Throw in a bit of a core workout and some Swiss ball challenges and see what you get in the video below. The students enjoyed this game.
The grade 4/5 students have been completing their final assessment task to conclude their dance unit. The task required that they:
During preparation for the PYP exhibition, the grade 5 students were working on their dance unit in PE. As a culmination to this unit, our students created two dances to create and perform in the PYP exhibition presentation held last night at our school. One of the dances was an aggressive tribal type dance with the message aimed at showing intolerance for the continued high levels of poverty in Cambodia while the other dance was meant to celebrate love and the importance of family. Please see video below of the later dance.It was certainly well received. The video that you will see was taken during practice in class.
Watch the video below to see an activity that the early years students loved. It involved using a Swiss ball to move around to music. Try this out sometime!
Over the past 6 weeks, our grade 2/3 students have taken part in a World Games unit in which they were introduced to a number of games played in different cultures. They explored the similarities and differences in respect to the rules, skills, and strategies required to play these games. As a final assessment task, they had to form groups and create their own game that included specific rules and highlighted the skills and strategies necessary to play the game. Maximum participation and safety were stressed as being most important. Please see the slide show below of the final assessment task and some example student work.
As a culmination to our World Games unit in PE, the grade 2/3 students, in groups, had to create a game of their own games using skills, strategies, and elements from the different world games that they played during this unit. The process of creating was as important as the final product. The summative assessment task inlcuded a self-assessment rubric, reflection questions, and explanation of the rules, and a diagram of the playing area. Safety and maximum participation were also highlighted in the final assessment task. Please view the slide show below to see an example of one of the games created.
As PE presents numerous opportunities to highlight the Learner Profile, we regularly choose students that are demonstrating the Learner Profile attributes in class and will take their picture and along with a description of why they were recognized, put this explanation and picture up on a PE display board for all to see. I have found that it definitely serves as a motivational tool. The picture and explanation as seen below, will go into their Sportfolios once it comes down from the display board.
Many PE programs that I have researched on the web highlight skill development and competition. There is no doubt that kids developing skills in sport and healthy competition are a great thing. However, what enduring concepts do we want our students to walk away from our programs with? What is it that we want them to remember and carry forward with them in the future? It certainly isn't just dribbling a basketball or kicking a soccer ball. There needs to be a much deeper understanding of the concepts that are in action in our daily lessons, our units, and the assessment tasks that we assign our students. What are the essential and enduring concepts that we want our students to be able to stretch across the learning disciplines and apply in their lives? Off the top of my head, perseverance, team work, communication, problem-solving, organization, and self-management seem like pretty decent examples of some of the more enduring concepts that should be highlighted in any PE program be it Australia, Canada, US, UK or wherever.Over the next few weeks, I will be devoting much of my blog time to exploring possible answers to these questions. Please add your comments!
In this assessment task the students had to:
Reflect on a situation from the game that they remember and draw where they were at the time trying to remember the positions of the players around them. Did they have the ball? If they didn’t have the ball, were they moving in space effectively? They had to draw as much as they could and then answer the reflection questions on the next page.