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KS3: MYP Physical & Health Education

Intent

“We aim to provide a range of inclusive physical activities that promote the lifelong benefits to a healthy and active lifestyle”

Curriculum outline

Students in PE complete a range of physical activities taking part in a broad range of sports and health based activities. Year 7 students “learn” basic concepts and ideas in a range of different sports. Year 8 students “Develop” their knowledge on these basic skills through progressive activities and games whilst Year 9 students “apply” taught knowledge in a range of modified game-based scenarios. Within Year 10 students who select NCFE Health and Fitness “embed” taught theoretical knowledge through KS3 into their option based subject. Year 11 foci is “Preparation,” whether that be the social and mental benefits of a healthy active lifestyle or examination preparation in their option based studies.

Schedule of learning

Elements of Music (Weeks 1-6)

  • DR SMITH (Dynamics, Rhythm, Structure, Melody, Instrument, Tempo, Harmony)
    What is an element? 
  • What are the elements of music? 
  • How do we apply these elements within a composition? 
  • How can we analyse music using DR SMITH?
  • How do the elements impact a piece of music? 
  • Can musical elements influence how we listen to music? 
  • How interesting would music be without elements?

Inquiry Question: How are musical elements used to create expression & composition within music?

  • Criteria A – How do Musical Elements communicate meaning to an audience? 
  • Criteria B – Practically exploring ideas using the musical elements.
  • Criteria C – Rehearse and perform an original or existing piece of music.
  • Criteria D – Setting actions and targets to develop performance skills.

Popular Song (weeks 7-12)

  • Keyboard Skills
  • Exploring genres of music – Classical, Pop & Reggae
  • Understanding Melody – How do we read and play a melody from the treble clef?
  • Theory – What is a chord sequence? How do we produce and play chords?How do we play chords on the keyboard? 
  • Technique – How do we play scales?

Inquiry question: How does music communicate with different cultures around the world?

  • Criteria A – Understanding different music techniques, traditions, practises and styles. 
  • Criteria B– Practically explore ideas for example through motifs, instrumentation, technology and styles and so on.
  • Criteria C – Perform music to an audience 
  • Criteria D– Reflect on their acquisition and developments of skills and techniques.

Schedule of learning

Film Music (Weeks 1-6)

  • What is film music?
  • How does film music enhance the movie?
  • What is a loop? 
  • How can we arrange loops and samples to compose?
  • How can we compose a theme?
  • What is adaptive music? 
  • What is a leitmotif?
  • What does diegetic and non-diegetic mean?
  • What is the role of a melody? 
  • How are characters, scenes and colours combined to narrate a plot musically? How are musical palettes developed?
  • How does an instrument’s role change when composing for film? 
  • Are film scores just layers of loops?
  • Can music truly narrate a story?

Inquiry Question: Does film Music enhance the communication of onscreen visual ideas by the presentation of a musical soundtrack to the audience which is dependent upon the personal and cultural expression of both the film writer/ composer and viewer/listener.

  • Criteria A – How does music communicate emotion to an audience? 
  • Criteria B – Practically exploring compositional ideas using a DAW.
  • Criteria C – Rehearse and produce an original piece of music.
  • Criteria D – Setting actions and targets to develop performance skills.

The Blues (weeks 7-12)

  • What is Rock n’ Roll?
  • What are The Blues?
  • What are the 12 bar Blues?
  • How is the 12 bar Blues constructed? 
  • How do we play chords?
  • What is a chord progression?
  • How can we arrange chords?
  • What is a melody?
  • How do we read from the treble clef?
  • How can we structure music?
  • How can we perform the Blues?
  • How do we improvise?

Inquiry question: Does Blues Music enhance musical expression and communication both personally and culturally?

  • Criteria A – How does Blues music communicate a narrative to an audience? 
  • Criteria B – Practically exploring Basslines, Harmony (chords) structure and scales leading to improvisation..
  • Criteria C – Rehearse and perform an original piece of improvised blues music.
  • Criteria D – Setting actions and targets to develop performance skills.

Schedule of learning

Electronic Dance Music or EDM (Weeks 1-6)

  • What is Electronic Dance Music? 
  • What is a Loop?
  • What is a DAW?
  • What is a chord progression?
  • What is a melody?
  • What is a bassline?
  • What elements and characteristics does Electronic Dance Music feature?
  • What instrumentation is present within EDM?
  • How can we use technology to compose?
  • How can we compose a drum beat using Bandlab (DAW)
  • How can we use loops and samples within our compositions?
  • How can we use musical elements to produce varied and interesting compositions?

