Secondary PE Department

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Curriculum Overview

Through implementing ACARA benchmarks and utilising Understanding by Design (UbD) unit planning tools while using physical activity as a medium to help students acquire and apply this knowledge, the PE Department will prepare students to be healthy, active, and able to meet 21st century challenges that they will face over the course of their lifetime. At the end of the 4 years, students will grow into an individual we characterise as a Physically Educated Individual (PEI), which can be defined as the following:


“Over their lifetime, A Physically Educated Individual (PEI) is someone who is able to….”


1. (Psychomotor): Acquire, apply, understand, and evaluate movement skills, concepts, principles, and strategies to respond confidently, competently, and creatively in physical activities/games.

2. (Cognitive): Analyse, apply, or modify the features/categories of sports, physical activities, or movements to utilise transfer of knowledge, foster skill development, and overcome movement challenges or emergency situations. 

3. (Affective): Model the values and affective concepts that contribute to the overall well-being of themselves/others to make daily participation in a variety of physical activities, sports, and games enjoyable, health/fitness enhancing, and developmental.

4. (Independence/Community Enhancement): Instil a sporting culture when participating within, planning, creating, or managing their own tournaments, roles, or positions across a variety of sports, physical activities, and games. 

5. (Health/Fitness): Measure, monitor, maintain, and improve the health/fitness, safety, performance, and well-being of themselves/others through their knowledge of nutritional concepts, SMART targets, training guidelines/principles, and components of fitness. 


Students at SISHK will be exposed to variety of sports across different categories (net-barrier, territorial, striking, individual) and will develop competency within our core sports which include volleyball, basketball, badminton, swimming and athletics.


The PE curriculum is also synchronized alongside the International Schools Sports Federation (ISSFHK) sporting seasons to prepare our students for competitions within ISSFHK and beyond.

Assessment
 

Students will be assessed primarily based on their cognitive, physical, and affective capabilities through the medium of various sports/physical activities over the course of the year.  

Secondary 1-4 PE

Physical = 70%

Cognitive = 20%

Affective = 10%

 

 
Physical = Students are assessed on their manipulative, locomotor, stability, and specialised sport skills across multiple sports and within various contexts. This also includes their ability to apply tactics/strategies, and meet performance benchmarks within various physical activities. 
 

Cognitive = Students are assessed on their ability to understand the rules, transferable strategies, transferable skills, and underlying theoretical elements of competitive sport. This is demonstrated by the students through verbal, written, or physical application. 
 

Affective = Students are assessed on their ability to demonstrate transferable character based attributes on a consistent basis both inside and outside the physical education classroom. These items include maximizing safety, perseverance, teamwork, respect, responsibility, fair play, leadership, and a willingness to demonstrate their knowledge (physically or cognitively).
 

Year Group Differentiation  

Secondary 1 = Focus on learning specialised sport skills through static, closed, or modified game situations. They learn the basic rules of sport, simple strategies/tactics, the components of health related fitness, and how to apply affective attributes/values within the physical education classroom environment. They also learn the basic features and categories of sport, fulfil basic roles/positions, implement/recognize basic safety measures, and know how to utilise cues to give feedback and breakdown movement skills into different phases. 
 

Secondary 2 = Focus on refining their specialised sport skills through taking part in physical activities or modified games with a higher degree of complexity and challenge. They also utilise/apply transferable strategies (both physically and cognitively) and affective attributes of greater complexity/degree of difficulty to allow them more opportunities for success in full sided games. The focus this year is refinement of the specialised movement skills that they learned in S1 and to utilise more complex movement sequences/skills/concepts in larger sided games/competitions to overcome movement challenges and situations of greater challenge. They are also introduced to the skill related components of fitness in this year group, and utilise them to also enhance their performance in sport. 
 

Secondary 3 = Focus on learning intermediate/advanced specialised skills, strategies/tactics, and theoretical aspects of skill development/enhancement within full sided games or competitions. They also utilise the components of health and skill/sport related fitness to improve, achieve, and maintain health enhancing levels of physical fitness while incorporating aspects of nutrition to further aid in higher levels of performance or training benefits. Students can now analyse higher levels of transferable concepts/strategies when breaking down the features or categories of sport to discover/create their own strategies or game plans that are suited to their skills sets or positions/roles within full sided games. Students can give more advanced feedback that cover a range of concepts in physical education, and will begin to become independent from the teacher in needing assistance in regards to utilising the knowledge they retained from previous units when instructing others.     
 

Secondary 4 = Focus on utilising the knowledge, physical skills, and affective attributes into the creation, implementation, and refinement of their own sporting tournaments/physical activities or programs that enhance the health/fitness of themselves/others. In these units, most of the time, the students will lead/create the class activities, drills, tournament logistics, coaching sessions, or games independently and the teacher will act as a facilitator to guide their learning and scaffold any new material into full sided games/competitions they are participating within. They will learn to apply and understand how to achieve health enhancing levels of fitness while fostering their own skill development through the medium of sport/physical activities of their choice over the course of their lifetime through previously learned content and more complex personalised fitness plans that are developed in accordance with the instructor. Most importantly, students will make the experience of their time in physical education class enjoyable, safe, and contributing to all members overall well-being.

 

Teachers

Patrick Wong
Assistant Director of PE and CCA
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icon Phone Phone number: 2919 6737

Keith Wojewnik  
HOD PE and Sport
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icon Phone Phone number: 2919 6928

Jonathan Webber  
PE Teacher, S3 Year Head
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icon Phone Phone number: 2919 6928