Australian International Academy, Kellyville Campus

Assessment Task Sheet

Name: __________________________________ Notification Date: 11/02/2019

Year Level: MYP Yr. 5 / GRADE 10 Subject: Health and Physical Education

UNIT INFORMATION
KEY CONCEPT: Communication
RELATED CONCEPTS: Interaction and Movement
GLOBAL CONTEXTS Fairness and Development
STATEMENT OF INQUIRY:
Working with others may enable challenges to be resolved more efficiently.

TITLE: Challenge Accepted

DUE DATES: See Below

MYP Criteria Outcomes:

Criteria B: Planning for Performance

Draft Due: Friday 5 April 2019 Final Submission Due: Monday 29 April 2019

Criteria C: Applying and Performing

Due: Assessed ongoing during and throughout the UOW.

Criteria D: Reflecting and Improving Performance

Due: The following day after the mini sports day in term two, date TBC.

NESA Outcomes:

5.4 - adapts, transfers and improvises movement skills and concepts to improve performance
5.5 - composes, performs and appraises movement in a variety of challenging contexts
5.11 - adapts and evaluates communication skills and strategies to justify opinions, ideas, and feelings in
increasingly complex situations
5.13 - adopts roles and responsibilities that enhance group cohesion and the achievement of personal and
group objectives
5.14 - confidently uses movement to satisfy personal needs and interests
5.15 - devices, justifies and implements plans that reflect a capacity to prioritize, think creatively and use
resources effectively

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 Task Description:
CRITERIA B – Planning for Performance

In groups of either three or four people, you and your group must use the provided documents to plan and
create an inclusive, fun and engaging game which you will host and run for our Year 5 students as part of a mini
sports day in term two, 2019. The provided scaffold is for your draft only. Your final submission must not be
on this scaffold. Each member of the group must submit their work to Managebac.

You should plan to have between 5 – 10 students at your group at any time on the sports day. The game should
last for approximately 12 - 15 minutes. The game or activity needs to include the following elements:
- Team Game / Invasion Game
- Communication
- Interaction
- Movement
- Emphasize fun, inclusivity, engagement, and SAFETY!!

You will be assessed on the following on the sports day:

- How well you communicate with your group & the class
- How well your modified game flows (ie cohesion)
- How well your group shares the roles & responsibilities throughout the teaching & setting up of your
game
- Your ability to clearly demonstrate the skill & the game requirements
- Teaching within the correct timeframe (12-15 minutes)

Your game cannot just be soccer or another generic sport! You must create your own game and not take
something from online.

CRITERIA C – Applying and Performing

You will need to demonstrate and apply a range of game skills, movements, and techniques of a range of
different physical activities and sports as well as the key and related concepts of Communication, Movement
and Interaction.

You will need to demonstrate and apply a range of strategies and movement concepts including footwork,
balance, strength, coordination, teamwork, speed, positioning and gameplay.

You will also be assessed on your ability to coordinate and run your game, ensuring you apply the key elements
outlined above.

CRITERIA D – Reflecting and Improving Performance

Using the attached scaffold for your draft only, you will need to explain and evaluate your group's
performance on the following:
- How well you feel working together with your group throughout this task. Why?
- Did you implement all the key elements outlined above? How? Why / Why not?
- Justify how your game has assisted the younger students to work on their communication, interaction,
and movement. How?
- What areas do you think you could have completed better overall? Why and How?

ALL WORK MUST BE APPROPRIATELY REFERENCED AND INCLUDE A BIBLIOGRAPHY!!

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 CRITERIA B: PLANNING FOR PERFORMANCE
Scaffold for Your Draft Plan

Game Name: Group Members:

Tag Soccer Azad
Showaib
Moussa

Instructions on how the play the game:

There are two goals on either side of the field. There are walls behind the goals. There will be
a fielding and shooting team. The fielding team will spread around the field. The shooting
team will be on the sideline and one person from the team will be kicking. (they will stand in
front of the goal) A player from the fielding team will bowl the soccer ball to the player from
the shooting team. The shooter will kick the ball wherever they want but within the field.
Then the shooter will run to the opposite side and touch the wall. On the way, the shooter
can tag people and they have to stand still. While the shooter is running the fielders can get
the ball and kick it into the goal that the shooter came from. If they score before the shooter
touches the wall, they get a point. The fielder that catches the ball has to shoot it from
where they catch it. However, if the shooter reaches the wall before the fielders shoot the
ball into the goal. Then the shooting team gets a point. If the shooting team shoots the ball
into the opposite goal they get a point. The game will finish when all the players from the
shooting team get a chance to shoot. (each team will have even numbers of players)
Important Rules and Safety Measures:

Safety measures:
1. Don’t be aggressive when tagging the fielders.
2. Have sportsmanship to fellow teammates and opponents.
3. No swearing or inappropriate language.
4. There will be a first aid kit for emergencies.
5. Have water to stay hydrated.

