Please see below student expectations in P.E. along with the areas of learning the students will be involved with over the course of the year.
Physical education (PE) offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical challenges, function as part of a group, manipulate equipment or apparatus, and express themselves in a range of situations. Students will be exposed to a number of activities that will develop gross motor skills that may later be applied in various sports. They will become aware of a number of positive leisure time pursuits. Students will develop skills that they may apply in a variety of contexts within and beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play, use of cooperative behaviors and the ability to function as part of a group or team. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and overall fitness or well-being.
Students will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive the inquiry. They will become aware of the relevance these concepts have to all of their learning.
Physical education is more than just students participation in sports and games. Its purpose should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, in the PYP, there should be specific opportunities for learning about movement and through movement in a range of contexts.
The development of overall well-being is defined through three common stands that have relevance to all teachers: Identity, Active Living, and Interaction. These strands are concept driven and have been designed to interact with each other , working together to support the overall development of students.
An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences ;the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity;how the learner’s concept of self and feeling of self-worth affect his or her approach to learning and how he or she interacts with others.
An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition;understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.
An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relations with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environments and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.
Within the three strand of PSPE, the following experiences will be included to provide a balanced Physical Education curriculum.
Individual pursuits, movement composition, games, adventure challenges,
Health related fitness.
The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and or experiences, the techniques, rules and purpose of a range of athletic activities (For example, track and filed, swimming, skating, skiing) recognizing a high level of achievement and how to improve a performance.
A variety of tasks requiring the use of physical and critical thinking skills by individuals and or groups; challenges that require groups to work together collaborative in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.
Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.
Recognizing that movements can be linked together and refined to create a sequence of aesthetic movement. Movements can be in response to stimuli or performance elements and or criteria and can communicate feelings, emotions and ideas (gymnastics, dance and martial arts
Recognizing and appreciating the importance of maintaining a healthy lifestyle;the body’s response to exercise including the interaction of body systems and the development of physical fitness.
In this strand students become more and more confident with water. They learn how to keep afloat, move in the water, meet challenges through more difficult tasks that prepare them to develop to be competent swimmers. They will be introduced to specific swimming strokes on their front and on their back. They learn to use different kicking and arm actions. They will also be introduced to some personal survival skills and will set and complete water-based challenges. They will use a range of different ways of traveling which they will explore in the water during swimming lessons.