Australian International Academy, Kellyville Campus

Assessment Task Sheet

Name: __________________________________ Notification Date: 7 August 2019

Year Level: MYP Yr. 5 / GRADE 9 Subject: Health and Physical Education

UNIT INFORMATION
KEY CONCEPT: Change
RELATED CONCEPTS: Energy and Choice
GLOBAL CONTEXTS Personal and Cultural Expression
STATEMENT OF INQUIRY:
The development of health and wellbeing can be achieved through a variety of behaviours,
activities and training methods.

TITLE: Fun Ways to Move

DUE DATE: See Below

MYP Criteria Outcomes:

Criteria B: Planning for Performance

Draft Due: Friday 20 September 2019
Final Submission Due: Monday 14 October 2019

Criteria C: Applying and Performing

Due: Assessed ongoing during and throughout the UOW.

Criteria D: Reflecting and Improving Performance

Due: Two submissions due Monday 9 September and Monday 28 October 2019

NESA Outcomes:

o Adapts and improvises movement skills to perform creative movement across a range of dynamic
physical activity contexts PD5-4
o Critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing
and participation in physical activity PD5-6
o Plans, implements and critiques strategies to promote health, safety, wellbeing and participation in
physical activity in their communities PD5-7
o Designs, implements and evaluates personalised plans to enhance health and participation in a lifetime
of physical activity PD5-8
o Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive
relationships in a variety of groups or contexts PD5-10

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 Task Description:

CRITERIA B – Planning for Performance

Create a health intervention, campaign, app or program targeting a specific group of people that is
designed to promote healthy, active, balanced lifestyles with an overall aim of increasing fitness levels and
lifelong physical activity.

You are then required to explain and critique your health intervention, campaign or program by creating
an action plan for your subject and thoroughly evaluating its effectiveness. Your critique can be presented
orally or in a report style format and must include, pros and cons, results and general conclusions.

Criteria B is to be completed in PAIRS.

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 Choice and Energy.

You will need to demonstrate and apply a range of strategies and movement concepts including footwork,
balance, strength, coordination, team work, speed, positioning and game play.

CRITERIA D – Reflecting and Improving Performance

You will need to explain and evaluate your personal performance during this unit via a self-reflection. You
should consider how well you participated, engaged in the different activities and sports and how well
communicated and interacted with your peers (teamwork or otherwise). Your reflections should include
both positives and negatives of your performance and well thought our strategies to improve. You can
present this in written, oral or multimedia format. Written reflections 200 – 300 words (size 10 to 11 calibri
font), audio or multimedia submissions 2 to 3 minutes max.

Criteria D is to be completed individually.

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

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 CRITERIA B: PLANNING FOR PERFORMANCE

PART 1. Create a health intervention, campaign, app or program that is designed to promote healthy,
active and balanced lifestyles with an overall goal to encourage lifelong physical activity, improve quality of
life and increase fitness levels. You should think about how you can plan to improve your chosen group’s
overall physical activity levels and health.

Where do I start?
- Step 1. Choose a specific target
group such as: immigrant, elderly,
athlete, indigenous, non-English
speaking, young person.

- Step 2. Explain why you chose this

group.

- Step 3. Research Australian

statistics, facts, trends and norms of
your specific target group and report
on the following:
1. Specific physical activities they participate in.
2. Specific fitness levels e.g mild, moderate, high.
3. Perceptions on quality of life.

** TIP - Your report should include graphs, diagrams and other research supporting the results of
your research (( don’t forget to reference )) **

- Step 4. Describe your health intervention, campaign, app or program. Explain how it will help
promote a healthy, active, balanced lifestyle and increase fitness levels through lifelong physical
activity according to the specific needs of your subject group.

- Step 5. Provide a week long plan of action which will assist your target group to improve their overall
physical activity levels. You should be creative and think of a range of physical activity options.

…then
PART 2. You are then required to critique your health intervention, campaign or program by thoroughly
evaluating its effectiveness by actually executing and completing the program (representative of your
selected target group).
Your critique must include:
1. The pros and cons of the program
2. The results your subject person achieved after using the program.
3. General conclusion.

Don’t forget to reference and include a bibliography

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 CRITERIA D: REFLECTING AND IMPROVING PERFORMANCE

You will need to explain and evaluate your personal performance during this unit via a self-reflection. You
should consider how well you participated, engaged in the different activities and sports and how well
communicated and interacted with your peers (teamwork or otherwise). Your reflections should include
both positives, negatives of your performance, and well thought our strategies to improve. You can
present this in written, oral or multimedia format. Written reflections 200 – 300 words (size 10 to 11 calibri
font), audio or multimedia submissions 2 to 3 minutes max.

Reminders:

1. Your reflective task will be due on the dates outlined above in the due date section
2. Use Calibri font, size 10 or 11 font
3. Between 200 to 300 words (1 A4 typed page)
4. Make sure you are thinking about your SMART goals when reflecting on your PE
5. You can use the diagram below to help guide your reflection for each submission

Where do I start?

