Unit 1 Outdoor Invasion Games
18 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
Global Context:
- Globalisation and Sustainability – Diversity and interconnection
Statement of Inquiry:
A successful performer interacts in diverse environments and develops an interconnection with teammates.
Summative Assessment Criteria:
ATLs (Skills):
- S – Delegate and share responsibility for decision-making
S – Help others to succeedS – Take responsibility for one’s own actions
S – Manage and resolve conflict and work collaboratively in teams
S – Negotiate effectively
S – Encourage others to contribute
S – Exercise leadership and take on a variety of roles within groups
Curriculum Standards:
- A1.3 apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope (e.g., Active Living: when faced with transportation challenges in a rural community, use creative solutions such as ride sharing to access recreational activities; Movement Competence: demonstrate awareness both of strengths and of skills that need more work, such as using their nondominant hand or foot when working on retaining objects, then focus on ways to build on the strengths and to stretch the limits; Healthy Living: show understanding of how healthy eating habits contribute to raising energy levels and improving self-image)
A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making (e.g., Active Living: describe how they can use health-related fitness-assessment information when making action plans for personal fitness; Movement Competence: demonstrate how to refine movements by adjusting body position during the preparation, execution, and follow-through stages of an action; Healthy Living: explain how someone might have a mental illness but can still be mentally healthy)
B1.1 actively participate in a wide variety of program activities, according to their capabilities (e.g., individual activities, small- and large-group activities, movement and rhythmic activities, dance, outdoor pursuits), while applying behaviours that enhance their readiness and ability to take part (e.g., striving to do their best, displaying good sports etiquette along with healthy competition) in all aspects of the program [A1.3 Motivation, 1.5 Self ]
B2.1 Daily physical activity (DPA): participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., aerobic fitness circuits, floorball, capture the flag, wheelchair soccer) [A1.3 Motivation, 1.5 Self ]
C1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving static and dynamic balance (e.g., perform a rhythmic gymnastic sequence such as throwing a ball, performing a shoulder roll, and catching the ball; demonstrate a dance sequence with a partner, including a series of steps, jumps, turns, and balances; perform a smooth high jump approach, take-off, and landing; use a low stance for balance during a pivot turn; move smoothly between positions in a yoga sequence) [A1.4 Relationships, 1.5 Self ]
C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli (e.g., dodge and fake in response to others, accelerate before taking off for a high jump or a running long jump, respond to changes in music during creative dance by changing arm movements, lift feet and show awareness of trail conditions and obstacles when running cross-country on trails) [A1.3 Motivation, 1.5 Self ]
C1.3 send, receive, and retain a variety of objects, while taking into account their position and motion in relation to others, equipment, and boundaries, while applying basic principles of movement (e.g., use different strokes and varying degrees of force, depending on their opponent’s position on the court, to return the shuttle in badminton; assume a ready position to prepare to receive a short pass; strike a ball by shifting their weight as they contact the ball and following through in the intended direction to send it between or over opposing players; cradle or control the ball on the side of the body that is away from opponents when moving up the field) [A1.1 Emotions, 1.4 Relationships, 1.5 Self ]
C1.4 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to the refinement of movement skills as they participate in a variety of physical activities (e.g., jumping during a dance routine: bend knees to get ready to jump, thrust arms up for extra force while jumping, hold a controlled body position in flight, bend knees and put arms out for a stable landing) [A1.5 Self, 1.6 Thinking]
C2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities in indoor and outdoor environments [A1.5 Self, 1.6 Thinking]
C2.3 apply a variety of tactical solutions to increase chances of success as they participate in physical activities
Unit 2: Fitness and Nutrition
10 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
Global Context:
- Identities and Relationships – Lifestyle Chioces
Statement of Inquiry:
“Quality of life changes based on the choice of a healthy lifestyle and balanced diet.“
Summative Assessment Criteria:
ATLs (Skills):
- C – Use and interpret a range of discipline-specific terms and symbols
C – Paraphrase accurately and consisely
C – Organize and depict information logically
R – Make connections between various sources of information
R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
T – Revise understanding based on new information and evidence
Curriculum Standards:
- D2.1 demonstrate the ability to develop healthier eating patterns, using information about the role that different foods play as contributing or preventive factors in a variety of health disorders
D3.1 demonstrate an understanding of personal and external factors that affect people’s food choices and eating habits, and identify ways of encouraging healthier eating practices
D1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other digital technologies, and identify protective responses
