
learner (or athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping
me learn well?

Learner Profile
Communicators
Reflective
Unit 5 - Racket Development Space, Refinement Orientation in Orientation of space is Self-management – Affective Students will practice and refine a range of Assessment of core skills
Sports space and key to the refinement of skills: racket skills in tennis and badminton. They being applied during a tennis
time skills enabling logical  Practice being aware will learn the fundamental skills needed to or badminton match, student’s
6 weeks strategies and of body-mind play cooperative and competitive rallies. ability to demonstrate their
Exploration developmental connections They will demonstrate strategies and knowledge of the rules and
to Develop: processes. Thinking – Transfer Skills: movement concepts to outwit their communicate effectively during
Peoples,  Apply skills and opponents. They will take on the role of a match
Exchange knowledge in performer, coach and official demonstrating
and unfamiliar situations collaboration and self-management. During A: Knowing and understanding
interaction, the role of coach and official they will C: Applying and performing
Constraints explore affective ways to express
and Learner Profile themselves and communicate their
adaptation Open Minded decisions and ideas effectively.
Risk Takers
Sports to focus on:

Badminton
Tennis
Unit 6 - Volleyball Systems and Fairness and Systems can be Communication – Students will practice and refine a range of Assessment of student’s ability
Change Adaptations development adapted, changed and Communication skills: volleyball skills including the volley, dig, to perform the serve, dig,
6 weeks developed to ensure  Use and interpret a smash, set and serve. They will learn the volley and smash in volleyball.
Exploration they are fair and range of discipline rules of volleyball and the different positions Students will also do a short
to Develop: inclusive. specific terms and within a volleyball team. They will play oral assessment on their
Difference symbols cooperative and competitive rallies knowledge of the different
and inclusion attempting to apply the skills during positions on volleyball.
Peace and Self-management – Affective modified competitive games. Students will
conflict skills: also analyze each other’s performances A: Knowing and understanding
management  Practice being aware identifying the correct technique and giving C: Applying and performing
Security and of body-mind constructive feedback to their peers.
freedom connections

Learner Profile
Inquirers
Principled
 MYP Physical and Health Education

Grade 7

Unit title Key Concept Related Global context Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) Inquiry Objectives
Unit 1 - Health and Development Balance, Fairness and Human Thinking – Creative thinking Introduction to the HRF Unit and assessment Plan a circuit training session and
wellbeing Choice Development capabilities and skills: Students will explore the components of fitness. deliver it to your peers.
development  Apply existing Introduction to the muscles of the human body
6 weeks Exploration to are achieved knowledge to generate Completing a range of exercises during different A: Knowing and understanding
Develop: through new ideas, products or fitness circuits B: Planning for performance
Human balanced processes. Exploring the relationships between different
capability and choices exercises and the muscle groups they work
development Research – Information Literacy Heart rate and training zones
skills Experience different methods of training and
 Presents information in compare the benefits of each one.
a variety of formats and Plan your own training session which will improve
platforms. different components of fitness to increase
performance levels in your sport.
Learner Profile
Inquirers
Knowledgeable
Unit 2 - Team Change Adaptation, Identities and Relationships Self-management – Affective Students will learn about a range of passing skills Practical assessment on ability to
Games Systems. relationships and roles are skills: and how to apply them in competitive situations. apply a range of skills.
key to  Practice being aware of They will practice and refine controlling and turning
6 weeks Exploration to maintaining body-mind connections with the ball. C: Applying and performing
develop: high performing They will use different attacking and defensive D: Reflecting and improving
Competition teams whilst Self-management – Reflective formations and discuss this with their peers. performance
and adapting to skills: Students will develop understanding of how to
cooperation, change  Identify strengths and shoot in basketball and football and analyse the
Personal weaknesses of personal technique to improve their performance. They will
efficacy and learning strategies (self- practice and refine the set shot, lay up in
agency assessment) basketball and using different parts of the foot to
 Consider personal shoot in football.
learning strategies Explore different patterns and phases of play and
– What can I do to how movement concepts affect the quality of
become a more efficient phases of play.
and effective learner (or Learn about different court violations and types of
athlete)? marking in Basketball.
– How can I become Learn about different positions and formations in
more flexible in my football and demonstrate knowledge of the rules.
choice of learning
strategies?

