Educators' Guide for Pedagogy and Assessment
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Learning Area: Health and Physical Education
PE & Sports > LEVEL 5
Learning Area Outcome: I can negotiate my learning environment and engage and learn effectively in a number of contexts, both in the school and in the wider community.
Subject Focus: Becoming an independent learner within a student-centred learning environment.
1] I can travel along an agility ladder following set drills as well as create new drills for my partner to follow.
PERSONAL LEARNING
2] I can travel through an obstacle course which includes going over and under obstacles, zig-zagging through a slalom while changing speed and direction.
PERSONAL LEARNING
3] I can balance on 1 body part on my own on both stable and unstable surfaces.
LEARNING TO BE
4] I can balance on 1 body part with a partner on both stable and unstable surfaces. I can work responsibly with my partner and accept and provide feedback on my performance from both peers and teachers.
LEARNING TO BE
5] I can travel in various ways along different pathways using different feet patterns and rhythms.
SOCIAL CHANGE
6] I can throw and receive various implements over different distances while exploring my surrounding space.
SOCIAL CHANGE
7] I can travel along a path and round obstacles while driffling a ball.
8] I can skip a rope consistently at my own rhythm.
PERSONAL LEARNING
9] I can react to acoustic stimuli through a change in speed while running.
PERSONAL LEARNING2] I can travel through an obstacle course which includes going over and under obstacles, zig-zagging through a slalom while changing speed and direction.
PERSONAL LEARNING3] I can balance on 1 body part on my own on both stable and unstable surfaces.
LEARNING TO BE4] I can balance on 1 body part with a partner on both stable and unstable surfaces. I can work responsibly with my partner and accept and provide feedback on my performance from both peers and teachers.
LEARNING TO BE5] I can travel in various ways along different pathways using different feet patterns and rhythms.
SOCIAL CHANGE6] I can throw and receive various implements over different distances while exploring my surrounding space.
SOCIAL CHANGE7] I can travel along a path and round obstacles while driffling a ball.
8] I can skip a rope consistently at my own rhythm.
PERSONAL LEARNING9] I can react to acoustic stimuli through a change in speed while running.
Learning Area Outcome:
Subject Focus:
1] I can distinguish between long distance running (400-600m) and a sprint (40-50m) and the different start position for each race.
2] I can run with proper technique (proper hands, big strides, land on ball of the foot and straight body posture).
3] I can pass over a batorn stick when running a relay and run clearly over low obstacles -20/30cm hurdles.
4] I know how to jump from two feet, shoulder width apart, using the proper technique (hands forward, bending knees, feet together, tuck knees) and landing steadily to two feet.
5] I can distinguish between jumping for height and jumping for distance.
6] I can throw an implement from a standing position using the correct technique (alternate limbs).
7] I can grip the implement steadily in hand.
8] I can throw the implement with the proper start and final direction (two handed overhead throw, two-handed backward throw, one-handed overhead throw, side-way throw), using left and right arms.
9] I can throw the implement combining height and distance (rainbow movement).
10] I am aware of the basic rules of the three main disciplines (throwing, running and jumping).
11] I can push myself to new personal best results.
12] I can compare my results to those of others towards a healthy competition.
2] I can run with proper technique (proper hands, big strides, land on ball of the foot and straight body posture).
3] I can pass over a batorn stick when running a relay and run clearly over low obstacles -20/30cm hurdles.
4] I know how to jump from two feet, shoulder width apart, using the proper technique (hands forward, bending knees, feet together, tuck knees) and landing steadily to two feet.
5] I can distinguish between jumping for height and jumping for distance.
6] I can throw an implement from a standing position using the correct technique (alternate limbs).
7] I can grip the implement steadily in hand.
8] I can throw the implement with the proper start and final direction (two handed overhead throw, two-handed backward throw, one-handed overhead throw, side-way throw), using left and right arms.
9] I can throw the implement combining height and distance (rainbow movement).
10] I am aware of the basic rules of the three main disciplines (throwing, running and jumping).
11] I can push myself to new personal best results.
12] I can compare my results to those of others towards a healthy competition.
Learning Area Outcome: I can observe, analyse and appreciate my own performance and the performance of others to better understand the learning process and enhance my and peers' learning experiences.
Subject Focus: Harnessing physical literacy
1] I am able to perform horizontal floating in different positions on back, on tummy, face in water using floating aids. I am able to perform a star position with arms and feet open wide.
2] I am able to lift up my legs parallel to the water surface.
3] I am able to kick (travel) in three main strokes: freestyle, backstroke and breaststroke kick using floating aids.
4] I am able to point my toes, while keeping my legs going up and down alternatively from the hips to perform the freestyle kick using floating aids.
5] I am able to point my toes, while keeping my legs going up and down alternatively from the hips to perform the backstroke kick using floating aids.
6] I am able to move my legs synchronously to execute a frog kick to perform the breaststroke kick using floating aids.
7] I am able to tread the water by moving the legs and keeping my body upright with the head above the water.
8] I am able to float in a vertical position with the arms extended sideways and sculling back and forth while keeping the head above the surface.
9] I am able to show a responsible behaviour in the changing rooms while changing from P.E.Kit to swimming attire and vice-versa.
COGNITIVE LEARNING
2] I am able to lift up my legs parallel to the water surface.
3] I am able to kick (travel) in three main strokes: freestyle, backstroke and breaststroke kick using floating aids.
