Mix of skill-based units (team games, racket sports, swimming, yoga) and health units (media, relationships, body changes).
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Connections between people with diverse ideas about movement can enhance artistry and creativity
Personal and cultural expression
Artistry and creation
Relationships
Perspective Movement
Self-management skills: Organization Skills: Managing time and tasks effectively: -Plan strategies and take action to achieve personal and academic goals Transfer Skills: -Combine knowledge, understanding and skills to create products or solutions
Students will: -explore different skills and components of gymnastics: Front rolls, back rolls, jumps (tuck, pike, straddle), balances (individual, partner and group). - use strategies and apply techniques to create creative movement routine - set goals and plan skill development and performances -inquire about giving specific feedback on technique that will improve the performance of others. -demonstrate their understanding through a performance, analyse and reflect upon the same to give and receive feedback to refine their performance
Factual: - What are essential safety precautions that we must follow while performing gymnastics? - What are the different types of movements relevant for creating an aesthetically pleasing group routine? - Which types of balances, rolls and jumps can we safely develop and incorporate into our routines? Conceptual: - How do different perspectives and skill development impact creation of a movement routine? Debatable: - Is feedback essential for development?
B (i), (ii): Planning for Performance C (i, ii, iii): Applying and performing Summative: As gymnasts, the students individually analyse their skill performance and set goals to enhance performance. They create and apply a plan to refine skills to be used in a group performance. In groups, students create a movement presentation. Analyse another group and self reflect on performance to give and receive feedback to refine performance.
NA
Our relationships with others and the environment we live in can influence choices we make
Identities and Relationships
Health and well-being
Relationships
Choice Environment
Social II. Collaboration skills - Working effectively with others - Delegate and share responsibility for decision-making - Negotiate effectively
Define what a social drug is (vaping, tobacco/nicotine products, alcohol) Social drugs and their impact on wellbeing Inquire to identify laws pertaining to social drugs in India and one other country. Application of understanding of relationships (in particular peer pressure) to how teenagers can make decisions related to lifestyle and wellbeing and social drugs. Identify how environment can influence decisions relating to social drugs. Inquire to identify laws pertaining to social drugs in India and one other country.
Factual: - What is wellbeing and what are the different dimensions of wellbeing? - What are some relationships between wellbeing and physical and mental health? - What is a 'social drug'? - What are the effects of nicotine and alcohol on our brain and body? - What are the laws, relating to social drugs, in India and around the world? Conceptual: - How do the choices we make impact our wellbeing? - How do social drugs impact our health and wellbeing? - How can my relationships affect choices I make in relation to social drugs? - How can my environment impact choices I make in relation to social drugs? Debatable: - What responsibility do I have towards my own wellbeing?
A (i,ii,iii): Knowing and understanding Students produce/publish an article for a youth magazine, informing teenagers on the topic of making healthy choices by applying new learning about social drugs, wellbeing and decisions that they might have to make in the future and how they can make positive choices.
Scope for spreading awareness about healthy choices
Exploring methods for systematic development of skills and techniques can lead to refinement
Scientific and technical innovation
Systems, models and methods
Development
Systems Refinement
Self-management Skills: Organization Skills: Managing time and tasks effectively: -Plan strategies and take action to achieve personal and academic goals Thinking Skills: Transfer Skills: -Combine knowledge, understanding and skills to create products or solutions
Students will: -Inquire into how day-to-day goal setting and selection of drills can help in stroke development and refinement of swimming skills - Work on stroke development of freestyle, backstroke and breaststroke in continuation to what they learnt in grade 6 - Practice basic survival skills: treading water, survival backstroke
Factual: - What do we need to consider when we plan for improving our skills within the main strokes of swimming? - What methods can we use to understand the success of applied drills and strategies to analyse development? - What is survival backstroke and why is it important to learn? Conceptual: - Why is planning important to improve performance? - How can we know what strategies and drills to select in order for development to occur? Debatable: - Is good planning a guarantee to enhanced performance and development?
D (i, ii, iii): Reflecting and improving Students will work in groups of 3-4 members applying strategies to enhance their intpersonal skills. While they do so, they will prepare with a Group Plan to develop their own and their group performance to participate in a relay event. Lastly, once they participate in the relay event, they will reflect individually on their: - Individual approach to apply strategies to enhance interpersonal skills. - How effective was their group's plan considering their team's performance in the relay event. - Own individual performance during the Relay Event.
NA
Communication and interaction within teams can help us recognise and realise shared goals when we strive to understand different perspectives
Fairness and development
Rights and Civic Responsibility
Communication
Interaction Perspective
Self-management Affective Skills, Managing state of mind • Self-motivation – Practise analysing and attributing causes for failure – Practise managing self-talk – Practise positive thinking Collaboration Skills: -Exercise leadership and take on a variety of roles within a group.