Learner Profile
Communicators
Principled
Unit 3 - Just Dance Communication Environment, Personal and Expressing Self-management – Students will explore the different elements of A planned dance routine in small
Interaction cultural ourselves Organisational skills: dance and practice a variety of different dance groups
6 weeks expression aesthetically  Set goals that are actions and techniques used to enhance the
within our challenging and realistic quality of a dance routine. They will research B: Planning for performance
Exploration to environment different genres of dance and discuss the qualities C: Applying and performing
develop: can lead to Self-management – Affective and style of each genre and compare movements
Creation, engaging skills: between each dance genre. They will create a
 Beauty, communication  Practice being aware of dance routine in small groups with a minimum of
Practice and and interactions body-mind connections 64 beats applying all the dance actions and
competency with critical techniques they have learnt throughout the unit.
appreciation. Learner Profile
Inquirers
Thinkers
Unit 4 - Striking and Relationships Function, Science and Ingenuity and Social – Collaboration skills: Students will practice and refine revisiting a range Small sided games assessing
Fielding games Movement, technical technical  Exercise leadership and of throwing, catching and fielding skills within striking, fielding, communication
Innovation innovation has take on a variety of roles cricket and rounders. They will learn recap and and social skills.
6 weeks led to products within groups learn new rules and strategies within striking and
Exploration to with faster  Manage and resolve fielding games and compare these rules across C: Applying and performing
Develop: function, rapid conflicts and work different striking and fielding sports. Students will D: Reflecting and improving
Products, change and collaboratively in teams play small sided games to try and apply these performance
Ingenuity and movement skills within familiar and unfamiliar situations. They
progress levels with less Self-management – Reflective will also take on the role of coach and official
use of space skills: providing constructive feedback to their peers
and increased  Identify strengths and during different performances.
global weaknesses of personal
relationships. learning strategies (self-
assessment)
 Consider personal
learning strategies
– What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?

Learner Profile
Principled
Open Minded
Unit 5 - Volley Communication Choice, Scientific and Science and Social – Collaboration skills: Students will revisit and refine a range of racket Assessment of core volleyball
Energy technical digital  Exercise leadership and skills in tennis and badminton. They will further skills and knowledge of rules
6 weeks innovation innovation have take on a variety of roles develop the fundamental skills needed to play during a small sided game.
led to creative within groups cooperative and competitive rallies and explore
Exploration to and strategic applying these skills with variations in speed and A: Knowing and understanding
Develop: choices which Thinking – Transfer skills force. They will demonstrate strategies and C: Applying and performing
Ingenuity and can save  Apply skills and movement concepts in order to outwit their
progress, energy and knowledge in unfamiliar opponents in familiar and unfamiliar situations.
Principles and communication situations They will take on the role of performer, coach and
discoveries for when it is official demonstrating collaboration and self-
needed the Learner Profile management. During the role of coach and official
most. Open Minded they will explore effective ways to express
Principled themselves and communicate their decisions and
ideas effectively.
Unit 6 - Leadership Relationships Interaction, Globalization Globalisation Research – Information Literacy This will be a student led unit where students have A: Knowing and understanding
Perspectives, and focuses on the Skills: the opportunity to participate in a range of games B: Planning for performance
6 weeks Space sustainability connections  Presents information in and physical activities from across the globe.
and a variety of formats and Students will develop their leadership skills in the
Exploration to relationships platforms first part of the unit by researching and exploring
Develop: among what makes an effective leader and communicator
individuals and Thinking – Creative thinking and putting this into practice leading short warm
communities skills: ups and activities. During the latter part of the unit
using different  Apply existing students will research different international sports
perspectives, knowledge to generate and activities which may originate from their home
space and new ideas, products or country and teach these sports to the rest of the
technology. processes class.

