Inspiration::Integrity::Achievement

TKS – MYP 3 (Grade 7) Physical & Health Education

Unit 1: Movement - “Circus” - Summative Assessment on Criteria B, C, & D

Unit Description
Global Context Personal and Cultural Expression
Key Concept Relationships
Related Concepts Interaction, Function
Statement of Inquiry Exploring our relationships and roles may extend our creativity
ATLs Creative Thinking Skills, Communication: Communicating through interaction
Command Terms Apply, Demonstrate, Describe, Design, Evaluate, Explain, Identify, List, Outline, Recall, State, Summarize

In this unit, students will explore gymnastic movements that showcase how relationships can improve creativity. They will work in
small groups to strategize ideas and movement concepts to create a sequence to perform to the class. They will outline goals and
design a plan to improve their performance, taking into consideration Force, Space, Time, and Relationships/Formations. The unit
focuses on creativity and freedom, allowing students to express themselves in a group situation.

For this assessment, you will be required to:

● construct and perform a movement sequence in a group of three (3) to portray a circus routine
● analyse your first performance
● identify a goal to improve your performance
● identify and demonstrate collaboration skills that can be used to improve your performance
● create a plan to improve your health and performance, and practise it
● perform a final movement sequence
● evaluate the effectiveness of your plan

Task 1: Design a circus-themed gymnastic performance that shows how relationships can improve creativity (Bii)

In groups of three explore the movement concepts and skills in the table below using the influence of circus and then create and
perform the sequence. (Ci,ii,iii)
● demonstrate a range of group relationships and formations
● duration 1 ½ - 2 minutes
● music: https://www.youtube.com/watch?v=8LQftYK2n8o (optional)
● applies the following movement concepts to extend the creativity and expression:

Movement Concept Examples

SPACE (use of area) High/low levels, directions, internal space, space with partner etc
 FORCE (strength/power) Dynamics, momentum, release of energy, different speed, weight, take off, landing, transfer of weight,
taking weight etc

TIME (sudden, sustained, rhythmic) How long you perform each move: partner timing: unison, canon, music, rhythm, phrasing, tempo,
sustained, sudden moves

GROUP RELATIONSHIPS/FORMATION (how side by side, back to back, face to face, opposites attract, canon/unison, different numbers together,
people are positioned and move in relation to each mirror, confrontational, question-answer etc
other)

Movement Skill Examples

ROTATION:skills that move Spin, twist, turn: rolls/vertical horizontal spin/cartwheel

around an axis:

BALANCE: skills that maintain Stationary, point/patch balances, partner balances, arabesque, handstand, bridge,
body position without movement head/hands/different points of contact etc

TRAVEL: skills moving from one Leap, spring, walk, slide, chasse skip etc
place to another

Flight skills (Travel in the air) Jumps, leap, turn, vault, roll (dive)

Health Well-being Examples

Social well-being family relationships, friendships, and other interpersonal relationships; feelings of belonging,
compassion, and caring; and social support e.g consider others, fairness, leadership skills, accept roles
and responsibilities, being part of a team, being included, helping others,

Task 2: Video your performance, watch it on your own and then explain and evaluate your own performance (Diii): Having
watched your performance, identify areas of strength and areas to improve, giving reasons and examples. Consider the movement concepts and
your group relationships (time, space, force, relationships/formation) listed above when explaining and evaluating your performance.

Task 2a. (Diii) : Own observations: I think the strengths in my performance are the movement concept/s of

Strengths Explain why you’ve selected this as a strength Example from movement sequence
(Identify the movement concept) (Include screenshot and description)
Is it time, space, force,
relationships/formation?

Space We have used the whole space given and made

it look good.

We did a cartwheel to enter the centre of the mat from

three different areas of the mat. We had fore/back
ground in the centre of the mat using ribbons.
Relationships We used many different types of relationships
such as unison, question and answer, etc.

In the first, we together did cartwheel then we had to

throw rings by another person throwing one and
another person throwing the other ring.

2b. (Diii) I think the areas of my performance to improve are the movement concept/s of

Area to Improve Explain why you’ve selected this is an area to Example from movement sequence
(Identify the movement concept) improve (Include screenshot and description)
Is it time, space, force,
relationships/formation?

Cartwheel I have to improve in my handstand I use my palm as a support than my fingers since I use
my fingers to support my whole during handstand

Ring throw I have to improve coordination with my partner I throw it down and not to my partner’s hand which
on throwing. makes it hard for me to catch it c=back.

Task 3a: Outline ONE goal (must be a movement concept from task 2b) to improve your performance of the sequence (Bi)

What is your goal? What do you want to accomplish?

