Educators' Guide for Pedagogy and Assessment
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Learning Area: Health and Physical Education
PE & Sports > LEVEL 6
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 design and set up an obstacle course which includes equipment such as the ladder, hoops, sticks, hurdles and balance paths which my peers can travel through and vice-versa.
SOCIAL LEARNING
2] I am able to identify safety risks associated with the design of the above.
COMMUNICATING FOR DIVERSITY
3] I can perform various dynamic balances such as squatting, walking and moving on various stable and unstable equipment.
PERSONAL LEARNING
4] Orientation: I can coordinate my movements to travel in space in relation to another action. (Moving into space to receive a ball, defent an area, etc.)
PERSONAL LEARNING
5] Differentiation: I can differentiate my movements according to the desired outcome such as gauging the strength required to pass a ball over a short distance vs a long distance.
PERSONAL LEARNING
6] Transformation: I can perform a strength excercise (push ups, crunches, etc.) immediately followed by a skill activity such as basketball shot or football shot.
COGNITIVE LEARNING
7] Combination: I can combine run through the ladder while passing and receiving a ball.
COGNITIVE LEARNING
8] I can design a custom exercise routine which can be used at home by members of my family.
COGNITIVE LEARNING
9] I can react to visual and acoustic stimuli through a change in speed while running.
SOCIAL LEARNING2] I am able to identify safety risks associated with the design of the above.
COMMUNICATING FOR DIVERSITY3] I can perform various dynamic balances such as squatting, walking and moving on various stable and unstable equipment.
PERSONAL LEARNING4] Orientation: I can coordinate my movements to travel in space in relation to another action. (Moving into space to receive a ball, defent an area, etc.)
PERSONAL LEARNING5] Differentiation: I can differentiate my movements according to the desired outcome such as gauging the strength required to pass a ball over a short distance vs a long distance.
PERSONAL LEARNING6] Transformation: I can perform a strength excercise (push ups, crunches, etc.) immediately followed by a skill activity such as basketball shot or football shot.
COGNITIVE LEARNING7] Combination: I can combine run through the ladder while passing and receiving a ball.
COGNITIVE LEARNING8] I can design a custom exercise routine which can be used at home by members of my family.
COGNITIVE LEARNING9] I can react to visual and acoustic stimuli through a change in speed while running.
Learning Area Outcome:
Subject Focus:
1] I can run a long-distance run (600m) and a sprint (60-80m) using the proper technique and correct start.
2] I can pass over a baton stick using an upward/downward movement in a shuttle relay.
3] I can run clearly over 40/50cm hurdle.
4] I can perform a jump with a run using the proper take-off technique and landing steadily on 2 feet.
5] I can jump for height and for distance in combination.
6] I can jump for height over a hurdle landing on soft-mats.
7] I can throw an implement with a run-up (javelin style throw) and the follow through action.
8] I can push a ball from the nect (shot-put style throw).
9] I can throw a quoit with a side-way motion (discuss style throw).
10] I know 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 pass over a baton stick using an upward/downward movement in a shuttle relay.
3] I can run clearly over 40/50cm hurdle.
4] I can perform a jump with a run using the proper take-off technique and landing steadily on 2 feet.
5] I can jump for height and for distance in combination.
6] I can jump for height over a hurdle landing on soft-mats.
7] I can throw an implement with a run-up (javelin style throw) and the follow through action.
8] I can push a ball from the nect (shot-put style throw).
9] I can throw a quoit with a side-way motion (discuss style throw).
10] I know 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 swim without floating aids.
PERSONAL LEARNING
2] I am able to perform sculling and treading the water using the correct technique for arms and legs.
3] I am able to perform at least 2 strokes out of 3: freestyle, backstroke and breaststroke with and without floating aids showing basic coordination and timing between arms and legs.
4] I am able to perform a straight jump (legs first entry) and a dive (head first entry) from deck.
5] I can identify major muscles while performing the mentioned swimming strokes.
6] I have the skills to participate in swimming events outside the school environment.
PERSONAL LEARNING
7] I can show respect for self and others through appropriate behaviour while participating in swimming events or competitions.
8] I am willing to receive positive and negative feedback that help me improve my future performance.
WRITING
9] I can identify foods that are beneficial before and after physical activity.
PERSONAL LEARNING
PERSONAL LEARNING2] I am able to perform sculling and treading the water using the correct technique for arms and legs.
3] I am able to perform at least 2 strokes out of 3: freestyle, backstroke and breaststroke with and without floating aids showing basic coordination and timing between arms and legs.
4] I am able to perform a straight jump (legs first entry) and a dive (head first entry) from deck.
5] I can identify major muscles while performing the mentioned swimming strokes.
6] I have the skills to participate in swimming events outside the school environment.
