Units of inquiry, central ideas, attitudes in action, key concepts, PE learner profiles and more:
These are just a few essential elements of the IB PYP programme that play a major role in the PSPE classroom. Each grade level has the same central idea for the units of inquiry, but have two different key concepts per grade level (KG/G1 and G2/G3). The PE learner profiles have been adapted from the original learner profiles to accommodate PSPE. At the end of each class when we review our lesson, the students establish what worked well, what didn't, what we could change for next time, what new rules can be made, etc. We also cite specific instances during class that either exemplified certain aspects of the IB, or areas that need improvement via question and answer format, role play (where students can act out specific examples from class), or written responses.
Unit of Inquiry #1: Team building
Transdisciplinary themes: Who we are, how we express ourselves, how we organise ourselves.
Central idea: By working with classmates, we can effectively solve problems, create games and activities, and complete challenges and activities through communication, open-mindedness, trust, integrity, and teamwork.
Lines of inquiry:
1. Identifying and learning the key points and components of "team building" to practice throughout the year.
2. Completing specific tasks and challenges as a small or large group.
3. Solving problems and puzzles using our surroundings and classmates.
Key concepts: change, connection.
Skills: Thinking, communication.
Attitudes: Commitment, confidence, cooperation, enthusiasm, tolerance.
Transdisciplinary themes: Who we are, how we express ourselves, how we organise ourselves.
Central idea: By working with classmates, we can effectively solve problems, create games and activities, and complete challenges and activities through communication, open-mindedness, trust, integrity, and teamwork.
Lines of inquiry:
1. Identifying and learning the key points and components of "team building" to practice throughout the year.
2. Completing specific tasks and challenges as a small or large group.
3. Solving problems and puzzles using our surroundings and classmates.
Key concepts: change, connection.
Skills: Thinking, communication.
Attitudes: Commitment, confidence, cooperation, enthusiasm, tolerance.
Unit of inquiry #2: Net games
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Using our hands, eyes, feet, and sometimes a racket or other object of some sort to successfully participate in all types of net games and activities.
Lines of inquiry:
1. The different ways to use our hands, rackets, other objects, and positioning for net games.
2. What the different types of shots in different net games and how are they similar/different.
3. Working on improving hand eye coordination as it is a necessity for all net games.
Key concepts: Form, function.
Skills: Thinking, communication.
Attitudes: Commitment, confidence, cooperation, enthusiasm, tolerance.
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Using our hands, eyes, feet, and sometimes a racket or other object of some sort to successfully participate in all types of net games and activities.
Lines of inquiry:
1. The different ways to use our hands, rackets, other objects, and positioning for net games.
2. What the different types of shots in different net games and how are they similar/different.
3. Working on improving hand eye coordination as it is a necessity for all net games.
Key concepts: Form, function.
Skills: Thinking, communication.
Attitudes: Commitment, confidence, cooperation, enthusiasm, tolerance.
UOI #3: Teaching games for understanding (TGFU)
Transdisciplinary themes: How we organise ourselves, how we express ourselves
Central idea: By learning games through playing games TGfU places the student in a game situation where tactics, decision-making, problem solving and skill are all developed at the same time. The games will start in their most simple form, and follow a steady progression building up to it's full form.
Lines of inquiry:
Key concepts: Causation, connection.
Skills: Thinking, social, communication.
Attitudes: Appreciation, confidence, cooperation, creativity, enthusiasm.
Transdisciplinary themes: How we organise ourselves, how we express ourselves
Central idea: By learning games through playing games TGfU places the student in a game situation where tactics, decision-making, problem solving and skill are all developed at the same time. The games will start in their most simple form, and follow a steady progression building up to it's full form.
Lines of inquiry:
- Students will use the following progression to understand the TGFU model: Game form, game appreciation, tactical awareness, decision making, skill execution, performance.
- Students learn different categories of games through TGFU: Invasion games, net games, striking and fielding games, international games, and more.
- Putting together all of the skills we have learned thus far in all of our units to participate in the TGFU model.
Key concepts: Causation, connection.
Skills: Thinking, social, communication.
Attitudes: Appreciation, confidence, cooperation, creativity, enthusiasm.
UOI #4: Striking and Fielding
Transdisciplinary themes: Who we are, how we express ourselves, how we organise ourselves
Central idea: By learning the actual process of striking and fielding (hitting and catching), it prepares us to better understand actual striking and fielding games and how to apply the proper skills learned to each specific game (for example, striking with a body part versus using an object).
Lines of inquiry:
Key concepts: Causation, function.
