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International Baccalaureate Middle Years Programme
Physical education assessment criteria for grades 6-10
Criterion A: use of knowledge
Maximum 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.
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The use of terminology is inconsistent,
inappropriate or incorrect.
Demonstrates a limited knowledge of
principles, concepts, strategies, techniques and
rules related to the physical education topic or
activity.
Sometimes uses this knowledge to analyse and
solve problems in familiar situations. |
|
3–4 |
Uses basic terminology that is sometimes
inaccurate or inappropriate.
Demonstrates a basic knowledge of principles,
concepts, strategies, techniques and rules related
to the physical education topic or activity.
Uses this knowledge to analyse and solve
problems in familiar situations. |
|
5–6 |
Uses a range of terminology accurately and
appropriately in some situations.
Demonstrates a good knowledge of principles,
concepts, strategies, techniques and rules related
to the physical education topic or activity.
Uses this knowledge to analyse and solve
problems in familiar and some unfamiliar
situations. |
|
7–8 |
Uses a wide range of physical education
terminology accurately and appropriately in
most situations.
Demonstrates a thorough knowledge of
principles, concepts, strategies, techniques and
rules related to the physical education topic or
activity.
Uses this knowledge wisely and effectively to
analyse and solve problems in familiar and
unfamiliar situations. |
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.
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student selects some aesthetic moves that
are appropriate to the requirements of the
task. The student has some difficulty in adapting
and/or creating moves.
The sequence shows a simple use of space,
time, level, force and flow.
The composition is generally incoherent with many
pauses, and shows limited creativity. |
|
3–4 |
The student selects, adapts and creates
aesthetic moves that are appropriate to the
requirements of the task.
The sequence shows a competent use of space,
time, level, force and flow.
The composition is mostly coherent, and shows
some aspects of imagination and creativity. |
|
5–6 |
The student selects, adapts and creates a wide
range of aesthetic moves that are appropriate
to the requirements of the task.
The sequence shows a sophisticated use of
space, time, level, force and flow.
The composition is coherent, and shows
aspects of imagination, creativity and style. |
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.
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student demonstrates little competence in
basic moves, skills and techniques in the
performance or playing situation.
The student shows some awareness of movement
concepts, tactics, strategies and rules.
The student performs with little precision,
synchronization or energy. |
|
3–4 |
The student demonstrates competence in basic
moves, skills and techniques in the performance or
playing situation.
The student shows awareness of movement
concepts, tactics, strategies and rules, but has
difficulty in applying them.
The student performs with some precision,
synchronization and/or energy. |
|
5–6 |
The student demonstrates competence in basic and
some complex moves, skills and techniques in the
performance or playing situation.
The student applies some movement concepts,
tactics, strategies and rules.
The student performs with precision, synchronization
and energy most of the time. |
|
7–8 |
The student demonstrates competence in basic and
many complex moves, skills and techniques in the
performance or playing situation.
The student applies movement concepts,
tactics, strategies and rules appropriately.
The student performs with a high degree of
precision, synchronization and energy. |
|
9–10 |
The student shows a high level of competence in
both basic and complex moves, skills and
techniques in the performance or playing situation.
The student applies movement concepts,
tactics, strategies and rules in a critical and
effective manner.
The student performs with a high degree of
precision, synchronization, energy, style and
flair. |
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.
|
Achievement level |
Descriptor |
|
0 |
The student does not reach a standard described by
any of the descriptors given below. |
|
1–2 |
The student demonstrates attitudes and strategies
that maintain their communication and
relationships with others.
The student shows respect and sensitivity to
themselves, others and the physical environment
some of the time.
The student takes responsibility for their
own learning some of the time, but shows
little enthusiasm and/or commitment to physical
education.
The student shows difficulty in reflecting on
their achievements and in setting and taking action
to achieve goals. |
|
3–4 |
The student demonstrates attitudes and strategies
that maintain their communication and
relationships with others.
The student shows respect and sensitivity to
themselves, others and the physical environment
most of the time.
The student takes responsibility for their
own learning most of the time, and shows
some enthusiasm and commitment to physical
education.
The student reflects on their own
achievements to a satisfactory level,
usually sets appropriate goals but may need
encouragement to take action towards achieving them. |
|
5–6 |
The student demonstrates attitudes and strategies
that improve their communication and
relationships with others.
The student consistently shows respect and
sensitivity to themselves, others and the
physical environment.
The student takes responsibility for their
own learning and usually shows enthusiasm and
commitment to physical education.
The student reflects critically on their own
achievements, sets appropriate goals and
takes some action towards achieving them. |
|
7–8 |
The student demonstrates attitudes and strategies
that deepen and enhance their communication
and relationships with others.
The student consistently shows a high
degree of respect and sensitivity to themselves,
others and the physical environment.
The student takes responsibility for their
own learning and consistently shows enthusiasm
and commitment to physical education.
The student reflects critically on their own
achievements, sets appropriate goals that enhance
learning, and takes action towards
achieving them. |
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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