PERSONAL LEARNING7] I can show respect for self and others through appropriate behaviour while participating in swimming events or competitions.
8] I am willing to receive positive and negative feedback that help me improve my future performance.
WRITING9] I can identify foods that are beneficial before and after physical activity.
PERSONAL 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 am able to develop better coordination of spatial awareness, pathways, directions and levels.
PERSONAL LEARNING
2] I am able to improvise movements by linking up actions and ideas in pairs, in group or individually using a variety of apparatus.
3] I can have a better understanding of the benefits of static of dynamic stretching to improve flexibility and acknowledge main muscle groups.
4] I can be able to work to improve body tension and timing by exploring shapes and rolls.
5] I can develop more balancing skills, including inverted balance while emphasizing on support and counterbalancing.
6] I can perform together with a partner using apparatus to explore shapes, balances, jumps and rolls.
7] I can give constructive feedback to each other's routine by acknowledging the different skills involved and mention other ways to improve a sequence.
8] I can combine skills and actions that make up a sequence with the use of music including a better understanding of speed, levels, directions and body shapes.
PERSONAL LEARNING2] I am able to improvise movements by linking up actions and ideas in pairs, in group or individually using a variety of apparatus.
3] I can have a better understanding of the benefits of static of dynamic stretching to improve flexibility and acknowledge main muscle groups.
4] I can be able to work to improve body tension and timing by exploring shapes and rolls.
5] I can develop more balancing skills, including inverted balance while emphasizing on support and counterbalancing.
6] I can perform together with a partner using apparatus to explore shapes, balances, jumps and rolls.
7] I can give constructive feedback to each other's routine by acknowledging the different skills involved and mention other ways to improve a sequence.
8] I can combine skills and actions that make up a sequence with the use of music including a better understanding of speed, levels, directions and body shapes.
Learning 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 can use my body more confidently to express movement whilst respecting personal and general space.
2] I I can receive and respect feedback from others.
COGNITIVE LEARNING
3] I am able to identify my strengths and weakness.
4] I am able to identify between two movement factors.
EXPRESSVE LANGUAGE
5] I am able to describe specific dance vocabulary (e.g. arabesque).
EXPRESSVE LANGUAGE
6] I am able to follow relationships with partner or group (e.g unison and canon).
7] I can describe, apply and change two or more movement factors. (Time, Weight, Space and Flow).
8] I am able to match facial expression to movement (e.g. skipping happily = smiling).
9] I am able to identify different styles of dance and genres of music.
10] I am able to perform in front of a class, individually or as a group.
2] I I can receive and respect feedback from others.
COGNITIVE LEARNING3] I am able to identify my strengths and weakness.
4] I am able to identify between two movement factors.
EXPRESSVE LANGUAGE5] I am able to describe specific dance vocabulary (e.g. arabesque).
EXPRESSVE LANGUAGE6] I am able to follow relationships with partner or group (e.g unison and canon).
7] I can describe, apply and change two or more movement factors. (Time, Weight, Space and Flow).
8] I am able to match facial expression to movement (e.g. skipping happily = smiling).
9] I am able to identify different styles of dance and genres of music.
10] I am able to perform in front of a class, individually or as a group.
Learning Area Outcome:
Subject Focus:
1] I am famiiar with using a compass.
2] I am able to find directions using a map.
3] I am able to travel usng cardinal directions (such as North West of the Church).
4] I am able to identify how to avoid the risk of injuries.
5] I am aware of the im;ortance of outdoor natural habitats.
6] I am able to accomplish simple skills (performing basic knots).
7] I am able to distinguish my role as an individual and working within a team.
8] I am able to use my coordination to overcome given obstacles such as climbing structures.
2] I am able to find directions using a map.
3] I am able to travel usng cardinal directions (such as North West of the Church).
4] I am able to identify how to avoid the risk of injuries.
5] I am aware of the im;ortance of outdoor natural habitats.
6] I am able to accomplish simple skills (performing basic knots).
7] I am able to distinguish my role as an individual and working within a team.
8] I am able to use my coordination to overcome given obstacles such as climbing structures.
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.
SOCIAL LEARNING
LEARNING TO BESOCIAL LEARNINGSOCIAL LEARNINGLEARNING TO BESOCIAL LEARNINGSOCIAL LEARNINGSOCIAL LEARNINGSOCIAL LEARNINGLearning Area Outcome: I can demonstrate an understanding of my body, its growth and development and of how this, together with a well-informed and balanced approach to diet and exercise, can have a positive impact on my learning and holistic health and well-being.
Subject Focus: Becoming health-literate and knowing our bodies.
WRITINGWRITINGLearning 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-AWARENESSSOCIAL CHANGE
