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Subject group and discipline: Physical and health education Unit duration: about 20 hours
Unit title: Where we are determines what we do and when
Global context and specific exploration: Orientation in space and time: Natural and human landscapes and resources
Key concept: Change
Related concept: Adaptation
Statement of inquiry: Learning to overcome current obstacles is important for a healthy future
Inquiry questions such as these should be developed by teachers and students:
Factual: What factors can hinder an athlete’s physical performance?
Which resources are relevant for life-long healthy living?
How does our environment impact our choices?
Conceptual: How does our past affect our present and our future?
In what ways do our strategies change based on our environment?
Debatable: What is more important: orientation in space or orientation in time?
Summative assessment
Objectives: All strands of all objectives (A, B, C and D)
The student produces an ePortfolio which provides evidence of a unit where they act as both a coach (to another student) and a client (in response to another
student coach).
Suggested physical and health factors may be, but are not limited to, the following ideas:
Summative assessment tasks: Relationship between summative assessment tasks and statement of inquiry,
including assessment criterion strand focus area (evidence may also be found in
other tasks):
Task 1 – Initial observation and analysis (as coach): The analysis of the initial observations will demonstrate the coach’s ability to:
Interview the client and observe their current performance to consider Create a physical and health profile that explains current performance
the self-selected physical and health factors hindering their current level (Ai) and areas for development (Aii) using appropriate physical and
of performance. health terminology (Aiii).
Task 2 – Performance development plan (as coach): The performance development plan will demonstrate the student’s ability to:
Develop in consultation with client a structured plan that: Develop meaningful goals related to factors hindering the current level
Presents obtainable physical and health goals relating to the of performance (Bi):
factors hindering current level of performance o one physical goal
Includes the focus of each session based on the needs shown from o one health goal
the analysis in task 1 as well as the physical and health related Design, explain and justify the initial plan for the client’s development
goals over the course of the unit (Bii)
MYP Physical and health education May 2018
Suggests strategies for working with the client Adapts the original plan appropriately based on client’s feedback (Bii)
Analyses progress based on feedback and adapts the plan in
agreement with client as necessary.
Task 3 – Performance (as client) The video evidence (1 file) must demonstrate the student as client based on the
coach’s performance development plan, evidence (Ci and Cii holisitically):
Demonstrate, based on the coach’s performance development plan: The starting point
Skill development based on identified obstacle The performance at the end of unit showing application of techniques
Application of strategies and movement concepts. and/or strategies as well as movement concepts.
Task 4 – Final evaluation and reflection (as client and coach): The final evaluation and reflection will present evidence of:
Resources:
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is optional
and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource is suitable
for their own context.