4] I am able to point my toes, while keeping my legs going up and down alternatively from the hips to perform the freestyle kick using floating aids.
5] I am able to point my toes, while keeping my legs going up and down alternatively from the hips to perform the backstroke kick using floating aids.
6] I am able to move my legs synchronously to execute a frog kick to perform the breaststroke kick using floating aids.
7] I am able to tread the water by moving the legs and keeping my body upright with the head above the water.
8] I am able to float in a vertical position with the arms extended sideways and sculling back and forth while keeping the head above the surface.
9] I am able to show a responsible behaviour in the changing rooms while changing from P.E.Kit to swimming attire and vice-versa.
COGNITIVE LEARNINGLearning Area Outcome: I can develop skills, competencies and attitudes that will support my present overall health and well-being and encourage me to continue to lead a healthy lifestyle in the future.
Subject Focus: Enabling learners for lifelong engagement in physical activity.
1] I can practice taking weight on hands activities through balancing individually and in groups.
2] I can explore different rolling skills, travelling movement and body shapes.
3] I can practive individually or in groups, different coordination actions linked with speed and balance (symmetrical and asymmetrical).
4] I can be able to understand instructions to combine skills; balances; rolls and jumps individually and/or together with a partner.
5] I can understand the principles of take-off and landing with the use of different gymnastics equipment and then emphasize control on different jumping skills.
6] I can be able to combine different gymnastics skills into a short sequence; with a beginning and an ending position.
7] I can be able to involve gymnastics apparatus into a sequence.
8] I can recongise and take safety precautions when handling equipment and be aware of other students and the surrounding.
PERSONAL LEARNING
2] I can explore different rolling skills, travelling movement and body shapes.
3] I can practive individually or in groups, different coordination actions linked with speed and balance (symmetrical and asymmetrical).
4] I can be able to understand instructions to combine skills; balances; rolls and jumps individually and/or together with a partner.
5] I can understand the principles of take-off and landing with the use of different gymnastics equipment and then emphasize control on different jumping skills.
6] I can be able to combine different gymnastics skills into a short sequence; with a beginning and an ending position.
7] I can be able to involve gymnastics apparatus into a sequence.
8] I can recongise and take safety precautions when handling equipment and be aware of other students and the surrounding.
PERSONAL LEARNINGLearning Area Outcome: I am aware that learning and performing in physical activity and sport can help me be more aware of who I am and how I learn, and to feel positive about myself. I further demonstrate an understanding of the nature and purpose of a variety of physical activities and sports, and can use this understanding to solve problems and make appropriate decisions.
Subject Focus: Addressing challenges and developing problem-solving skills through Physical Education.
1] I am aware of my body; where it can go, what it can do, when it can move.
EXPRESSIVE LANGUAGE
2] I am able to move around respecting personal and general space.
EXPRESSIVE LANGUAGE
3] I am able to understand and respect different abilities around me.
EXPRESSVE LANGUAGE
4] I can ask or receive feedback from peers and teachers.
5] I am able to improvise to music on my own or with a partner.
6] I am able to copy or mirror a partner.
7] I can move into space using different speeds.
8] I am able to describe my own movement and that of others.
9] I am able to link different movements together.
10] I am able to identify different genre of music.
SOCIAL CHANGE
EXPRESSIVE LANGUAGE2] I am able to move around respecting personal and general space.
EXPRESSIVE LANGUAGE3] I am able to understand and respect different abilities around me.
EXPRESSVE LANGUAGE4] I can ask or receive feedback from peers and teachers.
5] I am able to improvise to music on my own or with a partner.
6] I am able to copy or mirror a partner.
7] I can move into space using different speeds.
8] I am able to describe my own movement and that of others.
9] I am able to link different movements together.
10] I am able to identify different genre of music.
SOCIAL CHANGELearning Area Outcome:
Subject Focus:
1] I can read a map with basic instructions.
2] I can go from one point to another using child friendly maps.
3] I can interact with other individuals to accomplish basic routes.
4] I can identify obstacles to accomplish basic adventures journeys.
5] I am able to identify the importance of proper trekking/orienteering equpment.
6] I am able to prioritise equipment in order to carry fewer loads in my backpack.
7] I am able to explain the essential items needed for the outdoor activity.
8] I am able to take all the precautions needed to safely cross a road.
2] I can go from one point to another using child friendly maps.
3] I can interact with other individuals to accomplish basic routes.
4] I can identify obstacles to accomplish basic adventures journeys.
5] I am able to identify the importance of proper trekking/orienteering equpment.
6] I am able to prioritise equipment in order to carry fewer loads in my backpack.
7] I am able to explain the essential items needed for the outdoor activity.
8] I am able to take all the precautions needed to safely cross a road.
Learning Area Outcome: I recognise the fact that learning in and through a variety of different contexts, including physical activity and sport, will contribute to my overall health and well-being, including physical, social, emotional and psychological well-being. I can work effectively by myself, in pairs or in small groups to enhance my learning experiences and those of others.
Subject Focus: Working towards students' holistic development.
PERSONAL LEARNINGPERSONAL LEARNINGSOCIAL LEARNINGSOCIAL LEARNINGEXPRESSIVE LANGUAGELearning Area Outcome: I can discuss and (critically) reflect upon the ways in which conceptions about health, physical activity and sport are socially formed in order to break down barriers, change perceptions and create much fairer experiences for all.
Subject Focus: Breaking through barriers
SELF-AWARENESS
