AUSTRALIAN INTERNATIONAL SCHOOL, Dhaka

Summative Assessment

Subject: Physical and Health Education                                 MYP 2/Year 7

Unit Title: Health, Team Game (Basketball)                                                                                         Term: 2
Duration: 40 minutes
Students Name:    Moumita Naz Alam, 7A (2020-21)                                                                                          
Date: 29/11/20

Statement of Inquiry:
Health: Systems interact and function to support and improve physical performance.
Team Game (basketball): Changes in movement techniques can impact performance and energy.

A B C D
Criterion Knowing and Planning for Applying and Reflecting and improving
understanding performance performing performance
Level 7 7 7 7
Achieved
Teacher’s Signature: __Jamil_Parvez______________

Meeting is required to discuss the performance of the assessment:

Yes     No

Parent’s Signature: __________________

Task Specific Clarification

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 2, students should be able to:
i. describes physical health education factual, procedural and conceptual knowledge 
ii. apply physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations
iii. apply physical and health terminology effectively to communicate understanding.

Achievement Level descriptor Student’s

level Achievement Level
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. recalls physical and health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in
familiar situations
 iii. applies physical and health terminology to communicate understanding with limited success.
3-4 The student:
i. states physical and health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar
situations 
iii. applies physical and health terminology to communicate understanding.
5-6 The student: 
i. outlines physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to describe issues to solve problems set in familiar
situations and suggest solutions to problems set in unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
7-8 The student:
i. describes physical health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to explain issues and solve problems set in familiar and
unfamiliar situations
iii. applies physical and health terminology consistently and effectively to communicate understanding.

Criterion B: Planning for performance

Maximum: 8
At the end of year 2, students should be able to:
i. design and explain a plan for improving physical performance and health
ii. explain the effectiveness of a plan based on the outcome.

Achievement Level descriptor Student’s Achievement Level

level
0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student:
i. outlines a plan for improving physical performance and health
ii. states the effectiveness of a plan based on the outcome.
3-4 The student:
i. constructs and outlines a plan for improving physical performance and health
ii. outlines the effectiveness of a plan based on the outcome.
 5-6 The student:
i. constructs and explains a plan for improving physical performance and health
ii. describes the effectiveness of a plan based on the outcome.
7-8 The student:
i. designs and explains a plan for improving physical performance and health
ii. explains the effectiveness of a plan based on the outcome.

Criterion C: Applying and performing

Maximum: 8
At the end of year 2, students should be able to:
i. demonstrates and apply a range of skills and techniques
ii. demonstrate and apply a range of strategies and movement concepts
iii. outline and apply information to perform effectively.

Achievement Level descriptor Student’s Achievement Level

level
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. recalls and applies skills and techniques with limited success
ii. recalls and applies strategies and movement concepts with limited success
iii. recalls and applies information to perform.
3-4 The student:
i. demonstrates and applies skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited
success
iii. identifies and applies information to perform.
5-6 The student:
i. demonstrates and applies skills and techniques
ii. demonstrates and applies strategies and movement concepts
iii. identifies and applies information to perform effectively
 7-8 The student:
i. demonstrates and applies a range of skills and techniques
ii. demonstrates and applies a range of strategies and movement concepts
iii. outlines and applies information to perform effectively

Criterion D: Reflecting and improving performance

Maximum: 8
At the end of year 2, students should be able to:
i. describes and demonstrate strategies to enhance interpersonal skills
ii. outline goals and apply strategies to enhance performance
iii. explain and evaluate performance.

Achievement Level descriptor Student’s Achievement Level

level
0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student:
i. identifies strategies that enhance interpersonal skills
ii. lists goals to enhance performance
iii. summarizes performance.
3-4 The student:
i. identifies and demonstrates strategies that enhance interpersonal skills
ii. identifies goals to enhance performance
iii. outlines and summarizes performance.
5-6 The student:
i. outlines and demonstrates strategies that enhance interpersonal skills
ii. identifies goals and applies strategies to enhance performance
iii. outlines and evaluates performance.
7-8 The student:
i. describes and demonstrates strategies that enhance interpersonal skills
ii. outlines goals and applies strategies to enhance performance
iii. explains and evaluates performance.
 Question Task

1. What is well-being? How can you develop your well-being?

 Ans1:  Wellbeing is the state of being comfortable, healthy or happy. Even though happiness is an integral part of your
personal wellness, it includes other things such as the fulfillment of long-term goals, your sense of purpose and how in control
you feel in your life. Complete wellbeing is interconnected dimensions or a blending of the factors given below:

 Physical wellbeing
 Economic wellbeing
 Social wellbeing
 Development and Activity
 Emotional wellbeing
 Psychological wellbeing
 Life satisfaction
 Domain-specific satisfaction

Developing wellbeing contains:

 Practice good all-round self-care. Prevention is better than cure when it comes to wellbeing.
 Take a break
 Maintain a positive work/life balance
 Communicate
 Utilize employee support
  Practice mindfulness

2. Outline healthy ways to increase immunity. How to stay fit and healthy in COVID pandemic? 

Ans2: Healthy ways to increase immunity:

 Maintain a healthy diet

 Exercise regularly
 Hydrate
 Get plenty of sleep
 Minimize stress

How to stay fit and healthy in Covid pandemic:

 Maintain personal hygiene

 Eat a balanced diet
 Remember to exercise
 Hydrate yourself
 Lower stress
 Maintain proper sleep routine

3. What is the cardiovascular system? How do we keep the cardiovascular system healthy?
 
Ans3: The cardiovascular system is made of the heart, lungs and veins and is responsible for the flow of blood, nutrients and
oxygen throughout the body.
 
Ways to keep cardiovascular system healthy:
 
 Quit smoking
 Do regular exercise
 Control cholesterol
 Maintain a healthy weight
 Drink more water
 
 
4. How basketball game was invented? Name different types of move in basketball (5 movement name).
 
Ans4: Naismith put the baskets at each end of the gym, nailed 10 feet above the floor. The teams each had nine players.
Naismith threw the ball in the air for the first tipoff. On December 21, 1891, the game of basketball was born in Springfield,
Massachusetts.
 
Different moves in basketball:
 
 Spot dribbling
 Crossover dribbling
 Straight layups
 Turnaround shot
 Chest pass
 
5. You know there are some similarities between handball and basketball game. How will you use your basketball
experience to handball game?
 
Ans5: Handball is similar to basketball, players that possess the ball must dribble it, with the exception of three steps that
they're permitted to take without dribbling. Players are permitted to either pass, dribble or shoot the ball.
 
 

6. Imagine you are a coach or a player, you need to make a solid plan to enhance skills and performance of your new
basketball team.
Ans:
 
 
Warm up  Slow jogging
 Stretching
 Jumping Jacks
 High Knees
 Lunges
 Russian Twists
Stamina Drills  Shuttle Running
 Interval Running
 100 m Sprint
 50 m Sprint
Practice  Positioning
  Passing
 Ball handling
 Blocking
 Screening
Main Set  Spot Dribbling
 Passing and Shooting
 Positioning and Formatting
 Small Game
 Full Game
Cool Down  Light jogging
 Stretching
 

7. Outline what is violation in basketball?

Ans7: A violation is an infraction of the rules.

 Player out of bound

 Ball out of bound
 No double Dribbling
 Travelling
 3-second violation
 24-second Violation
  8-seconds violation

 Criterion C: applying and performing has been taken as assignment in Google Classroom.
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