Overview of the PE Program at Pan American School PDF Print E-mail

Overarching P3- Grade 12 Philosophy Statement

Physical Education (PE) is the subject area concerned with the development of knowledge, attitudes and skills related to personal, social, emotional and physical well-being in order to make healthy lifestyle choices. PE develops these aspects by providing students with the opportunity to learn about movement and through movement.

At PAS we aim to develop responsible and knowledgeable citizens of the world who pursue a healthy and active lifestyle.  Students experience a wide variety of physical activities that also help build confidence and cooperative skills. PE also helps to build links with families, the local community and beyond. It is often an area that is especially important for students with specific educational needs because they are often able to participate fully in PE activities in a way they are unable to in other areas of the curriculum.

Guiding principles:

  • Students are expected to participate in all PE classes and put forth their best effort.
  • Students are exposed to a wide variety of physical and health-related activities and experiences so that they can make educated choices throughout their lives.
  • Students are always challenged to improve their skills and knowledge.
  • Students with different skill levels are always encouraged to participate and enjoy physical activities and see them as part of an active and healthy lifestyle.
  • Teachers must consider students’ previous experience, different interests and abilities, as well as respect their limits.
  • PE knowledge and skills are connected to other areas of the curriculum and community.
  • Links should be established whenever possible between school and leisure time regarding health and body functioning.
  • PE should not be only considered synonymous with sport, but it should also include body control and spatial awareness, health-related activities, athletic activities, games, movement to music and adventure challenge.
  • PE classes provide a special environment for the students to develop the attributes of the IB learner profile in situations that vary from those in the classroom.
  • PE classes will provide students with the opportunities to understand and demonstrate respect, cooperation, tolerance, teamwork, sportsmanship, care and risk-taking through both competitive and cooperative activities.

PE  in the Primary Years Program (PYP) Grades P3-5

Whenever appropriate PE teachers are involved in collaboratively planning to design and teach the units of inquiry.  The direct teaching of PE in a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up activities may be useful to help students make connections between the different aspects of the curriculum. PE teachers plan and teach activities or experiences that prepare students for participation in a unit of inquiry. Following on from a unit, students may demonstrate their understanding of the central idea in a PE activity.

Independent inquiry:

There are times when PE teachers will be teaching their subject area independently using purposeful inquiry. At such times, teachers should structure their teaching and learning through the use of the Learner Profile, the transdisciplinary themes and central ideas. Teachers should still ensure that authentic connections are made while maintaining the integrity and essential character of the discipline.

Skill-based teaching:

This refers to the teaching of subject-specific skills not directly related to a unit of inquiry but required for the development of students’ understanding. If undertaking a skill-based lesson outside the program of inquiry, PE teachers should still recognize that the same philosophy and pedagogy must underpin their planning and teaching of the subject.

 

P3- Grade 5 Essential Agreements

Planning

  • Planning at the school focuses on strengthening the transdisciplinary nature of the curriculum and on ensuring that the pedagogy of the PYP is pervasive throughout the entire program.
  • Planning addresses all five of the essential elements.
  • Planning makes effective use of the PYP collaborative planning process across the curriculum and by all teachers.
  • Planning includes provision for easy access to completed PYP planners.
  • Planning provides opportunities for students to be involved in planning for their own learning and assessment.
  • Planning is documented in PYP planners.

Teaching and Learning

  • Teaching uses inquiry across the curriculum and by all the teachers.
  • Skill learned, practiced and applied in the context of inquiry.
  • PE teachers viewed (and viewing themselves) as PYP teachers.
  • Teaching provides for grouping and regrouping of students for a variety of learning situations and fosters the development of cooperative skills.
  • Students are shown how to reflect on their development and understanding through careful consideration of their work over time, and are able to articulate this to others through conferences, assemblies and classroom presentations.

Resources

  • Adequate sports facilities, such as the school gymnasium, soccer field, dance & gymnastics room, athletics track and field, outdoors spaces, etc.;
  • Adequate sports equipment, such as: balls for different sports, cons, jerseys, volleyball net, basketball board and rings, sound system, ropes, mats, hula hoops, air-plumb, athletics equipment, rackets, paddles, bats, etc.;
  • IT resources, such as: video camera, projector, board, video editing software, computers, internet access, etc.

Assessment

Formative

Including but not only:

  • Observation
  • Participation and effort
  • Class discussion
  • Four-finger scale
  • Self-assessment and feedback

Summative

Including but not only:

  • Participation and effort
  • Assessment/achievement based on learner profiles and attitudes
  • Performance assessment task (skills and understanding)
  • Discussion about the key aspects for a technical gesture

PE in the Middle School and High School Program

PE in MS/HS focuses on the development of a mindset that values physical activity as a means to achieve health and personal, social, emotional and physical wellbeing. This is achieved through the active participation in physical activities, as well as through their participation in lessons that will address relevant contents to the understanding of the physical training process and its benefits.

PE is a mandatory subject area from G6 - G12.

6-12 Essential Agreements:

Planning

  • Planning is documented in MS/HS unit planners and curriculum maps to be saved on the server providing access for all teachers;
  • Planning should be done in 3-6 weeks units that will include one sport or area of knowledge to be explored in different depths across the different grade levels;
  • Some areas will be revisited throughout the MS-HS;
  • Each unit theme will be the background for the development of the specific standards and benchmarks’ skills and attitudes;
  • Planning should be collaborative across grade levels and subject areas as much as possible.

Teaching and learning

  • Teaching provides individual, small and large grouping of students with a variety of learning situations;
  • Teaching provides students with activities that challenge them to explore and improve their skills in both competitive and cooperative;
  • Students will be encouraged to act according to sports etiquette and to demonstrate understanding and respect by the rules;
  • Students will be encouraged to reflect about their attitudes both in game and activities situations exploring themes like respect, fair play, effort, quality and commitment.

Resources

  • Adequate sports facilities, such as the school gymnasium, soccer field, dance & gymnastics room, athletics track and field, outdoors spaces, etc.;
  • Adequate sports equipment, such as: balls for different sports, cons, jerseys, volleyball net, basketball board and rings, sound system, ropes, mats, hula hoops, air-plumb, athletics equipment, rackets, paddles, bats, etc.;
  • IT resources, such as: video camera, projector, board, video editing software, computers, internet access, etc.;
  • Funds for participation in sports events and competitions.

Assessment

Formative

Including but not only:

  • Participation
  • Observation
  • Four-fingers scale
  • Previous knowledge class discussion
  • Discussion about key aspects of the technical skills
  • Video analysis

Summative

Including but not only:

  • Participation and effort
  • Self-assessment on the skill development and commitment to quality in class
  • Written assignments and projects
  • Performance assessment task
  • Final video analysis