Learner Profile
Inquirer
 MYP Physical and Health Education

Grade 8

Unit title Key Concept Related Global context Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) Inquiry Objectives
Unit 1 – Health and Change Adaptation, Scientific and Athletes and Communication – Swimming - warmups, cool downs, effective and Coaching peers, reflecting on own
Swimming Refinement Technical performers Communication skills: efficient use of all 4 strokes, diving, pool rescue, performance. Performance of one
Innovation describe  Use and interpret a CPR, race dives and the ability to mix strokes such skill plus interview by teacher.
6 weeks different range of discipline as breaststroke legs and butterfly arms. Correct
movement specific terms and arms pull and entry. A: Knowing and understanding
Exploration to patterns so symbols. D: Reflecting and improving
develop: that they can performance.
apply correct Self-Management – Reflective
technique to skills:
maximize  Identify strengths and
performance weaknesses of personal
energy learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective

Unit 2 – Invasion Communication Interaction, Fairness and Adapting to Thinking – Transfer Skills: Passing and receiving Game play 5v 5
games Adaptation Development game  Apply skills and Shooting
situations knowledge in unfamiliar Dribbling/moving with the ball A: Knowing and understanding
6 weeks Exploration to requires strong situations. Tackling C: Applying and performing
develop: communication Heading (sports appropriate)
and interaction Social – Collaboration skills: Attacking
from team  Exercise leadership and Defending
members, to take on a variety of roles Positions
succeed within groups Tactics and strategies
Rules and regulations
Learner Profile
Communicators

Unit 3 – Rounders Change Choice, Fairness and Striking and Research – information literacy Tactics, specific sports such as cricket, bowling Plan strategies to improve the
Perspective development Fielding skills: types, batting technique, fielding situations, technical performance of players.
6 weeks games give an  Presents information in names of positions, effective communication whilst
Exploration to opportunity for a variety of formats and playing, leadership, designing drills, strategies for A: Knowing and understanding
develop: problem platforms. chasing a game, strategies for playing safe. B: Planning for performance
 solving Self-Management:
Organisational skills:
 Set goals that are
challenging and
realistic.

Learner Profile
Knowledgeable
Unit 4 – Athletics Relationships Energy, Scientific and Athletics is Self-Management – Affective Running - hurdles, how to run bends, correct starts, Give a summary of your own
Refinement technical varied enough skills: pick up, transition, dip, training principles, drills, performance in each of the events.
6 weeks innovation to allow for  Practice being aware of warmups jumps- hang and hitch kick plus Describe accurately your own and
everyone to body-mind connections. development, Fosbury flop, western roll. Correct run others’ performances in an
Exploration to find success up showing power speed and strength, stretches. interview with your teacher.
develop: Self-Management – Reflective
skills: Throws - grip, hook and claw in javelin, glide in shot C: Applying and performing
 Identify strengths and and rotation in discuss. flight and how to officiate. D: Reflecting and improving
weaknesses of personal performance
learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective
Unit 5 – Football Communication Function, Personal and Relationships Self-management – Affective Students will learn about a range of passing skills Work on individual skills,
Systems cultural and roles are skills: and how to apply them in competitive situations. demonstrate how skills can
6 weeks expression key to  Practice being aware of They will practice and refine controlling and turning combine smoothly.
maintaining body-mind connections with the ball. B: Planning for performance
Exploration to high They will use different attacking and defensive C: Applying and performing
develop: performing Self-management – Reflective formations and discuss this with their peers.
teams whilst skills: Students will develop understanding of how to shoot
adapting to  Identify strengths and in basketball and football and analyse the technique
change weaknesses of personal to improve their performance. They will practice and
learning strategies (self- refine the set shot, lay up in basketball and using
assessment) different parts of the foot to shoot in football.
 Consider personal Explore different patterns and phases of play and
learning strategies how movement concepts affect the quality of phases
– What can I do to of play.
become a more efficient Learn about different court violations and types of
and effective learner (or marking in Football.
athlete)? Learn about different positions and formations in
– How can I become football and demonstrate knowledge of the rules.
more flexible in my
 choice of learning
strategies?

Learner Profile
Communicators
Principled

Unit 6 – Badminton Development Movement Fairness and Net games Social – Collaboration skills: Grip, positioning rules, footwork, follow through, Look at your own and others’
Development give the  Exercise leadership and back scratch, wrist action, forehand, back hand, performances. During game play
6 weeks opportunity take on a variety of roles smash, clear, drop. demonstrate an understanding of
Exploration to develop a within groups tactics and planning, showing the
develop: variety of ability to adapt and change.
skills. Thinking – Transfer skills:
 Apply skills and A: Knowing and understanding
knowledge in unfamiliar C: Applying and performing
situations

