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Criterion A: Knowing and Understanding
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Today, we're exploring Criterion A, which focuses on knowing and understanding. Can someone tell me what that means in the context of our assessment?
It means we need to show our knowledge about topics like anatomy and physiology.
Exactly! We'll be creating written reports and infographics. Remember the PEE structure? Point, Evidence, Explanation—this will help us present our ideas clearly!
How do we get graded on our reports?
Great question! We use a rubric where the best work comprehensively explains concepts with detailed examples. If you miss details, your score may drop.
Can we incorporate visuals in our work?
Absolutely! Infographics are a great way to illustrate concepts like energy systems and muscle contraction, making your presentation more engaging.
So, if we include visual elements, does it help our scores?
Yes! Clear visuals that enhance understanding can lead to a higher score according to our rubric. Let's summarize: use PEE for your reports, incorporate infographics, and understand what the rubric requires for high marks.
Criterion B: Planning
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Moving on to Criterion B, planning involves creating an 8-week training program. What's the importance of setting SMART goals in this context?
SMART goals make sure our objectives are specific, measurable, achievable, relevant, and time-bound!
Exactly! Each goal aids clarity in your training outcomes. Additionally, you'll conduct a risk assessment; can anyone share what that might involve?
Evaluating potential hazards before starting our training?
Correct! You'll document hazards and propose control measures. Your plans will be graded on thoroughness and realism. Remember, minor gaps can reduce your marks.
What layout should we use for planning?
Your task template includes a title page, objectives, and a weekly breakdown. Make sure everything is organized!
So, if my plan covers everything and justifies my methods well, I should score highly?
Absolutely! Plan well, be detailed, and understand the rubric for successful outcomes. Let's recap: SMART goals guide your training, risk assessments check safety, and thorough planning ensures high scores.
Criterion C: Applying and Performing
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Criterion C focuses on application and performance. What does that mean for you?
We need to demonstrate our skills and record ourselves.
Exactly! You’ll execute three skills and provide recorded evidence, which you will annotate. Why do you think self-evaluation is important here?
To see our strengths and areas to improve?
Yes! Understanding your technique is crucial. The rubric indicates that performance fluency and accuracy will determine your score. Remember to avoid mistakes!
How do we make the checklist?
Great question! Your checklist should include all skills and the date performed. Annotate your techniques and self-evaluation notes clearly.
So we need to ensure our efforts show consistency in performance?
Absolutely! Consistency helps validate your improvement journey. To summarize: execute your skills accurately, annotate your videos, and use self-evaluation to enhance learning.
Criterion D: Reflecting and Evaluating
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Lastly, let's focus on Criterion D, where you’ll reflect on your learning. Why is reflection crucial?
It helps us understand our progress, right?
Exactly! You’ll write a reflective essay using a model like GROW. Can anyone explain that model?
GROW stands for Goals, Reality, Options, and Will, right?
Precisely! It structures your reflections. You’ll also summarize feedback from peers. Why should we analyze this feedback?
To create actionable steps for improvement?
Exactly! A well-structured action plan will help guide your future learning. Let’s recap: reflection is vital for growth, use structured models like GROW, and leverage feedback to formulate your plans.
Introduction & Overview
Read a summary of the section's main ideas. Choose from Basic, Medium, or Detailed.
Quick Overview
Standard
The section details the methodologies for designing summative assessment tasks across IB criteria A (Knowing and Understanding), B (Planning), C (Applying and Performing), and D (Reflecting and Evaluating). It includes task designs, mark schemes, templates, and guidelines for compiling related portfolios, reflecting on learning, and delivering impactful project presentations.
Detailed
Summative Assessment Tasks Across Criteria A–D
This section focuses on creating summative assessments that allow students to reflect their comprehensive knowledge and skills within the context of Physical and Health Education. The tasks are categorized according to the IB assessment criteria:
Criterion A: Knowing and Understanding
Students will design a written report and visual infographics, utilizing the PEE (Point–Evidence–Explanation) structure to articulate key concepts of anatomy, physiology, and training principles. A rubric is provided for grading clarity.
Criterion B: Planning
An 8-week training plan coupled with a risk assessment task guides students in setting SMART goals while considering risk management. Again, a detailed rubric evaluates the effectiveness of the plans produced.
Criterion C: Applying and Performing
This criterion emphasizes practical performance through skill demonstration and video recordings. A checklist and self-evaluation are included as part of the assessment process to ensure thorough understanding and technique improvement.
Criterion D: Reflecting and Evaluating
Students will write a reflective essay on personal progress and feedback received, accompanied by peer evaluations. A structured reflection model such as GROW may be utilized.
Finally, the section underscores the importance of compiling all work into a comprehensive portfolio with specific templates outlined for efficient organization of evidence.
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Criterion A: Knowing and Understanding
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1.1 Criterion A: Knowing and Understanding
1.1.1 Task Design
- Written report: 1,200–1,500 words explaining anatomy, physiology, and training principles covered in course.
