7hpe t1 Create A Game Myp Planner 2021
7hpe t1 Create A Game Myp Planner 2021
Teacher(s): K.Battel B. Holland, Subject group and disciplines: Physical and Health Education
Area of Exploration
Statement of Inquiry
What equipment do I have available? How will I start, finish my game? How do I provide clear instructions so participates can
develop?
What space might be appropriate? How will players score/win?
Does clear communication help decision making?
Who will I work with in this activity? How will my participants develop?
Is it important to involve everyone in the activity so
What structure can I use to play my game? How can I help my participants to make effective choices? development occurs?
Criterion B: Planning for Performance Outline of summative assessment task(s) including Relationship between summative assessment task(s)
B1 Outlines goals to enhance performance. assessment criteria: and the statement of inquiry:
B2 Designs and explains a plan for improving physical
performance and health. Students work in pairs to set goals to enhance Students will have the choice on how they wish to
performance of their participants. Students design a structure their game and what areas they would like to
Criterion D: Reflecting and Improving Performance develop participates when implementing their game.
plan (create a game) with the aim of developing their
D1 Describes and demonstrates strategies that Students game is based on increasing students health
participants in some way. Students will utilise their
enhance interpersonal skills and fitness levels, in order to promote healthy and
interpersonal skills when working with their partner active lifestyles.
D2 Explains the effectiveness of a plan based on the
and class mates. Students will evaluate the
outcome.
effectiveness of their plan and their own individual
D3 Explains and evaluates performance.
performance.
Approaches to Learning
IB ATL Skill Category and MYP Skill Cluster ATL Skills Learning Experiences
THINKING THINKING
ix. Creative thinking Skills Brainstorming, mind mapping -revise understanding of nutrition and health based
on new information and evidence
Generating novel ideas and considering new perspectives
Collaboration and group work activities: whole class and small group discussions,
Question - How can students be creative? think pair share. Actively listening in class.
Apply existing knowledge to generate new ideas, products or processes SELF MANAGEMENT
THINKING Students will come to theory and practical classes with all required materials
needed to participate in the lesson including correct uniform.
x. Transfer skills
COMMUNICATION
Utilizing skills and knowledge in multiple contexts
Students will use a variety of verbal and non-verbal forms of communication
Question - How can students transfer skills and knowledge among disciplines and throughout games and activities and provide meaningful feedback to peers
subject groups?
SOCIAL
Combine knowledge, understanding and skills to create products or solutions
Engage in physical activities and interact and communicate with peers in a positive
SELFMANAGEMENT and healthy manner
Working effectively with others Students will play by the rules to make fair and equitable decisions and when
necessary negotiate effectively to formulate an outcome.
Question - How can students manage their own state of mind?
Students will also contribute to group activities and encourage one another and
Bring necessary equipment and supplies to class provide meaningful feedback to improve performance and outcomes.
COMMUNICATION
i. Communication Skills
SOCIAL
Negotiate effectively
Strand - Movement and Physical Activity Knowledgeable: We proactively seek new knowledge, ask questions and solve
Sub strand 1- Moving our body problems. We explore sports, games and activities, some of which may be new to
● Use feedback to improve body control and coordination when performing us, in increasing depth in terms of safety, skills, techniques, rules, strategies and
specialised movement skills (ACPMP080) tactics.
● Participating in activities where vision is compromised to demonstrate the
importance of auditory feedback Inquirer: We seek knowledge of ourselves and others when exploring and
● Participating in activities requiring collaboration and various forms of developing an understanding of physical skills and abilities. We inquire into how
communication. various aspects of Health, sport and fitness impact positively on our wellbeing.
UNDERSTANDING: What is the nature of the issue or task? Formative Assessment Differentiation
- Identify the issue or the task
- Re-present the issue or task
Go over the MYP Concepts and outline for the upcoming weeks. Reflections
Teacher observation and questioning
Key concept: Development Class Discussion
Related Concept/s: Choice Answering MYP inquiry questions
Global Context: Individuals and Relationships Debates
Statement of enquiry: Personal positive choices and a balanced lifestyle enhance Peer and teacher feedback
development. Participation
Body language
MYP questions:
Who/What? (factual question)
Play range of games over the first 3 weeks that develop students’ knowledge of the
structure of games, how to deliver instructions, how games can be modified,
explaining rules and the aim of a game, setting up equipment.
Eg:
Week 1:
Team tail tag
Line tag
Week 2:
Raid the nest
End Zone
Week 3 : Students will deliver golden child in pairs to the class.
Golden Child
When delivering to the class, emphasise the importance of delivering clear rules of
the game, giving clear instructions, class positioning when presenting information.
Ask students what they noticed the teacher doing when explaining the activity to
the class. Students will become more alert to what the teacher does during
explanation time.
Give students the opportunity to explain the aim and rules to the class to allow
them practice time and develop confidence.
Rotate students through umpiring a variety of games using a whistle to gain
confidence in this area prior to the AT. Debrief after each student performing the
role on what they did well, what they need to improve on for next time.
Week 6, 7, 8, 9 pairs are presenting their games they have created to the class.
All students are to participate in each other’s game and give constructive feedback
at the conclusion of the activity.
When each pair has delivered their game, they are to complete a reflection on their Brainstorm as a whole class on the
plan and their own individual performance. whiteboard, things they could reflect
upon. Students can either write down
notes or take a picture.
Check in on students and individually
assist those that are having difficulty
reflecting, by giving them prompting
questions.
Ressourcen
Standardization Notes
Prior to teaching the unit During teaching After teaching the unit
In 2017 this unit took longer than anticipated Some of the unit book pages were not used. The unit student book needs to be updated.
therefore we are completing the theory (nutrition) unit The unit book is very old and is fading due to Potentially to an online version.
first to enable enough time for the create a game unit photocopying.
and this can flow into term 2 if required. Students need room to write answers and to take
Students really enjoyed this AT and saw the clear link notes from white board.
between organization and performance. New nutrition label reading activity was used instead
Students required more structure in how to deliver a of the one in the book.
game, umpire a game and potential structure options
when creating.