Important rules:
1. Don’t move when you have the ball
2. No interfering with the runner
3. Be truthful if have been tagged or if you get illuminated
4. Listen to the teacher
5.

Equipment List Needed:

1. Soccer ball (size 5)
2. 2 Soccer goals
3. Cones

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
Diagram:

Progressions and Regressions (ways to increase/decrease difficulty):

Progressions:
1. Don't kick the ball past the halfway line.
2. Catch the ball with only one hand.
3. Use your feet to control the ball instead of catching it with your hands.

Regressions:
1. Have to kick it past halfway line.
2. Throw the ball into the goal instead of kicking it.
3. Can run to halfway line instead of the full field.

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 CRITERIA D: REFLECTING AND IMPROVING PERFORMANCE
Scaffold for YOUR DRAFT:
How well you feel working together with your group throughout this task. Why?

Did you implement all the key elements outlined above? How? Why / Why not?

Justify how your game has assisted the younger students to work on their communication, interaction,
and movement. How?

What areas do you think you could have completed better overall? Why and How?

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 Venue and Equipment Booking Request Form

GAME: Tag soccer

GROUP Moussa, Azad, Showaib
MEMBERS:
DATES TBC
REQUIRED:
Soccer field. (the one with the soccer nets)
PREFERENCE/LOCATION
1:
Soccer field in front of the canteen.
PREFERENCE/LOCATION
2:
Soccer ball (size 5)
2 Soccer goals
10 cones
EQUIPMENT REQUIRED:

Venue and Equipment Booking Request Form – Teacher Copy

GAME:
GROUP
MEMBERS:
DATES BOOKED: TBC

LOCATION BOOKED:

EQUIPMENT
BOOKED:

TEACHER SIGN OFF:

Command Terms

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
Term Definition

Analyze Break down in order to bring out the essential elements or structure. To identify
parts and relationships, and to interpret information to reach conclusions

Apply Use knowledge and understanding in response to a given situation or real

circumstances

Construct Display information in a diagrammatic or logical form

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or

practical application

Describe Give a detailed account or picture of a situation, event, pattern or process

Design Produce a plan, simulation or model

Evaluate Assess the implications and limitations; make judgments in relation to selected
criteria

Explain Give a detailed account

Identify Provide an answer from a number of possibilities

Investigate Observe, study, or make a detailed and systematic examination, in order to

establish facts and reach new conclusions

Justify Give valid reasons or evidence to support an answer or conclusion

List Give a sequence of brief answers with no explanation

Outline Give a brief account

Recall Remember or recognize from prior learning experiences

Solve Obtain the answer(s) using appropriate methods

State Give a specific name, value or another brief answer without explanation or
calculation
Suggest Propose a solution, hypothesis or other possible answer

Summarize Abstract a general theme or major point(s)

Limited: The student provides a basic, below stage expected submission.

Sound: The student provides a stage expected, average submission.
Well-Developed: The student provides a very good, stage appropriate submission.
Highly-Developed: The student provides an excellent, high level stage expected response.