Learner Profile
Risk-takers
 MYP Physical and Health Education

Grade 9

Unit title Key Concept Related Global Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) context Inquiry Objectives
Unit 1 – Swimming Change Adaptation, Scientific and Athletes and Communication – Swimming - warmups, cool downs, effective and Coaching peers, reflecting on own
Refinement Technical performers Communication skills: efficient use of all 4 strokes, diving, pool rescue, performance. Performance of one
Innovation describe  Use and interpret a CPR, production of training programmes for skill plus interview by teacher.
different range of discipline themselves and others
movement specific terms and A: Knowing and understanding
Exploration patterns so that symbols. D: Reflecting and improving
to develop: they can apply performance.
correct Self-Management – Reflective
technique to skills:
maximize  Identify strengths and
performance weaknesses of personal
energy learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective
Unit 2 – Invasion Communication Function, Identities and The level of Thinking – Transfer Skills: Content Game play 7 vs 7
Games Interaction Relationships communication  Apply skills and Sports Leaders UK “I Can Lead” award
and interaction knowledge in unfamiliar Developing leadership skills B: Planning for performance
6 weeks between a situations. Organisation for leading sport sessions D: Reflecting and improving
coach and their Safety in Sport performance.
team impacts Social – Collaboration skills: Fair play in Sport
function and  Exercise leadership and The role of a coach
relationships. take on a variety of roles The role of an official
within groups Opportunities in sport and recreation

Learner Profile
Principled
Unit 3 – Rounders & Change Choice, Fairness and Striking and Self-management – Tactics, specific sports such as cricket, bowling Plan strategies to improve the
cricket Perspective development Fielding games Organisational skills types, batting technique, fielding situations, performance of players.
give an  Set goals that are technical names of positions, effective Demonstration of game play.
6 weeks Exploration opportunity for challenging and realistic communication whilst playing, leadership, designing
to develop: problem solving drills, strategies for chasing a game, strategies for B: Planning for performance
Social – Collaboration skills: playing safe. C: Applying and performing
 Exercise leadership and
take on a variety of roles
within groups.

Learner Profile
Knowledgeable

Unit 4 – Athletics Relationships Energy, Scientific and Athletics is Self-Management – Affective Running - hurdles, how to run bends, correct starts, Give a summary of your own
Refinement technical varied enough skills: pick up, transition, dip, training principles, drills, performance in each of the events.
6 weeks innovation to allow for  Practice being aware of warmups, jumps - hang and hitch kick plus Describe accurately your own and
everyone to find body-mind connections. development, Fosbury flop, western roll. Correct run others’ performances in an interview
Exploration success up showing power speed and strength, stretches. with your teacher.
to develop: Self-Management – Reflective
skills: Throws - grip, hook and claw in javelin, glide in shot C: Applying and performing
 Identify strengths and and rotation in discuss. Flight and how to officiate. D: Reflecting and improving
weaknesses of personal performance
learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective
Unit 5 – Gymnastics Communication Function, Personal and Gymnastics Self-Management – Affective rolls, jumps, travelling movements, balances, Work on individual skills,
Systems cultural allows for skills: putting together into basic sequences, sequences demonstrate how skills can combine
6 weeks expression planning and  Practice being aware of using apparatus, equipment, and music lasting 2 smoothly. Produce a gymnastics
aesthetic body-mind connections. minutes routine that has rolls, jumps,
Exploration expression. balances and traveling movements
to develop: Thinking – Creative Thinking combined.
skills:
 Apply existing B: Planning for performance
knowledge to generate C: Applying and performing
new ideas, products or
processes.

Learner Profile
 Thinkers
Unit 6 – Badminton Development Movement Fairness and Net games give Social – Collaboration skills: grip, positioning, rules, footwork, follow through, Look at your own and others’
Development the opportunity  Exercise leadership and back scratch, wrist action, forehand, back hand, performances. During game play
6 weeks develop a take on a variety of roles smash, clear, drop. demonstrate an understanding of
Exploration variety of skills. within groups tactics and planning, showing the
to develop: ability to adapt and change.
Thinking – Transfer skills:
 Apply skills and A: Knowing and understanding
knowledge in unfamiliar C: Applying and performing
situations

