Physical and Health Education

Students participating in P&HE classes are part of each student’s course load for each year of middle school. It is a mandatory, non-tracked class. Physical Education classes are grouped by grade and consist of heterogeneous groups. Classes meet two hours a week (70 hours per year) utilizing all physical education venues available at the school. Units are consistent for all grades with increasing expectations in regards to skills and level of performance as students reach the upper grades. The focus is on participation, team building, organization, and problem-solving. Beyond participation, the P&HE program strives to encourage students to seek a balanced and healthy lifestyle. Students are expected to “dress” for PE in suitable gear. 

Units are planned around key (change, communication, and relationships) and related concepts through MYP Global contexts. 

Interdisciplinary learning allows students to build connections between subjects. P&HE has worked hard to build interdisciplinary units with both science (6th-grade health and fitness and 7th-grade fitness and epigenetics) and 8th-grade Hip Hop (an interdisciplinary unit with music) 

The class meets to discuss the goals of the day and observe demonstrations followed by a warm-up and static/dynamic stretching. Students follow the warm-up instructional sets working on specific skills in repetition. Once students have basic skills, they put them together in match play or a real-world scenario. 

P&HE students French International School  of Oregon: 

• Strive to understand that balance between academics, physical education, and exercise is important to a healthy life. 
• Learn to take risks and be open-minded in discovering physical activities they did not think they would enjoy both in PE class and after-school sports that are offered to them. 
• Honor and Respect their R.O.O.T.S. (rules, officials, opponents, team, and self)

Aims and objectives

• Use inquiry to explore and understand and value physical education and the benefits of physical activity to a healthy lifestyle. 
• Develop skills and understanding of skill sets that are necessary to participate successfully in a variety of physical activities. 
• Develop lifelong healthy habits as well as lifelong awareness of physical activity. They will learn how to: 
• Demonstrate an understanding of concepts, strategies, techniques, and their knowledge to analyze situations and solve problems. 
• Link movement (coordination) to compose aesthetic movement, skill, and technique necessary for active participation in a variety of different physical activities. 
• Demonstrate the skill and technique necessary for active participation in a variety of different physical activities. 
• Communicate effectively, build positive relationships, demonstrate good sportsmanship, set goals, and show respect.

Assessment 

Teachers commit to a variety of summative assessment tasks tied to learning objectives, skills, and criteria. Before an assessment or along with it, teachers will hand out clearly described tasks and criteria for assessment. All units of work include formative assessments leading to the summative piece. 

Methods of Assessment: Oral presentation, video, and analysis, written test, Teacher observation, projects, peer assessment 

Students are assessed against four equally weighted assessment criteria including A: knowing and understanding; B: planning for performance; C: applying and performing; D: reflecting and improving performances 

Scope and Sequence of Units

6th Grade: Intro to Metcon training (Running, Body weight exercises, Wods for time), Gymnastics, Volleyball, Field Sports-wiffleball, Badminton 

7th Grade: MetCon training/conditioning, 10 Components of Fitness, Ultimate Frisbee,
Field Sports, Net games, Volleyball and Badminton

8th Grade: MetCon, Hip Hop (Interdisciplinary Unit with Performing Arts), Volleyball, Wiffle Ball, Badminton