My goal is fixing my cartwheel and timing

When will it take place (duration)? 4 sessions: -

How many sessions/classes until the summative performance? 3 days for practice and final session is performance

Why did you choose this goal? I need to not bend my knees and make sure I use my palm for support. I need make
What are the reasons why this needs to be improved? sure I memorise the choreography so that I will reach the correct place faster.

How will you achieve your goal? I will take videos and practice so that I can’t find my mistake and ask others to spot
What will you do to help you achieve your goal? me.
 Task 3b: Explain how SOCIAL well-being will be developed, while focusing on your chosen goal.
I will ask others for ideas on how to do my goal. I will ask others for comments and correct it.

Task 3c: Describe the collaboration skills that you will apply to your group work to help you achieve your goal (Di)

Using the mind map above, describe the collaboration skills you Demonstrate how this will help the functioning of your group.
will apply to your group work.

Listening to others It will help on improving the choreography and remould it.

Giving and receiving feedback This will improve my ideas and I will provide a more defined idea.

Task 4: Design and explain a plan for improving your movement performance and health (Bii).
Based on your analysis and goal setting in Tasks 2 and 3, design and explain a plan to achieve your goals and improve your performance.
❏ Only plan for the moves relating to your GOAL in Task 3a

Identify the
Explain what needs to improve from Explain how the SOCIAL dimension of
Movement Give detailed steps used to improve
the first performance? health will be developed
concept

Eg. TIME When performing my cartwheels, my My social health will be developed

Cartwheel knees are bent and I am not moving
in the space smoothly. Because of this
my timing is off with the rest of my
group. This makes my cartwheels and
our performance look messy and
unprofessional.
1. Cartwheel over mat x 10 because I will be trying to perfect my
2. Cartwheel over low vault 10 x technique for a cartwheel and I will seek
3. Repeat with spring board assistance from my partner. I will have
4. Practice Cartwheel x 5 each way them look at my cartwheel and give me
feedback on what I’m not doing well.

Eg. TIME From the first performance I need to
Work on the perform the 1st backward roll in time
timing for the with my partner so we have partner
1st backward timing and so we are in sync together
roll. and with the music. As we are
completing the movement out of time
and we are waiting for each other or
rushing into the next move.
1. Practice the backward roll together x 5. Be
sure we have the same positioning (on
bums and weight forward) before we start
the move.
2. Be sure we have the forward roll together
and wait and hold this movement (get the
practiced positioning) for 3 seconds before
attempting the backward roll. 5/10
3. Practice the backward roll with the
This is improving my social dimension as I
am collaborating with my son, being
patient with him and the others around
causing interruptions. Good to play around
with the boys and have some fun,
strengthen our relationship, get us
communicating and develop their skills
and teach my sons how to do forward rolls
and backwards rolls.
 forward beforehand x 5 times - find the
cue in the music.

Reflections:
Date:
What did I work on today?
We worked on practicing our ending and middle part. We aimed on completing the whole practice in the choreography but
unfortunately, we couldn’t.
What progress did I make?
We made progress in improving our steps and timing.
What are my next steps?
My next steps are to complete my cartwheel and completing our whole choreography so that we can practice.
How did I use my collaboration strategy today?
I used it very well and with everybody’s coordination we were able to complete the choreography and move forward on practicing.
___________________________________________________________________________________________________
Date:
What did I work on today?
We worked on our first choreography and we completed the whole choreography with all ideas combined. I did not bend my legs when
I did the cartwheel when I was concentrated but it wasn’t the same when I had to do it faster.
What progress did I make?
We made progress in throwing the rings faster and making sure that the rings will reach both our hands. I also made progress in making
a cartwheel while doing our choreography
What are my next steps?
I should work on doing my cartwheel without any thinking (with confidence) and have the choreography memorised.
How did I use my collaboration strategy today?
We used it well. We were able to share ideas and give a more defined way of explanation in the choreography and helped us
understand each other.

Task 5: Explain how your performance and health improved as a result of what you planned. (Dii) FINAL VIDEO
Using the table above (task 4) and your performance video, compare your first and final performance.
How did your overall health improve as a result of what you planned? Focusing on Social & Physical health. (Bii)

Did you achieve your goal? Give evidence of a screenshot (from formative video and an after screenshot from the summative and write a sentence
comparing the photos to show the difference is there an improvement or no improvement).

formative summative
No, I did not achieve my goal of making a not bending cartwheel
I say this because my cartwheel was good in formative with my legs not bent but in the summative, my legs fell down onto the mat and I jumped off.