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 Command Terms

Term Definition

Analyse 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 and 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 other 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.

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 Fun Ways to Move – MYP Yr. 5 – Grade 9 – 2019
Achieve - MYP Level Descriptor MYP Level Descriptor MYP Level Descriptor Task Specific Indicators
ment Level Criteria B – Planning Criteria C – Applying Criteria D – Reflecting
for Performance & Performing & Improving
Performance
The student does not The student does not The student does not The student does not reach a standard
reach a standard reach a standard reach a standard described by any of the descriptors below.
0 described by any of described by any of described by any of the
the descriptors the descriptors descriptors below.
below. below.
The student: The student: The student: You: Limited

i. outlines a plan for i. recalls and applies i. identifies strategies - Identifies a target group and explains in
improving physical skills and techniques that enhance limited detail the reason for choosing
performance and with limited success interpersonal skills them.
health - Displays limited statistics, facts, trends
1–2 ii. recalls and applies ii. lists goals to enhance and norms of target group.
ii. states the strategies and performance - Incorporates diagrams, graphs and charts.
effectiveness of a movement concepts - Describes health intervention, campaign,
plan based on the with limited success iii. summarizes app or program in limited detail.
outcome. performance. - Designs a plan of action with limited
iii. recalls and applies detail to assist target group to improve
information to their overall physical activity levels.
perform. - Lists: pros and cons of the program.
- Concluding statement is limited in
relevant results
- Referencing is limited or non-existent.

The student: The student: The student: You: Sound

i. constructs and i. demonstrates and i. identifies and - Identifies a target group and explains the
outlines a plan for applies skills and demonstrates reason for choosing them.
improving physical techniques with strategies that enhance - Displays statistics, facts, trends and norms
performance and limited success interpersonal skills of target group in a sound report format.
health - Incorporates diagrams, graphs and charts.
3–4 ii. demonstrates and ii. identifies goals to - Describes health intervention, campaign,
ii. outlines the applies strategies and enhance performance app or program in a sound way and
effectiveness of a movement concepts explains its benefits according to the
plan based on the with limited success iii. outlines and specific needs of target groups.
outcome. summarizes - Designs a sound plan of action to assist
iii. identifies and performance. target group to improve their overall
applies information physical activity levels.
to perform. - Suggests physical activity options.
- Evaluates health intervention, campaign
or program by including: pros and cons of
the program.
- Concluding statement is sound, and
represent the findings of the target
group.
- Some referencing is present throughout
task and a reference list is included.

The student: The student: The student: You: Well-developed

i. constructs and i. demonstrates and i. outlines and - Outlines a specific target group and
explains a plan for applies skills and demonstrates explains reasons for choosing them.
improving physical techniques strategies that enhance - Displays relevant and up to date statistics,
performance and interpersonal skills facts, trends and norms of target group in
5–6 health ii. demonstrates and a well-developed report format.
applies strategies and ii. identifies goals and - Incorporate relevant and up to date
ii. describes the movement concepts applies strategies to diagrams, graphs and charts.
effectiveness of a enhance performance - Describes health intervention, campaign,
plan based on the iii. identifies and app or program in a well-developed way
outcome. applies information iii. outlines and and explains its benefits according to the
to perform evaluates performance. specific needs of target groups.
effectively. - Designs a well-developed week long (7
day) plan of action to assist target group

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019
 to improve their overall physical activity
levels.
- Suggests suitable physical activity options.
- Critiques health intervention, campaign
or program by evaluating its effectiveness
including: pros and cons of the program,
and results achieved after using the
program.
- Concluding statement is well-developed,
specific, relevant, and represent the
findings of the target group.
- Reference is present throughout task as
well as an included reference list.

The student: The student: The student: You: Highly-developed

i. designs and i. demonstrates and i. describes and - Describes specific target group and clearly
explains a plan for applies a range of demonstrates explains reasons for choosing them.
improving physical skills and techniques strategies that enhance - Displays relevant and up to date statistics,
performance and interpersonal skills facts, trends and norms of target group in
health ii. demonstrates and a concise highly-developed report format.
7–8 applies a range of ii. outlines goals and - Incorporate relevant and up to date
ii. explains the strategies and applies strategies to diagrams, graphs and charts.
effectiveness of a movement concepts enhance performance - Describes health intervention, campaign,
plan based on the app or program in a highly-developed
outcome. iii. outlines and iii. explains and way and explains its benefits according to
applies information evaluates performance. the specific needs of target groups.
to perform - Designs a highly-developed week long (7
effectively. day) plan of action to assist target group
to improve their overall physical activity
levels.
- Suggests a creative range of suitable
physical activity options.
- Critiques health intervention, campaign
or program by thoroughly evaluating its
effectiveness including: pros and cons of
the program, results achieved after using
the program and suggestions/ strategies
to improve.
- Concluding statement is highly-
developed, specific, relevant, and
represent the findings of the target
group.
- Reference is present throughout task as
well as an included reference list.

AIA Kellyville – Fun Ways To Move – Grade 9 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2019