Skills: Thinking, communication.
Attitudes: Confidence, cooperation, enthusiasm, respect.
Transdisciplinary themes: Who we are, how we express ourselves, how we organise ourselves
Central idea: By learning the actual process of striking and fielding (hitting and catching), it prepares us to better understand actual striking and fielding games and how to apply the proper skills learned to each specific game (for example, striking with a body part versus using an object).
Lines of inquiry:
- The different ways to strike and field an object.
- How to use our hands and eyes to strike and field.
- How we can work as a team to play offence and defence.
Key concepts: Causation, function.
Skills: Thinking, communication.
Attitudes: Confidence, cooperation, enthusiasm, respect.
UOI #5: Athletics
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Understanding and improving our running, jumping, and throwing skills will not only help our specific event results in athletics, but will help us in other sports and physical activities as well.
Lines of inquiry:
Key concepts: Form, connection.
Skills: Thinking, self-management.
Attitudes: Appreciation, commitment, confidence, independence, integrity, empathy.
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Understanding and improving our running, jumping, and throwing skills will not only help our specific event results in athletics, but will help us in other sports and physical activities as well.
Lines of inquiry:
- What the specific events are there for running, jumping, and throwing.
- How we develop certain skills needed for each event.
- How we can achieve our personal best and improve in our specific events.
Key concepts: Form, connection.
Skills: Thinking, self-management.
Attitudes: Appreciation, commitment, confidence, independence, integrity, empathy.
UOI #6: Outdoor Adventure Activities
Transdisciplinary themes: Sharing the planet, how the world works, how we organise ourselves.
Central idea: Learning how to navigate, read/make maps, and problem solve in nature helps us to become more team-orientated, develop social skills, and a better appreciation for our environment and the "great outdoors."
Lines of inquiry:
Key concepts: Perspective, reflection.
Skills: Thinking, social, communication, research.
Attitudes: Cooperation, curiosity, empathy, respect, tolerance.
Transdisciplinary themes: Sharing the planet, how the world works, how we organise ourselves.
Central idea: Learning how to navigate, read/make maps, and problem solve in nature helps us to become more team-orientated, develop social skills, and a better appreciation for our environment and the "great outdoors."
Lines of inquiry:
- What key aspects of maps are important for reading and making maps.
- How we can use our mapping skills to find our way around campus in small groups.
- How we can work together to problem solve and navigate in nature.
Key concepts: Perspective, reflection.
Skills: Thinking, social, communication, research.
Attitudes: Cooperation, curiosity, empathy, respect, tolerance.
UOI #7: Basketball/Court Games
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Skills that we use in basketball can help us develop in other "court games," and give us the basic understanding for other sports played in a "court" setting and for finding the similarities between them.
Lines of inquiry:
Key concepts: Connection, function.
Skills: Thinking, research.
Attitudes: Creativity, curiosity, cooperation, appreciation.
Transdisciplinary themes: How we express ourselves, how we organise ourselves
Central idea: Skills that we use in basketball can help us develop in other "court games," and give us the basic understanding for other sports played in a "court" setting and for finding the similarities between them.
Lines of inquiry:
- What key skills are needed to play basketball.
- How we can use these skills in other court oriented-games.
- Addressing similarities and differences between the games we play on "courts."
Key concepts: Connection, function.
Skills: Thinking, research.
Attitudes: Creativity, curiosity, cooperation, appreciation.
UOI #8: Gymnastics, Movement, and Dance
Transdisciplinary theme: Who we are, how we organise ourselves, how we express ourselves.
Central idea: By using gymnastics and dance, we can create patterns of movement, connect these patterns with music, and move our bodies in amazing and creative ways.
Lines of inquiry:
Key concepts: Form, function, change, connection, perspective.
Skills: Social, communication, self-management, thinking.
Attitudes: Appreciation, confidence, cooperation, creativity, enthusiasm, respect, empathy, tolerance.
Transdisciplinary theme: Who we are, how we organise ourselves, how we express ourselves.
Central idea: By using gymnastics and dance, we can create patterns of movement, connect these patterns with music, and move our bodies in amazing and creative ways.
Lines of inquiry:
- What gymnastics and dance are.
- How these skills and movements related to PE.
- How gymnastics and dance can help develop our skills for other sports, physical activities, and a healthy lifestyle.
Key concepts: Form, function, change, connection, perspective.
Skills: Social, communication, self-management, thinking.
Attitudes: Appreciation, confidence, cooperation, creativity, enthusiasm, respect, empathy, tolerance.