Pyp pe curriculum ibo

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Primary Years Programme

Physical education scope and
sequence

Primary Years Programme
Physical education scope and sequence
August 2003

© International Baccalaureate Organization 2003
Previously published as draft in 2000

Organisation du Baccalauréat International
Route des Morillons 15
Grand-Saconnex, Genève
CH-1218
SWITZERLAND

Physical education inquiry
To plan physical education (PE) inquiry, teachers must consider the following questions.
• What do we want students to learn?
• What do teachers need to learn about this topic?
• How best will students learn?
• How will we know what students have learned?

What do we want students to learn?
The PE scope and sequence framework identifies the major expectations considered essential in the
Primary Years Programme (PYP). These expectations are arranged into seven strands: body control
and spatial awareness, adventure challenge, athletics, movement to music, games, gymnastics
and health-related activities.
Body control and spatial awareness focuses on exploring the human body’s capacity for movement,
and how to move around and in-between objects and other individuals safely. Adventure challenge
challenges the students to solve problems collaboratively involving physical and critical thinking
skills. Athletics exposes students to the three aspects of athletics: jumping, throwing and running
events. It develops the different techniques for the individual events while striving to improve student
performance. Movement to music is concerned with learning to move the body in a variety of ways in
response to music, sounds or situations. It also involves awareness of the position of the body and how
the body can be used to convey a feeling or emotion. Games sequentially develops the students’
competence, confidence, success and enjoyment of the advanced skills and concepts associated with
games and sports. Gymnastics exposes the student to a variety of gymnastic skills: on the floor, using
small equipment and various apparatus. Health-related activities develops an awareness of the
importance of physical activity and maintaining a healthy lifestyle.
Through PE, students are learning the “language” of physical movement, exploring the skills
associated with different strands of PE. They learn to understand what they can and cannot do
physically and become aware of their own strengths and weaknesses in this discipline. Physical
activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PE helps to
build self-esteem, confidence, cooperation and fitness.
Through sporting activities, PE helps to build links with parents, the local community and beyond. It is
often an area that is especially important for children with learning needs, including those who are
learning English as an additional language (EAL), as they are able to participate fully in PE activities
in a way they are not able to in other areas of the curriculum.
“There are two unique features of PE. One is its physicality and therefore its transience and
the other is that in many cases the child is able to perform better than the teacher! … In the
classroom the child is struggling to make sense of the adult world, dominated by signs and
symbols that he has ultimately to master. This is not the case in physical activities.”
Manners HK and Carroll ME. 1995. A Framework for Physical Education in the Early Years.

What do teachers need to learn about this topic?
The PE scope and sequence document should be seen as a framework to demonstrate how a balanced
PE programme could be put into practice in a school. We are aware that resources, staff numbers and
expertise, facilities and scheduling issues all have an impact on the implementation of a PE
curriculum. For this reason, the specific expectations in the document are very general. This allows
teachers, both generalist and single-subject teachers, to develop, adapt or change the activities and the
assessments to suit their individual circumstances.

PYP curriculum documents: physical education © IBO 2003 7.1

Physical education inquiry

Wherever possible and appropriate, links should be made with the school’s programme of inquiry.
Examples of how the scope and sequence can link with the Sample programme of inquiry 2003 have
been included. The direct teaching of PE in a unit of inquiry may not always be feasible due to
timetabling commitments but, where appropriate, prior learning or follow-up activities may be useful
to help students make connections between the different aspects of the curriculum.
Teachers can use the eight key concepts and related questions (Figs 5 and 6 Making the PYP happen)
to guide their own inquiry. Sample inquiry questions have been provided to show how this can be
done. By engaging in inquiry themselves, teachers will not only achieve a deeper understanding of PE
issues but will also be a model for their students by assuming the role of “teacher as learner”.
Teachers’ knowledge and understanding of PE is of key importance, particularly in relation to safety
issues, movement skills, the rules and techniques of physical activities and the resources available. A
wide range of PE resources are available in every school in the form of parents who may be able to
contribute expertise and information about national dances or international versions of games.

How best will students learn?
Students learn best when the activities they are given provide them with the motivation to achieve
their personal goals. The activities should be varied and adjusted to the level of the students involved.
Students need to be challenged to improve their PE skills but also need support and encouragement to
see PE as part of a healthy and active lifestyle with connections to other areas of the curriculum and
community. A range of physical activities, linked to a well-balanced lifestyle, may include further
strands not covered in this document, for example swimming, winter sports, outdoor sports, and non-
competitive activities: aerobics, yoga, circuit training.

