Australian International Academy, Kellyville Campus

Assessment Task Sheet

Name: __________________________________ Notification Date: 08 March 2021

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

UNIT INFORMATION
KEY CONCEPT: Change
RELATED CONCEPTS: Movement and Energy
GLOBAL CONTEXTS Personal and Cultural Expression
STATEMENT OF INQUIRY:
Physical activity can positively assist the development and improvement of one self.

UNIT TITLE: Move It OR Lose It

DUE DATES: See Below

MYP Criteria Outcomes:

Criteria B: Planning for Performance

Draft Due: Monday 15 March, 2021 including Venue and Equipment Booking Request Form.
Final Submission: Tuesday 23 March, 2021 on managebac
Performance: Tuesday 23 March, 2021 during lesson.

Criteria C: Applying and Performing

Due: Assessed ongoing during and throughout the UOW, including your involvement on assessment
day.

Criteria D: Reflecting and Improving Performance

Due: Friday 26 March, 2021 on managebac

NESA Outcomes:

PD5-4: adapts and improvises movement skills to perform creative movement across a range of dynamic
physical activity contexts
PD5-5: appraises and justifies choices of actions when solving complex movement challenges
PD5-9: assesses and applies self-management skills to effectively manage complex situations
PD5-10: critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive
relationships in a variety of groups or contexts
PD5-11: refines and applies movement skills and concepts to compose and perform innovative movement
sequences

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 Task Description:
CRITERIA B – Planning for Performance
In small groups, you and your group must use the provided documents to plan and create an inclusive, fun and
engaging activity which has a challenge component to it. You will host and run this for other Year 10 students
during PE lesson on Tuesday 23rd March, 2021. 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 also submit your draft and any planning/scaffolding you complete as a group to show your
working.

You should plan to have between 5 – 10 students at your group at any time on the day. The activity should last
for approximately 12 - 15 minutes. The activity needs to include the following elements:
- Team Work
- A Challenge
- Energy
- Communication
- Movement
- Emphasise fun, inclusivity, engagement and SAFETY!!

You will be assessed on the following on the day:

- How well you communicate with your group & the class
- How well your modified activity flows (i.e. cohesion)
- How creative it is
- Is the challenge element evident and suitable for the students
- How well your group shares the roles & responsibilities throughout the teaching & setting up of your
activity
- Your ability to clearly demonstrate the activity requirements
- Teaching with in the correct timeframe (12-15 minutes)

Your activity cannot just be soccer or another generic sport! You must create your own activity which addresses
the above.

CRITERIA C – Applying and Performing

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

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

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 worked together with your group throughout this task. Why?
- Did you implement all the key elements outlined above? How? Why / Why not?
- In what ways did your group challenge and motivate the younger students? What would you have
improved if you could re-do your task?
- What areas do you think you could have completed better overall? Why and How

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
ALL WORK MUST BE APPROPRIATLEY REFERENCED AND INCLUDE A BIBLIOGRAPHY
CRITERIA B: PLANNING FOR PERFORMANCE – DRAFT SCAFFOLD
Activity Name: Group Members:

Instructions on how the activity / challenge runs:

Important Rules and Safety Measures:

Equipment List Needed:

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
Diagram:

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

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 CRITERIA D: REFLECTING AND IMPROVING PERFORMANCE
Scaffold for YOUR DRAFT:
How well you feel worked together with your group throughout this task. How AND Why?

Did you implement all the key elements outlined in the task description? How? Why / Why not?

Justify how you believe your activity WOULD HAVE assisted the younger students to work on their
communication, team work and movement skills. Why and How?

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
What areas do you think you could have completed better overall during this group task? What and
How?

In what ways does your group activity allow the participants to demonstrate teamwork, movement,
energy and communication? What would you have improved if you could re-do your task?

Explain and evaluate your overall performance in PDHPE so far this semester. Your strengths,
weaknesses, ways/areas to improve, how you will improve, when, where, why, etc.

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 Venue and Equipment Booking Request Form

ACTIVITY:
GROUP
MEMBERS:
DATES TBC
REQUIRED:

PREFERENCE/LOCATION
1:

PREFERENCE/LOCATION
2:

EQUIPMENT REQUIRED:

Venue and Equipment Booking Request Form – Teacher Copy

ACTIVITY:
GROUP
MEMBERS:
DATES BOOKED: TBC

LOCATION BOOKED:

EQUIPMENT
BOOKED:

TEACHER SIGN OFF:

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 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.