Handball, volleyball. Understanding the rules, positions (roles and responsibilities) Handball skills: dribbling, passing, shooting Volleyball: underarm and overarm serves, receiving and setting. Students develop skills, strategies and movement concepts to effectively participate in selected world team games. They use the information of rules and strategies from their experiences and research to help participate effectively in selected team sports Students analyse their individual team members' strengths and areas of improvement. Based on this, they create drill plans. They execute the plans while taking leadership within their smaller groups. Basketball Netball Volleyball Handball
Factual: - What are the different skills, strategies and techniques involved in a team sport? - What are the attributes that are required for successfully fulfilling different roles within a team sport? - What are some ways in which we can interact successfully to understand each other's perspectives? Conceptual: - How can common goals be accomplished? Debatable: - What is more important being a good player or a good team player?
Ci, ii, iii: Applying and Performing D(i), D(ii), D(iii): Reflecting and improving Summative: Within group, students plan how they will develop their interpersonal skills and how they will execute drills for their peers. They execute their plan within smaller groups. In the summative they take the role as sports reporters and reflect upon: Students reflect on their own verbal and non-verbal communication skills and how they were applied when working with others. They reflect on how successful their drill plan was based on how their own and their team's performance were in the final game of either handball or volleyball. Students compare and evaluate their strengths and limitations from their pre-performance and their post-performance and conclude about the improvements.
NA
Understanding connections between functions of the body system can support our development and have balance in daily lives.
Identities and Relationships
Health and Well-being
Development
Function Balance
Critical thinking skills: Analysing and evaluating issues and ideas - Revise understanding based on new information and evidence - Consider ideas from multiple perspectives
Within this unit, students will be explored to the: Endocrine System, the glands and their functions. Hormones related togrowth, emotions, etc and their roles. Adolescence & Hormonal Changes connecting with physical, emotional, and social impacts. Connections between Hormonal Balance & Wellbeing their interdependence and influences.
Factual: - What is the endocrine system and its functions? - What are different hormones in Human Body and how do they impact us? Conceptual: - How can the four dimensions of wellbeing be supported? - How is the daily life a young teenager influenced by Hormonal Balances? Debatable: - Is hormonal balance dependent of Wellbeing or Wellbeing depends on Hormonal balance?
A (i, ii, iii): Knowing and understanding Students create a video tutorial that teaches about endocrine system and its connection to early teenagers daily lives. Ai. Factual: Students will describe the Endocrine System Conceptual: Students will describe Hormonal changes and their impact on teenagers daily lives Debatable: Student will describe the connections of conceptual knowledge with four dimensions of wellbeing Aii. Students will apply the Factual, Conceptual and Debatable K&U to explain and solve issues within Familiar and Unfamiliar Situations Aiii. Students will use the terminology related to endocrine system, hormones and wellbeing consistently.
Interdisciplinary links to science
The choices we make within our environment can change our fitness and well-being and help us lead a balanced life.
Identities and relationships
Lifestyle choices
Change
Choice Environment
Social II. Collaboration skills - Working effectively with others - Listen actively to other perspectives and ideas Self-management IV. Affective skills, Managing state of mind - Set goals that are challenging and realistic. - Practise managing self-talk
Understanding about the difference between HRF and SRPF Fitness components. (PE) agility, speed, muscular endurance Pre-tests and post-tests (PE) Illinois test, 20 m dash test, burpee test How to set goals (PE) How to plan a fitness routine and fitness circuit (PE) How to incorporate the norms of collaboration in planning. (PE) How to implement the fitness plan (PE) Knowledge about the definitions of the four dimensions of wellbeing (Health) Knowledge about how to make connections between activities and the different dimensions of wellbeing (Health) The importance of all four dimensions of wellbeing and keeping a balance of these throughout your life. (Health) Knowledge about how to make interconnections between the different dimensions of wellbeing. How an activity can benefit many areas of wellbeing. (Health) - inquire about strategies to work on improving the different dimensions of wellbeing (Health)
Factual: - What is physical fitness? - What is muscular endurance, agility and speed? - What are different ways to improve physical fitness? Conceptual: - How can we use our environment to improve our health long term? - How do group dynamics influence fitness development? - How can physical fitness improve our wellbeing? - What role does our environment play while making healthy choices? Debatable: - Do you need to be physically fit to be ‘healthy’?
B (i), (ii) Planning for Performance Summative: Students are personal fitness instructors who are collaborating in different groups, setting goals and making fitness plans, using their interpersonal skills to design, explain and reflect upon their interpersonal skills and a fitness plan for their own and client's physical performance and health.
Planning for Performance
Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5