Was your summative performance better than your formative performance and how? If not, why not? Give examples with screenshots.
My summative performance was good since we had a well choreography holding capability. We had our choreography going smoothly.
Some examples that demonstrate this are we did our throwing correctly and another example is we had our mat stand going smoothly with no stuck in
between and having our ending good.
Other things I noticed in my performance to make it better was making sure we do our cartwheel in unison. I say this because I was a bit late whereas,
Rita got in a bit early which made our choreography looked a bit not synced.
How did your plan help you to achieve your goal?
If it didn’t, why? What could you have done better? Give specific examples of movements you planned to improve and the outcome.
My plan helped me as in my steps as I focused on collaboration, cooperation and communication with my teammates and my goals.
I practiced my cartwheel 10 times and for 2 hours.

How did your overall health improve as a result of what you planned? Focusing on Social & Physical health. (Bi EXPLAIN AND GIVE examples in how it
makes you feel/look
Overall, my (physical/mental/socially) wellbeing improved/ did not improve.
I say this because I was always sharing ideas and getting ideas which made us know each other even more and this ended up onto making my
wellbeing and others better. Because we all had our own preferences and perspectives which we added into our choreography like we didn’t want to
do the throwing first but then we did a foreground and background which made it look better as a performance. We also made sure that we give
everyone a chance in speaking and giving their ideas and listened to each other and worked together as a team more than as an individual.

Task 6: During the development of your group performance, you worked collaboratively with your group to create a creative movement
sequence with a circus theme. (Di)

6a. DESCRIBE how you contributed to your group's planning? (give specific examples) or EXPLAIN how you created your performance….

I worked well with my partner because I was always listening and giving ideas which was added into our choreography. As an example, we didn’t think
about cartwheels until we all started talking about gymnastics. We also first thought of having the mat already on the area of performance but then
after we thought of having deborshmi bring the mat which made it more with flows. We created our performance starting with cartwheels then when
I was just playing with the rings, Deborshmi thought of throwing the rings and catching it. Then, when we saw ribbons, we thought of using them in
the end or in the middle of the choreography. Rita then asked if we could put it’s a foreground and a background to make it look more graceful. We
worked with more motivation since Rita filmed every single session which was a great idea on making sure we remember the choreography. I made
sure I checked the time so that we can finish our goal of the day. Then Deborshmi made sure that she kept all of the ideas noted down so that we can
know about what/when we can add the ideas that are said.

6b. DESCRIBE a challenging situation you faced when working together.

EXPLAIN!!!!!! GIVE examples. e.g., motivation, space, ideas, lack of equipment, not working with friends, feedback, support from teacher
The first two days we were still working on the first starting choreography since there were people with different ideas and explanations of adding it
into the choreography and whenever we thought of a new move, one or the other wasn’t able to do it. We definitely needed a collaboration with each
other. Also, sometimes the choreography is a really good add on but it doesn’t look good according to the camera but better as a live performance.
Once, we had an idea of making a cartwheel and entering but during that time I wasn’t able to do a cartwheel though I did learn it in the past, Rita
wasn’t able to give a full cartwheel and Deborshmi was able to do it. It was a great idea but not everyone was able to do it. Sometimes, one or the
other had bad times with their physical like straining their arms but didn’t want to share it since they thought it will slow down the process of making
the choreography which was another situation where anyone could get hurt due to that like one day, Deborshmi had her leg strained a bit but didn’t
let us know but later she said about it at the end of the class rather than the beginning of the class.

6c. Describe what you and your group did to overcome this challenge to create a positive working relationship