Learner Profile
Risk-takers
 MYP Physical and Health Education

Grade 10

Unit title Key Concept Related Global Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) context Inquiry Objectives
Unit 1 – Swimming Change Adaptation Scientific and Athletes and Communication – Swimming, effective use of each stroke, including Coaching peers, reflecting on own
Refinement Technical performers Communication skills: use of drills to bring about improvement, taking on performance. Performance of one
Innovation describe  Use and interpret a the role of the coach and the official, understand skill plus interview by teacher.
different range of discipline CPR and water safety, tumble turns, dives and
movement specific terms and underwater technique and rules of competition A: Knowing and understanding
Exploration patterns so that symbols. D: Reflecting and improving
to develop: they can apply performance.
correct Self-Management – Reflective
technique to skills:
maximize  Identify strengths and
performance weaknesses of personal
energy learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective
Unit 2 – Invasion Communication Function, Identities and The level of Thinking – Transfer Skills: taking on different roles, coach, trainer, referee, Game play 11 vs 11
Games Interaction Relationships communication  Apply skills and training principles and leadership, understanding of
and interaction knowledge in unfamiliar tactics and specific techniques, designing tactics B: Planning for performance
6 weeks between a situations. that overcome the defence and the offence, D: Reflecting and improving
coach and their producing bespoke training sessions that result in performance.
team impacts Social – Collaboration skills: improvement
function and  Exercise leadership and
relationships. take on a variety of roles
within groups

Learner Profile
Principled
Unit 3 – Rounders Change Choice, Fairness and Striking and Self-management – game play, taking on different roles, ability to bowl Plan strategies to improve the
& cricket Perspective development Fielding games Organisational skills effectively with several different techniques performance of players.
give an  Set goals that are producing different outcomes, producing tactics that Demonstration of game play.
6 weeks Exploration opportunity for challenging and realistic are effective and that result in positive results
to develop: problem solving B: Planning for performance
Social – Collaboration skills: C: Applying and performing
 Exercise leadership and
take on a variety of roles
within groups.

Learner Profile
Knowledgeable

Unit 4 – Athletics Relationships Energy, Scientific and Athletics is Self-Management – Affective taking on different roles, coach, trainer, referee, Give a summary of your own
Refinement technical varied enough skills: training principles and leadership, understanding of performance in each of the events.
6 weeks innovation to allow for  Practice being aware of tactics and specific techniques, designing tactics Describe accurately your own and
everyone to find body-mind connections. that overcome the defence and the offence, others’ performances in an interview
Exploration success producing bespoke training sessions that result tin with your teacher.
to develop: Self-Management – Reflective improvement
skills: C: Applying and performing
 Identify strengths and D: Reflecting and improving
weaknesses of personal performance
learning strategies (self-
assessment)
 Consider personal
learning strategies –
What can I do to
become a more efficient
and effective learner (or
athlete)?
– How can I become
more flexible in my
choice of learning
strategies?
– What factors are
important for helping me
learn well?

Learner Profile
Reflective
Unit 5 – Communication Function, Personal and Gymnastics Self-Management – Affective To be able to put together a sequence that Work on individual skills,
Gymnastics Systems cultural allows for skills: incorporates, jumps, vaults, partner balances, demonstrate how skills can combine
expression planning and  Practice being aware of incorporates music and is repeatable lasting 2-3 smoothly. Produce a gymnastics
6 weeks aesthetic body-mind connections. minutes routine that has rolls, jumps,
Exploration expression. balances and traveling movements
to develop: Thinking – Creative Thinking combined.
skills:
 Apply existing B: Planning for performance
knowledge to generate C: Applying and performing
new ideas, products or
processes.
 Learner Profile
Thinkers
Unit 6 – Badminton Development Movement Fairness and Net games give Social – Collaboration skills: take on different roles, be able to play efficiently, Look at your own and others’
Development the opportunity  Exercise leadership and play doubles communicating effectively, to bring performances. During game play
6 weeks develop a take on a variety of roles about positive results. effective use of clears demonstrate an understanding of
Exploration variety of skills. within groups including a deep back hand clear, be able to tactics and planning, showing the
to develop: anticipate and exploit the weaknesses of the ability to adapt and change.
Thinking – Transfer skills: opponent
 Apply skills and A: Knowing and understanding
knowledge in unfamiliar C: Applying and performing
situations

Learner Profile
Risk-takers