Move It Or Lose It – MYP Yr. 5 – Grade 10 – 2020

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
AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 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 activity.
i. outlines a plan i. recalls and i. identifies strategies - Limited diagram of your activity.
for improving applies skills and that enhance - Limited instruction for your activity.
physical techniques with interpersonal skills - Limited use of rules for your activity to insure it is
performance and limited success safe, enjoyable & relevant.
health ii. lists goals to enhance - Limited presentation of your theory component.
ii. recalls and performance - Limited communication skills used when presenting
ii. states the applies strategies modified activity.
effectiveness of a and movement iii. summarizes - Limited set up & pack up of equipment.
plan based on the concepts with performance. - Limited sharing of roles & responsibilities (theory
1–2 component & practical component).
outcome. limited success
- Limited/NO challenge element.
iii. recalls and - Limited demonstrations of the skill & activity.
applies information - No discussion with class before the activity.
- No breakdown of the skills involved.
to perform.
- No use of group dynamics to encourage full
involvement in your modified activity.
- Modified activity 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 activity
assisted younger students to achieve the required
outcomes and where you think you should/could have
improved.
- Reference list is limited or not included.
- Participation in other groups presentation was
unsatisfactory. It showed limited engagement and
participation.
The student: The student: The student: You: Sound
- Sound name & equipment list for your activity.
i. constructs and i. demonstrates and i. identifies and - Sound diagram of your activity.
outlines a plan for applies skills and demonstrates strategies - Sound instruction for your activity.
improving techniques with that enhance - Sound use of rules for your activity to insure it is safe,
physical limited success interpersonal skills enjoyable & relevant.
performance and - Sound presentation of your theory component.
health ii. demonstrates ii. identifies goals to - Sound communication skills used when presenting
and applies enhance performance modified activity.
ii. outlines the strategies and - Sound set up & pack up of equipment.
effectiveness of a movement concepts iii. outlines and - Sound sharing of roles & responsibilities (theory
3–4 component & practical component).
plan based on the with limited summarizes
outcome. success performance. - Sound challenge element.
- Sound demonstrations of the skill & activity.
iii. identifies and - Sound discussion with class before the activity.
- Sound breakdown of the skills involved.
applies information
- Sound use of group dynamics to encourage full
to perform.
involvement in your modified activity.
- Modified activity 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 activity
assisted younger students to achieve the required
outcomes and where you think you should/could have
improved.
- Reference list is sound.
- Participation in other groups presentation showed
some participation and engagement.
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 activity.
explains a plan applies skills and demonstrates strategies - Well-Developed diagram of your activity.
for improving techniques - Well-Developed instruction for your activity.
AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020
 physical that enhance - Well-Developed use of rules for your activity to insure
performance and ii. demonstrates interpersonal skills it is safe, enjoyable & relevant.
health and applies - Well-Developed presentation of your theory
strategies and ii. identifies goals and component.
ii. describes the movement concepts applies strategies to - Well-Developed communication skills used when
effectiveness of a enhance performance presenting modified activity.
5–6
plan based on the iii. identifies and - Well-Developed set up & pack up of equipment.
outcome. applies information iii. outlines and - Well-Developed sharing of roles & responsibilities
to perform evaluates performance. (theory component & practical component).
effectively. - Well-Developed challenge element.
- Well-Developed demonstrations of the skill & activity.
- Discussion with class before the activity.
- Breakdown of the skills involved.
- Use of group dynamics to encourage full
involvement in your modified activity.
- Modified activity 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
activity assisted younger students to achieve the
required outcomes and where you think you
should/could have improved.
- Reference list is well-developed.
- Participation in other groups presentation was mostly
enthusiastic and engaged.
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 activity.
explains a plan applies a range of demonstrates strategies - Highly-Developed diagram of your activity.
for improving skills and that enhance - Highly-Developed instruction for your activity.
physical techniques interpersonal skills - Highly-Developed use of rules for your activity to
performance and insure it is safe, enjoyable & relevant.
health ii. demonstrates ii. outlines goals and - Highly-Developed presentation of your theory
and applies a range applies strategies to component.
ii. explains the of strategies and enhance performance - Highly-Developed communication skills used when
effectiveness of a movement concepts presenting modified activity.
7–8 - Highly-Developed set up & pack up of equipment.
plan based on the iii. explains and
outcome. iii. outlines and evaluates performance. - Well-Developed sharing of roles & responsibilities
(theory component & practical component).
applies information
- Highly-Developed challenge element.
to perform
- Highly-Developed demonstrations of the skill &
effectively.
activity.
- Discussion with class before the activity.
- Breakdown of the skills involved.
- Use of group dynamics to encourage full
involvement in your modified activity.
- Modified activity 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
activity assisted younger students to achieve the
required outcomes and where you think you
should/could have improved.
- Reference list is highly-developed.
- Participation in other groups presentation was highly
enthusiastic and engaged.

AIA Kellyville – Move It Or Lose It – Grade 10 – MYP Yr. 5 – Task Outline & Assessment Criteria – 2020