Describe how you overcame some of these challenges, how did you come to an end product? Then give examples on what steps you took...
We were really open about it and shared feedback about our last two days and we made it more defined and cancelled/added the ideas given
respectfully and used It in the upgoing moves for the choreography. After we started doing this, we weren’t having any challenges wince we always
communicated, we made sure no one had any problem by having assigned work for each of us from the start to the end of the session. For example,
Deborshmi and I took the mat and Rita took the equipment. We were able to make changes by sharing ideas and taking videos. As an example, we
changed the part where first everyone used ribbon but it just looked so awkward with all the different shapes made with it and after that we changed
it onto a straight line and I was only using the ribbon by taking videos and checking it Then, everyone gave ideas; Rita recorded it, Deborshmi made
sure she had the ideas for future moves and I had a check with the timing.
Task 7: ePortfolio Reflection
❏ How do you ensure people know that you have taken account of their views?
 I give out a reply or say ‘I agree’ or ‘I disagree’ so that they know that I have also considered their view and made
changes accordingly.
❏ Think about a time when your active listening skills really paid off for you. What was the situation? What
did you achieve?
 There was a situation where we had to change the middle choreography because we didn’t have the
choreography going smoothly which made us to think if we had to add it or not. During that time, there were
many ideas, views, agreements and disagreements. I was listening the whole time and I gave an combination
with all the ideas that the others gave which was later added into the choreography. I think if I didn’t listen
during that time, we wouldn’t have had a good move into the choreography.
How did you use your creative thinking skills during this unit? Answer these as honestly as you can
 The first day, I was lost. I didn’t know where we were going to start and I clearly didn’t know about what are the moves I could think of. But
the final two days is when I thought used my mind to add extra moves or define it even more particularly while doing the cart wheel. I also
think that during the practices, we had problems such has time was very crucial so we had to cut down or do choreography faster which made
my brain to work really fast since we had only 3 days and we had to get all of the things done. So, when we did our ending, we were
supposed to do backbends together. That was the idea but we didn’t know how to arrange for 3 people. I was picturising the moment and
thought of an equilateral triangle with foreground and background since that is the only good-looking (for the audience) shape with three
people participating in it which is one of the examples for y creative thinking skills. In conclusion, I think my thinking skills improved from
each session (better than the past session but less than the next session) with the help of my teammates and the choreography we had to do.

Grade 7 - MYP 3 - Physical & Health Education Movement Assessment

TKS - MYP 3 (Grade 7 & 8) Physical & Health Education Assessment Objectives
Movement: ‘Circus’ - Task Specific Criteria for Grade 7
Objectives Descriptors Task Level
Specific Clarifications (Maximum: 8)

OUTLINES(Bi) The student:

- goals to enhance movement ● outlines TWO goals
performance
Criteria B -a personal goal to improve a specific 1-2: Minimal, Limited
DESIGNS & EXPLAINS(Bi) movement concept (relationship,
- a plan for improving physical time, space, force) 3-4: Some, Adequate
Planning for performance and health
Performance - a collaboration goal to improve 5-6: Sufficient,
working with others Competent

● designs and explain a 2-week plan for 7-8: Extensive,

improving your circus-inspired group Complex,
performance and social health and
Sophisticated
wellbeing while collaborating with your
group

● explains how SOCIAL well-being will be

developed, while focusing on chosen
collaboration goal

DEMONSTRATES and APPLIES The student:

- a range of skills and
techniques (i)
Criterion C
- a range of strategies and
movement concepts (ii)
● demonstrates and applies a range of
gymnastic skills and techniques
Eg. jumps (tuck, straddle, star, pike), 2 or 3 person
 Applying & formations, lift & carry, rolls, balances, weight on
hands 1-2: Minimal, Limited
Performing OUTLINES and APPLIES
- information to perform ● demonstrates and applies a range of 3-4: Some, Adequate
effectively (iii) strategies and movement concepts
(relationships, force, space, time to 5-6: Sufficient,
create a performance Competent
Eg.
Relationships:a range such as unison, canon, 2-3 7-8: Extensive,
formations, question and answer, mirroring,
Complex,
confrontational, face to face, side by side
Sophisticated
Timing: partner timing: unison, canon, music,
rhythm, phrasing, tempo, sustained, sudden moves
Force: Dynamics, momentum, release of energy,
different speed, weight, take off, landing, transfer
of weight, taking weight
Space: High/low levels, directions, internal space,
space with partner

● outlines and applies information to

perform effectively

Eg. Quality of moves, creativity. memorise,

confident when performed, flair

Criteria D DESCRIBES & DEMONSTRATES (Di) The student: 1-2: Minimal, Limited
Reflecting and
- strategies that enhance ● Describes the collaboration skills that you 3-4: Some, Adequate
Improving interpersonal skills applied to your group work to help you
Performance achieve your goal 5-6: Sufficient,
EXPLAINS (Dii) Competent
- the effectiveness of a plan ● explains how your performance and
health improved as a result of what you
based on the outcome 7-8: Extensive,
planned
Complex,
EVALUATES (Diii) ● explains and evaluates your own Sophisticated
- evaluates performance performance from watching a video/
gathering feedback and analysing your
performance

ATL SKILLS

Apply existing knowledge to generate new ideas, products or processes.

Thinking: Creative ● Create original works and ideas taking prompts from video, literature, film and
brainstorm circus moves; use existing works and ideas in new ways.

Communication: Communicating through ● Interpret and use effectively modes of non-verbal communication
interaction ● Give and receive meaningful feedback.
● Negotiate ideas and knowledge with peers and teachers.
 Command Terms
Apply Use knowledge and understanding in response to a given situation or real circumstances

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 judgements in relation to selected criteria

Explain Give a detailed account

Outline Give a brief account