- Visual infographics: Create two A3 posters illustrating (a) energy systems, (b) muscle contraction process.
- Technique: Use PEE (Point–Evidence–Explanation) structure for each concept.
Detailed Explanation
Criterion A requires students to demonstrate their knowledge and understanding through various tasks. The tasks include writing a detailed report about anatomy and physiology and creating visual infographics. The written report should be between 1,200 to 1,500 words and cover key topics learned in the course. Infographics should visually represent complex processes like energy systems and muscle contractions. Importantly, students should use the PEE structure, which involves making a point, providing evidence, and explaining it further.
Examples & Analogies
Think of it like preparing a presentation for a science fair. You need to explain your topic clearly (the written report) while also making it visually appealing (infographics) to help others understand complex ideas, just as you would engage an audience with a vibrant display at a fair.
Criterion A Markscheme Rubric
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1.1.2 Markscheme Rubric
Level Descriptor Marks
- 7–8 Comprehensive, accurate explanations with detailed examples.
- 5–6 Clear understanding; minor omissions or inaccuracies.
- 3–4 Basic definitions; limited examples; several inaccuracies.
- 1–2 Minimal knowledge; inaccurate or incomplete.
Detailed Explanation
The markscheme rubric for Criterion A outlines how students will be assessed based on their understanding and explanation of the topics. A score of 7 to 8 indicates that the work is comprehensive and accurate, with thorough examples backing up the claims. Scores in the 5 to 6 range reveal a solid understanding but may have minor inaccuracies. A 3 to 4 score suggests basic understanding but with several inaccuracies, while scores of 1 to 2 indicate a lack of knowledge or incomplete work.
Examples & Analogies
Imagine grading a presentation in school. A presentation that is well-researched and filled with examples would earn an 'A' while one that has a few gaps might receive a 'B' or 'C.' Similarly, if a presentation is poorly done with clear inaccuracies, it would get an 'F,' illustrating how this rubric helps instructors fairly evaluate understanding.
Criterion B: Planning
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1.2 Criterion B: Planning
1.2.1 Task Design
- Training plan: 8-week progressive program for improving aerobic capacity; include SMART goals, periodization, session plans.
- Risk assessment: Use provided risk matrix to evaluate hazards, control measures, emergency procedures.
Detailed Explanation
Criterion B focuses on planning, where students are required to design a comprehensive training plan aiming to improve aerobic capacity over eight weeks. This plan must include SMART goals—specific, measurable, achievable, relevant, and time-bound—along with details about periodization (planning training cycles) and individual session plans. Additionally, students must conduct a risk assessment using a risk matrix to identify potential hazards and outline control measures and emergency procedures.
Examples & Analogies
Think about it like planning a road trip. You need to map your route (training plan), set timelines for when you want to reach each destination (SMART goals), consider potential pitfalls like car trouble (risk assessment), and have contingency plans for what to do if things don't go as planned.
Criterion B Markscheme Rubric
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1.2.2 Markscheme Rubric
Level Descriptor Marks
- 7–8 Detailed, realistic plan with clear goals, justified methods, thorough risk management.
- 5–6 Good plan; some justification and risk controls; minor gaps.
- 3–4 Basic plan; vague goals; incomplete risk assessment.
- 1–2 Inadequate planning; missing SMART goals or risk controls.
Detailed Explanation
The assessment of Criterion B involves a rubric that measures the quality of the planning task. A top score (7-8) indicates a comprehensive and realistic training plan with well-defined goals and justified choices for methods and risk management. Scores of 5-6 show a good plan with some justification but may have minor gaps. A score of 3-4 for vague goals indicates that the risk assessment is incomplete. If a student scores 1-2, it reflects poor planning and a lack of essential elements like SMART goals.
Examples & Analogies
Imagine planning a big event like a wedding. A well-thought-out event plan that carefully addresses timelines, budget, and potential issues (like bad weather) would score highly, while a casual plan with missing critical details might not hold up under scrutiny, similar to how this markscheme evaluates planning effectiveness.
Criterion C: Applying and Performing
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1.3 Criterion C: Applying and Performing
1.3.1 Task Design
- Practical performance: Demonstrate three selected skills (e.g., orienteering route execution, parkour vault sequence, team-building facilitation).
- Recorded evidence: Video recordings, annotated by student, identifying technique strengths and improvement areas.
Detailed Explanation
Criterion C emphasizes the application of learned skills through practical performances. Students are to choose three specific skills to demonstrate, such as a parkour move or team-building exercises, and must record their performances. These recordings should be annotated, where the student identifies both strengths in their technique and areas where they can improve.
Examples & Analogies
It’s like being a chef who must demonstrate cooking techniques. You film yourself preparing a dish, showing how to slice vegetables efficiently (performance) and then reviewing the video to spot mistakes or areas to improve, similar to how students need to reflect on their skill performance.
