YIS curriculum map(When using this map please do not change theheadings and questions. If you havesuggestions for improving the template thenplease contact the curriculum coordinators orprincipals

Year Level: Grade 6

Subject:Physical EducationLevel 2: year view consensusmap.

Dates

Number ofweeks

Title of theUnit(Link this to thelevel 3 unit map)

MovementComposition-

FocusGymnastics

OutdoorInvasionGames-Focus

Football

Striking andFielding games -

FocusRounders

IndividualPursuits-

Focus Track &Field

Net Games - Focus VolleyballIndividual

Pursuits- FocusCross Country

OVERARCHING CONCEPTSMENS SANA IN CORPORO SANO

ORGANISATIONAL DEVELOPMENT

Standards(Interim

Objectives)Click here to

viewInterim

Objectives

B1, 2, 3D2, 4 C3 A1,2, 4,

C1, 2 A2,4 C2 C1, 2D2, 4 C1, 2, A1, 2 D1, 2

A3 C1, 2 D4,5,6

At YIS Physical Eduction,Overarching concepts areintegrated into each unit ofteaching. These OC underpin

Summativeassessments

In groups of3 or more,studentscreate andperform asequencewhichincorporatesthe skillsacquired inclass. PeerAssessmentRubric.

GameperformanceRubricPositionalScenarioquestionnairebyTeacher

ScenarioquestionnairebyTeacherSelf assessmentvia videoanalysis

Personal Trackand FieldJournal.

Students perform in a game of3v3 'bounce dig' / 'Catch set'Teacher Observation checklist

Studentscomplete a self-assessmentrubric on goalsettingandperformance.Teacher agreedmark.

As well as being integrated into eachunit,specialised 'one off' Group Dynamic/HRF lessons and tasks will beconducted with a strong focus on:

• Communication• Fit For Life

ConceptsWhat do we wantour students toretain for yearsinto the future?

(For PYP key

Creativity

What can Icreate withmy body?

PositioningWhere am Iplaying andwhat do i do?

DecisionMakingWhat do I doknow?

AchievementHow can I getbetter?

ConnectionsWhy should work withothers?

Fit For LifeHow can I keepgoing?

CommunicationEffective communication is vital for agroup's success.Fit For LifeMaking choices creates positive and ornegative consequences.

concepts andrelated concepts)(For MS/HSsectionsignificantconcepts)

SkillsWhat will thestudents be ableto do?

(For PYP trans-disciplinaryskills)

(ES teachers mayalso adddiscipline specificskills from otherresources e.g.first steps, mathsland)

(MS/HS - Skillssection onplanner)

Balance: e.g.handstand,headstand,bridge,inversion:bodytension,quality andcontrol

Rotation:e.g.forwards/backwards,log and circlerolls,cartwheel,roundoff,backwardwalkover:speed,energy,control andbody tension

Flight:controlledlanding andfinishpositions,use ofspringboardto gainheight andmomentumon run up,shapes andturns, basicvaults

Dribbling:Controllingthe ball witheither footwhile movingvertically andlaterallyaround thepitch.

Receiving apass:How to getinto openspace andcall for theball.Techniquessuch astrapping theball.

Giving apass: Properfootpositioningand learninghow to leadyourteammateand knockthe ball on.

Shooting:Proper footpositioningandtechnique forstriking theball.

Defending:Properfootwork and

MakeChoices:Studentsneed to be ableto make theright decision ofwhere to hit &throw, when torun and where topositionthemselves.

Bowling: Anability to bowlwith propermechanics.

Catching: Anability to watchthe flight of theball and positionbody and handsaccordingly.

Running: Anability to runbetween thebases at theappropriate time.

Batting: Anability to holdbat properly. Anability to batwith propertechnique.Footwork

Sprintingvariousdistances.100m, 200m.An ability torun withpropermechanics.

DistanceRunning.400m, 1500m.COrrectmechanics andapproach.

Jumping:Including longjump and highjumptechniques.An ability torun effectively.An ability toland safely.An ability totake offeffectively.

Throwingincludingdiscus andshot put.Mechanics.(Safety)

Focus• Dig, Set, Ready

PositionTechnique.

• Dig, Set, Spikesequence to theappropriatearea.

• Communication

Display the correct technique:

• Serve (in a closedenvironment)

• Set• Dig• Ready Position

Note: Using the Serve in a game mayreduce the success of the recipient'sDig and ability to control the ball.Instead an under arm "feed serve"will be used in games.

Communication:communicate with teammatesin game situations.

• "In"• "Out"• "Name" or• "Mine"• Tactical discussion.• Encouragement

Self analysis .Students to asessthemselves on theirfirst run to be able toset themselves goals.

MotivationalTechniques.Goal SettingVisualisation.Thought stopping.

Running Techniques.Warm up, Pacing,Breathing, Finish,Warm down.

At the end of this unit the students will be ableto:

Communication skills:

Speaking

Displays a risk taking ability whencommunicating and working within agroup.

Speaks usinga calm, clear and audible voice.

Able to select appropriate language.

Can effectively select anappropriate time to speak.

Communicates using language whichis concise and succinct.

Uses body language to enhancecommunication.

Listening

Can use eye contact and effective bodylanguage to show interest

Can show interest viaappropriate questions & comments thatare well timed.

bodypositioning.

KnowledgeWhat will thestudents know?

(For PYP subjectscope andsequence)

(MS/HS -knowledgesection onplanner)

Students willlearn what agymnasticsequencelooks likethroughcreating andperformingtheir own.

Students willknow thebasicfundamentalskills forsoccer.They will alsounderstandeffectivepositioningon a teamand one'spositionchanges withthe flow of agame

The basics rulesof roundersincludingscoring.Relationships toother strikingand fieldinggames.

The basicunderstanding ofbowling andhittingmechanics.

Understandthe effectiveways to run,jump andthrow.

Students will understand thetechniques required forsuccess in controlling andmoving a volleyball.

Students will gain anunderstanding of controlling &moving the ball from the backcourt to the front courtthrough the use of the Dig,Set & Spike sequence.

Students will gain anunderstanding of how vitalcommunication is whenworking as a team to movethe ball into the oppositionscourt.

Students willunderstand positions, rotation,rules & scoring.

Goal Setting,Visualisation andComponents offitness-CardiovascularEndurance.

Understands how our use of languageeffects communication and a team'ssuccess

Understands that a risk taking attitudeis necessary when communicating.

Understands that communication is atwo way concept: Talking and ListeningStudents will understand Simple SportsScience terminology

Students will understand how to setSMART goals that reflect upon theirown fitness choices/needs

Students will be introduced to thecomponents of Health Related Fitness

Students will be able to make simplereflections on their progress

Keyresources

mats; vault;springboard;crash mat.

Size 4 soccerballs Bats.Balls.

Bases.

Track(Mitsuzawa?)T & FEquipment

Gym, Volleyball & Badmintonnets, Nurf balls, Volleyballs,Newcombe ball, large sheetfor 'blind volleyball'.

ExternalFacilities.(Negishi, and others)Stop watches

Fitness Testing equipment. FitnessequipmentJournalsMiscallaneous props for obstaclecourses. Blindfolds. Hoops.

Key terms(to help othersfind this map)

balance,rotation,flight,sequence,

Position,shape,control,movement

Mechanics,Delivery.Position.

Mechanics,Safety.

CommunicationVolleyball

EnduranceMental Approach

FitnessCardio Vascular Endurance, Strength,Muscular Endurance, FlexibilityCommunicationAdventure ChallengeGroup DynamicsAreas Of Interaction