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International Baccalaureate Middle Years Programme
MYP Physical Education Grade
Descriptors
Grades
6-10
MYP levels 1/2
PE Modified Criterion A: Use of
knowledge
M aximum
8
Students
are expected to have a 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.
As
described in ﾒBalancing the physical education curriculumﾓ,
topics studied and assessed through
criterion A should include not only sport but also
sport-related and health-related fitness, and international
perspectives on physical activity, sport and health
education. Topics that do not have a physical activity focus
(for example, substance abuse or nutrition studied in
isolation) are not suitable for the assessment of this
criterion. Topics should always have a focus on physical
activity, and be an integral part of the teaching and
learning process.
Criterion A is best assessed through written or oral
activities, and must be assessed in a
non-performance/non-playing situation. Please note that for
moderation, the task assessed against criterion A must be
written.
|
Achievement level
|
MYP
1&2 Descriptors |
|
0 |
The
student does not reach a standard described by any
of the descriptors
below. |
|
1・2 |
The
use of terminology is inconsistent.
Demonstrates a limited knowledge of techniques and
rules related to the physical education activity.
Sometimes uses this knowledge to solve problems. |
|
3・4 |
The
use of basic terminology is sometimes inaccurate.
Demonstrates a basic knowledge of techniques and
rules related to the physical education activity.
Often
uses this knowledge to solve problems. |
|
5・6 |
Uses a
range of terminology accurately.
Demonstrates a good knowledge of techniques and
rules related to the physical education activity.
Sometimes uses this knowledge to solve unfamiliar
problems. |
|
7・8 |
Uses a
wide range of physical education terminology
accurately.
Demonstrates a thorough knowledge of techniques and
rules related to the physical activity.
Uses
this knowledge effectively to solve unfamiliar
problems. |
MYP levels 1/2
PE Modified
Criterion B: Movement composition
Maximum 6
Students are
expected to be able to 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.
Compositions
are best assessed using criteria B, C and D. This allows all
stages of the creative process・plan and design, perform,
evaluate・to be assessed.
For assessment
of this objective, the student must perform the sequence.
|
Achievement level
|
MYP
1&2 Descriptors
|
|
0 |
The
student does not reach a standard described by any
of the descriptors
below. |
|
1・2 |
The
student selects some aesthetic moves.
The
student has some difficulty creating moves.
The
sequence shows a simple use of space and flow.
The
composition shows limited creativity. |
|
3・4 |
The
student selects and adapts some aesthetic moves
The
sequence shows a competent use of space and flow.
The
composition shows some creativity. |
|
5・6 |
The
student selects and adapts a range of aesthetic
moves
The
sequence shows a sophisticated use of space and
flow.
The
composition is very creative |
MYP levels1/2
PE Modified
Criterion C: Performance
Maximum 10
Students are
expected to be able to perform in 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.
When assessing
performance, teachers should use only the strands of this
criterion that are relevant to
the activity.
In all cases, at least two of the three strands will apply.
The third strand referring to student
performance
with precision, synchronization or energy will apply for
movement composition activities.
This objective
must be assessed in a performance/playing situation.
|
Achievement level
|
MYP
1&2 Descriptors
|
|
0 |
The
student does not reach a standard described by any
of the descriptors
below.
|
|
1・2 |
The
student demonstrates little competence in basic
skills.
The
student shows some awareness of strategies and
rules.
The
student performs with little energy. |
|
3・4 |
The
student demonstrates competence in basic skills.
The
student shows awareness of strategies and rules,
The
student performs with some energy. |
|
5・6 |
The
student demonstrates competence in basic and some
complex skills.
The
student applies some strategies and rules.
The
student performs with energy most of the time. |
|
7・8 |
The
student demonstrates competence in basic and many
complex skills.
The
student applies strategies and rules appropriately.
The
student performs with a high level of energy. |
|
9・10 |
The
student shows a high level of competence in both
basic and complex skills.
The
student applies strategies and rules in a critical
and effective manner.
The
student performs with outstanding levels of energy
and flair. |
MYP levels 1/2
PE Modified
Criterion D: Social skills and personal engagement
Maximum 8
Students are
expected to be able 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
this to set
appropriate and achievable goals for the future.
Students are
expected to meet all of their class commitments, such as
make ups.
|
Achievement level |
MYP
1&2 Descriptors |
|
0 |
The
student does not reach a standard described by any
of the descriptors
below. |
|
1・2 |
The
student demonstrates attitudes that sometimes
maintain their communication with others.
The
student shows respect to others some of the time.
The
student shows little enthusiasm to physical
education.
The
student shows difficulty in reflecting on their
achievements. |
|
3・4 |
The
student demonstrates attitudes that maintain their
communication with others.
The
student shows respect to others most of the time.
The
student shows some enthusiasm to physical education.
The
student reflects on their own achievements to a
satisfactory level, |
|
5・6 |
The
student demonstrates attitudes that improve their
communication with others.
The
student consistently shows respect to others.
The
student is enthusiastic and positive towards
physical education.
The
student reflects critically on their own
achievements. |
|
7・8 |
The
student demonstrates attitudes that deepen their
communication with others.
The
student consistently shows a high degree of respect
to others.
The
student role models enthusiasm and commitment in
physical education.
The
student reflects critically on their own
achievements and starts to think about setting
goals. |
Curriculum Links:
MYP
Course Index
MYP Information
MYP Grade
Descriptors*
DP
Information
DP Grade
Descriptors*
IBO website
For more
information, please contact the MYP Coordinator, DP
Coordinator, or the MS/HS Principal.
*Due to copyright
restrictions, IB descriptors are located in our password
protected OIS Community site. The password is advertised via
the Educator - please contact the MS/HS principal if you
have lost it.
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