Criterion C Markscheme Rubric
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1.3.2 Markscheme Rubric
Level Descriptor Marks
- 7–8 Exceptionally fluent and accurate performance; clear demonstration of technique.
- 5–6 Good performance; minor technical flaws; appropriate effort.
- 3–4 Satisfactory; several mistakes; inconsistent effort.
- 1–2 Poor; incorrect technique; insufficient performance.
Detailed Explanation
The rubric for Criterion C assesses the quality of practical performance. A score of 7 to 8 signifies outstanding technique and fluency in performance, while a score of 5 to 6 indicates a good performance with minor errors. Scores in the 3 to 4 range signify satisfactory performances with notable mistakes, and scores of 1 to 2 indicate poor technique and lack of effort.
Examples & Analogies
Think of this like evaluating a dancer's performance. An outstanding performance with no missteps earns a gold star, while a dancer who makes a few minor mistakes still impresses might get a passing but lower score. This helps to illustrate how students are assessed across various techniques.
Criterion D: Reflecting and Evaluating
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1.4 Criterion D: Reflecting and Evaluating
1.4.1 Task Design
- Reflective essay: 800–1,000 words using a structured model (e.g., GROW or AAR) addressing personal progress, challenges, and future targets.
- Peer and teacher feedback summary: Tabulated feedback with action points and deadlines.
Detailed Explanation
Criterion D is centered on reflection and evaluation, where students must write a reflective essay using a structured model like GROW (Goal, Reality, Options, Will) or AAR (After Action Review). This essay should discuss their personal progress, the challenges they faced, and future targets they want to achieve. Additionally, students must compile feedback received from peers and teachers, summarizing it in a table format, along with action points and deadlines.
Examples & Analogies
It’s similar to conducting a self-review after a project. Just as a project manager would examine what went well, what didn’t, and how to improve in the future, students engage in a thorough analysis of their learning journey, paving the way for future development.
Criterion D Markscheme Rubric
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1.4.2 Markscheme Rubric
Level Descriptor Marks
- 7–8 Insightful reflection; concrete evidence; clear action plan; understanding of learning.
- 5–6 Thoughtful reflection; some evidence; general action points.
- 3–4 Basic reflection; few examples; vague action plans.
- 1–2 Limited or no reflection; no clear plan.
Detailed Explanation
The markscheme rubric for Criterion D evaluates how well students reflect and plan for their future learning. A score of 7-8 indicates deep insight and clear action plans supported by evidence of learning. Scores of 5-6 show some thoughtful reflection but lack detailed evidence. Scores in the 3-4 range reflect basic reflections with few examples, while 1-2 indicates minimal or no meaningful reflection.
Examples & Analogies
Imagine writing a review after a long training course. A thorough review that articulates key takeaways and outlines steps for further improvement gets top marks, whereas a brief review with no real insight or steps for future growth fails to capture the depth needed.
Definitions & Key Concepts
Learn essential terms and foundational ideas that form the basis of the topic.
Key Concepts
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Summative Assessment: A comprehensive evaluation at the end of a period to demonstrate understanding and skills acquired.
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Portfolio: A curated collection of a student's work that showcases their progress and achievements.
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Risk Assessment: The process of evaluating potential hazards that may affect safety within a training program.
Examples & Real-Life Applications
See how the concepts apply in real-world scenarios to understand their practical implications.
Examples
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A student creates a 1,500-word report on the mechanisms of muscle contraction, following the PEE structure to enhance clarity.
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A student develops a structured 8-week training plan that includes specific longevity goals and highlights changes in physical capacities.
Memory Aids
Use mnemonics, acronyms, or visual cues to help remember key information more easily.
🎵 Rhymes Time
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When PEE you write, keep it tight - Point to start, Evidence to chart, Explanation to make it right!
📖 Fascinating Stories
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Imagine a student named Sam who had to train for a big competition. Joe wrote a SMART goal: "I'll run 5 km in April!" With that goal, he planned everything perfectly and avoided injuries by using a risk assessment.
🧠 Other Memory Gems
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Remember S.M.A.R.T for goals: Specific, Measurable, Achievable, Relevant, Time-bound.
🎯 Super Acronyms
PEE = Point, Evidence, Explanation - your secret umbrella when writing reports!
Flash Cards
Review key concepts with flashcards.
Glossary of Terms
Review the Definitions for terms.
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Term: Criterion A
Definition:
Focuses on knowing and understanding theoretical concepts in Physical & Health Education.
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Term: Criterion B
Definition:
Involves planning practical tasks and evaluating associated risks.
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Term: Criterion C
Definition:
Emphasizes application and performance of learned skills in practical settings.
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Term: Criterion D
Definition:
Encourages reflection and evaluation of personal growth and learning outcomes.
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Term: SMART Goals
Definition:
Specific, Measurable, Achievable, Relevant, and Time-bound objectives aimed at increasing clarity and success in planning.
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Term: PEE Structure
Definition:
An acronym for Point-Evidence-Explanation, a framework for constructing well-supported arguments.