 

  • Criterion A – Understanding what technological developments that have happened within styles of dance music will help students to consider how this influences the development of the style.
  • Criterion B – Understanding what skills are needed in order to create a piece of music that makes use of technology.
  • Criterion C – Understanding to use technology in a creative way to create a composition.
  • Criterion D – Understanding what features are being used and how this has been affected by context and purpose and technological innovation. Understanding how we can create an artistic response based on music on how we use the technological innovations found in different dance genres.

Assessment

PE follows the MYP programme and 4 Criteria are covered on a minimum of two occasions each academic year. Below is an example of Criteria C that is presented to our pupils within lessons.

Year 7 Assessment Criteria

Criteria

How this is assessed

1–2

Recalls some physical health education factual, procedural conceptual knowledge

Recalls physical and health terminology.

3–4

Applies physical and health terminology to communicate understanding with limited success.

5–6

To understand how to work both in a group and on your own effectively.

7–8

Applies physical and health terminology consistently to communicate understanding.

Outlines physical health education factual, procedural and conceptual knowledge

Criteria

How this is assessed

1–2

States plans for improving health or physical activity

3–4

States the effectiveness of a plan based on the outcome.

5–6

Outlines a plan for improving health or physical activity

Identifies the effectiveness of a plan based on the outcome.

7–8

Constructs and outlines a plan for improving health or physical activity

Criteria

How this is assessed

1–2

Learn skills and techniques with limited success in isolated drills

Learn some strategies and movement concepts with limited success

3–4

Learn skills and techniques with limited success in isolation and modified games

Demonstrates strategies and movement concepts with limited success

5–6

Demonstrates skills and techniques in modified activities to perform effectively 

Demonstrates strategies and movement concepts in modified activities

7–8

Demonstrates  a range of skills and techniques in modified games.

Demonstrates a range of strategies and movement concepts in modified games

Criteria

How this is assessed

1–2

States opinions about own and others performances

3–4

Identifies and demonstrates strategies to enhance interpersonal skills

Outlines and summarizes performance

5–6

Describes the effectiveness of a performance based on the outcome

Outlines and evaluates performance.

7–8

Explains and analyses how different team members perform their roles to maximise the performance of the individual and the team collective.

Year 8 and 9 Assessment

Criteria

How this is assessed

1–2

Recalls and applies skills and techniques with limited success in isolated drills

Recalls and applies some strategies and movement concepts with limited success

3–4

Demonstrate developed skills and techniques with limited success in isolation and modified games

Demonstrate developed strategies and movement concepts with limited success

5–6

Applies skills and techniques in modified activities to perform effectively 

Applies strategies and movement concepts in modified activities

7–8

Applies a range of skills and techniques in modified games.

Applies a range of strategies and movement concepts in modified games

Criteria

How this is assessed

1–2

Lists goals to enhance performance through developed skills

3–4

Identifies goals to enhance their own and others performances through developed skills

5–6

Identifies and applies strategies to enhance others and own performances in different scenarios.

7–8

Applies knowledge of player roles and responsibilities to improve performance in a team and justify and evaluate their choices.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

KS4: NCFE Health & Fitness

Intent

“Provide students the opportunity to further embed and apply their knowledge of how different body systems work to aid sporting performance and apply these into practical scenarios”

Curriculum Journey

In Year 10 students begin their Level 1/ 2 NCFE Health and Fitness Qualification. Year 10 introduces students to six key topics (Structure and Function of Body Systems, Effects of Health and Fitness on the Body, Components of Fitness, Principles of Training, Testing of Fitness Components and the Impact of fitness on lifestyle). These topics will enable students to complete the examined Unit 1. A 90 minute exam comprising multiple choice, short and long answer questions. This content will also support students in the completion of their second unit, a synoptic project that will be completed in Year 11 to form 60% of their overall grade.

Careers

Pupils studying NCFE Health and Fitness will be well placed to pursue a career pathway in sporting sectors such as working in the gym industry as an instructor or personal trainer. It is imperative in this sector that you have the understanding of different body systems and how they work, making connections as to how different body systems can be trained and developed to maximise the potential from paying clients. Students could also make a career from sports massage or physio where a deep understanding is needed of the body’s muscles, extended qualifications will help students learn how muscles can be helped to heal to allow strengthening of the body and a return to physical exercise.