Challenge Accepted – MYP Yr. 5 – Grade 10 – 2019

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
Achieve - MYP Level MYP Level MYP Level Descriptor Task Specific Indicators
ment Level Descriptor Descriptor Criteria D – Reflecting
Criteria B – Criteria C – & Improving
Planning for Applying & Performance
Performance Performing
The student does The student does The student does not The student does not reach a standard described by
not reach a not reach a reach a standard any of the descriptors below.
0 standard standard described described by any of the
described by any by any of the descriptors below.
of the descriptors descriptors below.
below.
The student: The student: The student: You: Limited
- Limited name & equipment list for your game.
i. outlines a plan i. recalls and i. identifies strategies - Limited diagram of your game.
for improving applies skills and that enhance - Limited instruction for your game.
- Limited use of rules for your game to insure it is safe,
physical techniques with interpersonal skills
enjoyable & relevant.
performance and limited success - Limited presentation of your theory component.
health ii. lists goals to enhance - Limited communication skills used when presenting
ii. recalls and performance modified game.
ii. states the applies strategies - Limited set up & pack up of equipment.
effectiveness of a and movement iii. summarizes - Limited sharing of roles & responsibilities (theory
1–2 plan based on the concepts with performance. component & practical component).
outcome. limited success - Limited presentation of the modified game.
- Limited demonstrations of the skill & game.
- No discussion with class before the game.
iii. recalls and - No breakdown of the skills involved.
applies information - No use of group dynamics to encourage full
to perform. involvement in your modified game.
- Modified game has no cohesion.
- Limited demonstration and application of the
movement skills, concepts and requirements for
Criteria C.
- Limited reflective task (Criteria D) on how well your
group worked together, how well you implemented
the key elements of this task, how your game assisted
younger students to achieve the required outcomes
and where you think you should/could have
improved.
- Reference list is limited or not included.
The student: The student: The student: You: Sound
- Sound name & equipment list for your game.
i. constructs and i. demonstrates and i. identifies and - Sound diagram of your game.
outlines a plan for applies skills and demonstrates - Sound instruction for your game.
- Sound use of rules for your game to insure it is safe,
improving techniques with strategies that enhance
enjoyable & relevant.
physical limited success interpersonal skills - Sound presentation of your theory component.
performance and - Sound communication skills used when presenting
health ii. demonstrates ii. identifies goals to modified game.
and applies enhance performance - Sound set up & pack up of equipment.
ii. outlines the strategies and - Sound sharing of roles & responsibilities (theory
3–4 effectiveness of a movement iii. outlines and component & practical component).
plan based on the concepts with summarizes - Sound presentation of the modified game.
- Sound demonstrations of the skill & game.
outcome. limited success performance.
- Sound discussion with class before the game.
- Sound breakdown of the skills involved.
iii. identifies and - Sound use of group dynamics to encourage full
applies information involvement in your modified game.
to perform. - Modified game has some cohesion.
- Sound demonstration and application of the
movement skills, concepts and requirements for
Criteria C.
- Sound reflective task (Criteria D) on how well your
group worked together, how well you implemented
the key elements of this task, how your game assisted
younger students to achieve the required outcomes
and where you think you should/could have
improved.
- Reference list is sound.

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 The student: The student: The student: You: Well-developed
- Well-Developed name & equipment list for your
i. constructs and i. demonstrates and i. outlines and game.
explains a plan applies skills and demonstrates - Well-Developed diagram of your game.
- Well-Developed instruction for your game.
for improving techniques strategies that enhance
- Well-Developed use of rules for your game to insure it
physical interpersonal skills is safe, enjoyable & relevant.
performance and ii. demonstrates - Well-Developed presentation of your theory
health and applies ii. identifies goals and component.
strategies and applies strategies to - Well-Developed communication skills used when
5–6 ii. describes the movement enhance performance presenting modified game.
effectiveness of a concepts - Well-Developed set up & pack up of equipment.
plan based on the iii. outlines and - Well-Developed sharing of roles & responsibilities
(theory component & practical component).
outcome. iii. identifies and evaluates performance.
- Well-Developed presentation of the modified game.
applies information - Well-Developed demonstrations of the skill & game.
to perform - Discussion with class before the game.
effectively. - Breakdown of the skills involved.
- Use of group dynamics to encourage full
involvement in your modified game.
- Modified game has good cohesion.
- Well-Developed demonstration and application of the
movement skills, concepts and requirements for
Criteria C.
- Well-Developed reflective task (Criteria D) on how
well your group worked together, how well you
implemented the key elements of this task, how your
game assisted younger students to achieve the
required outcomes and where you think you
should/could have improved.
- Reference list is well-developed.
The student: The student: The student: You: Highly-developed
- Highly-Developed name & equipment list for your
i. designs and i. demonstrates and i. describes and game.
explains a plan applies a range of demonstrates - Highly-Developed diagram of your game.
- Highly-Developed instruction for your game.
for improving skills and strategies that enhance
- Highly-Developed use of rules for your game to insure
physical techniques interpersonal skills it is safe, enjoyable & relevant.
performance and - Highly-Developed presentation of your theory
health ii. demonstrates ii. outlines goals and component.
and applies a range applies strategies to - Highly-Developed communication skills used when
ii. explains the of strategies and enhance performance presenting modified game.
7–8 effectiveness of a movement - Highly-Developed set up & pack up of equipment.
plan based on the concepts iii. explains and - Well-Developed sharing of roles & responsibilities
(theory component & practical component).
outcome. evaluates performance.
- Highly-Developed presentation of the modified game.
iii. outlines and - Highly-Developed demonstrations of the skill & game.
applies information - Discussion with class before the game.
to perform - Breakdown of the skills involved.
effectively. - Use of group dynamics to encourage full
involvement in your modified game.
- Modified game has very good cohesion.
- Highly-Developed demonstration and application of
the movement skills, concepts and requirements for
Criteria C.
- Highly-Developed reflective task (Criteria D) on how
well your group worked together, how well you
implemented the key elements of this task, how your
game assisted younger students to achieve the
required outcomes and where you think you
should/could have improved.
- Reference list is highly-developed.

AIA Kellyville – Challenge Accepted – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019