D2.2 assess the potential impact on themselves and others of various types of bullying, abuse, exploitation, or harassment, including homophobic bullying or harassment and other forms of identity-based bullying, and of the type of coercion that can occur in connection with sexting and online activities, and identify ways of preventing or resolving such incidents
D1.2 demonstrate an understanding of linkages between mental health problems and problematic substance use, as well as between brain development and cannabis use, and identify school and community resources that can provide support for mental health concerns relating to substance use, addictions, and related behaviours
D1.3 explain the importance of having a shared understanding with a partner about the following: delaying sexual activity until they are older ; the reasons for not engaging in sexual activity; the concept of consent, the legal age of consent, and how consent is communicated; and, in general, the need to communicate clearly with each other when making decisions about sexual activity in a healthy, loving relationship
D1.4 identify sexually transmitted and blood-borne infections (STBBIs), and describe their symptoms
D1.5 identify ways of preventing STBBIs and/or unplanned pregnancy, such as delaying first intercourse and other sexual activities until a person is older and using condoms and other forms of protection consistently
D1.6 demonstrate an understanding of the relationship between mental health and mental illness and identify possible signs of mental health problems
D2.3 explain how preoccupation with body image or athletic performance can contribute to harmful or problematic eating habits and substance use, and demonstrate the ability to make informed choices about caring for their bodies
D2.4 demonstrate an understanding of physical, emotional, social, and cognitive factors that need to be considered when making decisions related to sexual health
D3.3 explain how relationships with others (e.g., family, peers) and sexual health may be affected by the physical and emotional changes associated with puberty
Unit 3:Aesthetic Movement
10 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
Global Context:
- Personal and Cultural Expression – Craft
Statement of Inquiry:
Movement routines that communicate a personal or cultural expressions require planning to refine ones craft.
Summative Assessment Criteria:
ATLs (Skills):
- SM – Create plans to prepare for summative assessments (examinations and performances)
SM – Keep and use a weekly planner for assignments
SM – Set goals that are challenging and realistic
SM – Plan strategies and take action to achieve personal and academic goals
Curriculum Standards:
- A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
B2.4 develop, implement, and revise a personal plan to meet short-term, health-related fitness goals
C1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving static and dynamic balance
C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli
Unit 4:Swim for Development
7 Weeks
Learner Profile Attributes:
Key Concept:
Related Concept(s):
Global Context:
- Personal and Cultural Expression – Practice and Competency
Statement of Inquiry:
Systematic practice that appropriately utilises energy will lead to an athletes development and confidence.
Summative Assessment Criteria:
ATLs (Skills):
- C – Organize and depict information logically
SM – Plan short and long term assignments
SM – Set goals that are challenging and realisticT – Practice observing carefully in order to recognise problems
T – Propose and evaluate a variety of solutions
Curriculum Standards:
- A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
B1.1 actively participate in a wide variety of program activities, according to their capabilities , while applying behaviours that enhance their readiness and ability to take part in all aspects of the program
B2.2 identify factors that can affect health-related fitness
B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity
C1.4 demonstrate an understanding of the phases of movement
C2.1 demonstrate an understanding of the components of a range of physical activities
Unit 5:Striking and Fielding
5 Weeks
Learner Profile Attributes:
Thinkers
Caring
Key Concept:
Relationships
Related Concept(s):
Adaptation Space
Global Context:
Identities and Relationships – Teams
Statement of Inquiry:
Teamwork requires adaptation to maintain effective relationships amoung members.
Summative Assessment Criteria:
Criterion C
Criterion D
ATLs (Skills):
S – Delegate and share responsibility for decision-making
S – Help others to succeed
S – Take responsibility for one’s own actions
S – Manage and resolve conflict and work collaboratively in teams
S – Negotiate effectively
S – Encourage others to contribute
S – Exercise leadership and take on a variety of roles within groups
R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
Curriculum Standards:
B2.1 Daily physical activity (DPA): participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., aerobic fitness circuits, floorball, capture the flag, wheelchair soccer) [A1.3 Motivation, 1.5 Self ]
B3.2 demonstrate an understanding of procedures for anticipating and responding to hazards that may lead to sickness or injury, including concussion, while participating in physical activity outdoors
C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli
C1.4 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to the refinement of movement skills as they participate in a variety of physical activities
C2.3 apply a variety of tactical solutions to increase chances of success as they participate in physical activities
C2.2 describe and compare different categories of physical activities and describe strategies they found effective while participating.
C1.3 send, receive, and retain a variety of objects, while taking into account their position and motion in relation to others, equipment, and boundaries, while applying basic principles of movement