Module 1

U1: The Skeletal System

Module 2

U1: The Muscular System

Module 3

U1: The Respiratory System

Module 4

U1: The Cardiovascular System

Module 5

U1: Energy Systems

U1: Principles of Training and Training Methods

Module 6

U2: Fitness Programming

Module 1

U2: Fitness Programming

Module 2

U2: Fitness Programming

Module 3

U1: Exam Preparation

Module 4

U1: Exam Preparation

Module 5

U1: Exam Preparation

Module 6

Examination

Assessment

Internal Assessment

External Assessment

60% of the overall course. 

Unit 2: Students will complete a synoptic project over 6 tasks that challenge students to recall different components of fitness, produce and complete PAR-`Q and Lifestyle Questionnaires, create a food diary and training plan for a client and then review the successes of that training plan.

40% of the overall course. 

Exam completed worth 80 marks.

Unit 1 content taught and delivered in Year 10 and across Year 11 whilst coursework is being completed.

KS5: BTEC Sport

Intent

“Students can analyse and evaluate client data and performance to assess improvements to different body systems and sporting industries.”

Curriculum Journey

The Extended National Diploma in Sport offers students the opportunity to continue their studies of the body and how it works with a further focus on how the body can be trained and adapted to meet the needs of individual clients. This course also provides students the opportunity to understand the different roles in the sport industry that are available as future careers for our students. Students further develop their leadership roles in sport by planning and leading a sporting event developing their interpersonal skills and giving them the opportunity to coach and teach students of all age ranges. Completing this course will allow students the opportunity to gain apprenticeships in the sporting sector such as Personal Training and Gym Instructing or allow students to further deepen their knowledge and understanding of different sporting disciplines through the completion of undergraduate degrees at university.

Careers

After completing the KS5 offer students can move onto Higher Education Postgraduate courses, where they can further deepen their knowledge of different sporting sectors. Alternatively, students can use the completion of this course to gain employment in the sport industry or gain access to higher level apprenticeships allowing them to work and earn at the same time. Careers can include teaching, coaching, physiotherapy, personal training, sports nutrition, sport psychology, sport development.

Module 1

Unit 1: Anatomy and Physiology

Unit 4: Sports Leadership (Assignment 1)

Module 2

Unit 1: Anatomy and Physiology

Unit 4: Sports Leadership (Assignment 2)

Module 3

Unit 1: Exam to be completed. – January

Unit 4: Sports Leadership (Assignment 3) – January

Unit 4: Sports Leadership (Assignment 3) – February

Module 4

Unit 1: Anatomy and Physiology

Module 5

Unit 1: Anatomy and Physiology

Module 6

Unit 1: Anatomy and Physiology (Second Attempt)

Module 1

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing

Module 2

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing

Module 3

Unit 2: Exam to be completed. – January

Fitness Training and Programming for Health, Sport and Wellbeing – January

Unit 3: Professional Development in the Sport Industry – February

Module 4

Unit 3: Professional Development in the Sport Industry

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing

Module 5

Unit 3: Professional Development in the Sport Industry

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing

Module 6

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing (Second Attempt)

Assessment

Internal Assessment

External Assessment

Unit 3: Professional Development in the Sport Industry (60 GLH)

  • 2 Assignments to be completed
  • Assignment 1: Career and Job Opportunities in the Sports Industry. Using of a skills audit to inform a career development plan. 
  • Assignment 2: Undertake a recruitment activity to demonstrate leading to a successful application and reflect on this. 

Unit 4: Sports Leadership (60 GLH)

  • Assignment 1: Roles, qualities and characteristics of a sports leader.
  • Assignment 2:  Psychological Factors and their link with effective leadership.
  • Assignment 3: Explore an effective leadership style when leading a team during sport and exercise activities.

Unit 1: Anatomy and Physiology (120 GLH)

  • Written Examination marked by Pearson 
  • 1.5 hours
  • 80 marks

Unit 2: Fitness Training and Programming for Health, Sport and Wellbeing (120 GLH)

  • Task set and marked by Pearson 
  • Part A, learners will be given a case study one week before a supervised assessment period in order to carry out preparation 
  • Part B, supervised assessment is 2.5 hours timetabled by Pearson 
  • Written Submission 
  • 60 marks