How will we know what students have learned?
Assessment provides insights into students’ understanding, knowledge, skills and attitudes. These
insights are necessary to plan further activities that address areas of concern to the teacher and the
students. There should be ongoing formative assessments as well as summative assessments.
Assessment activities should be carefully planned, and opportunities for students to self-assess using
different methods should be included. Examples of assessments appropriate to the specific
expectations are included in this document along with sample activities and key questions.
The main strategy of assessment used in PE will be teacher observation of student performance, but
student self-assessment will also give teachers an indication of how students feel about PE and their
own performances, strengths and weaknesses. This opportunity to find out how students feel about PE
can be important in recognizing and preventing negative attitudes.
Record keeping should be simple and readily accessible to the teacher and the student. Teacher
observations, rubrics and self-evaluations can be used as examples of significant development and
could be included in the student’s portfolio.

* See glossary for explanation of italicized terms.

7.2 PYP curriculum documents: physical education © IBO 2003

Glossary of PYP physical education terms
agility The ability to move or change position quickly and easily.

asymmetry When one side of the body assumes a different shape from the other.
See also symmetry.

attacker The player who has the role of shooting for goals or points.

backward roll A movement in which the student rolls head over heels, in a backward
direction, along the floor or apparatus and ends up with their feet on
the floor to stand up.

balance The ability to hold a position in a moment of stillness without falling
or wobbling.

binary form (dance) A dance or piece of music that is made up of two contrasting sections
A and B.

body control An awareness of body shape, different parts of the body, and the
balance and transfer of weight.

body mass index A measurement of the ratio between the height and weight of a person.

bridge A balance held on legs and hands/arms with body facing upwards
also known as a crab or back bend.

cardiovascular system This is formed of two main components—a muscular pump (the heart)
and a network of blood vessels.



cartwheel A rotation of the body through the horizontal axis with the arms and
legs extended.

coordination The combining of simple movements in proper sequence to make a
smooth complex movement.

defender The player who has the role of defending the goal or area from the
attacker.

dodging The method used to move away from an opponent either with or
without the ball.

dribbling The way of moving the ball, by bouncing or kicking it, for close
control.

EAL English as an additional language.

fair play Respect for rules or equal treatment of all concerned.

fielding and Games involving two teams playing against each other with a method
striking games of scoring that does not involve attacking a goal or target, for example
softball, cricket, rounders.

flexibility The range of movements that can be achieved at a single joint or series
of joints. Whole-body stretches and stretches for the main muscle
groups can be introduced.

forward roll A movement in which the student rolls head over heels, in a forward
direction, along the floor or on apparatus and ends up with their feet
on the floor to stand up.

game(s) A form of non-competitive or competitive activity played according to
rules but not recognized as a sport.



gross motor skills Movements, voluntarily controlled by the student, that involve
travelling or coordination of limbs (jumping, climbing, riding a
bicycle) rather than fine motor skills that may include holding small
tools (writing, using scissors). See also locomotor skills.

half-turn jump A jump where the landing position is at 180° to the starting position.

handstand A balance taking body weight on the hands with the legs in the air.

headstand A balance taking body weight on the head (supported by the hands in a
triangle formation) with the legs in the air.

invasion games Games involving a team working together to attack a goal or target
that is defended by another team, for example soccer, hockey, rugby,
handball.

lead-up games Activities that introduce and reinforce specific skills or skill sets in order
to prepare the participant progressively to take an active part in more
complex games or sports.



locomotor skills Activities used to travel from one place to another or to project the
body upward, for example jumping, hopping, walking, running,
skipping, leaping, sliding and galloping.

manipulation Demonstration of body control or effective handling of equipment, for
example throwing, catching, kicking, dribbling or striking.

manipulative skills Skills that involve handling some kind of object. Most of these skills
involve the hands and feet but other parts of the body can also be used.
They help develop manual dexterity, hand–eye and foot–eye coordination.

narrative form (dance) A dance or piece of music that has an unfolding story or idea.

net games Games in which two teams are separated by a net.

non-locomotor skills Activities that involve movement without travelling, for example
bending, stretching, twisting, moving body parts or balancing. See also
stability.

pathway A sequence of changes in movements that constitutes a progression, for
example straight, curved, circular and zig-zag.

pattern See sequence.

pike jump A jump where the body bends at the waist then straightens with both
legs together lifted at a right angle to the body.

pin jump A jump with the arms and legs kept together and straight to the body.

rhythmic responses A physical reaction to a rhythm, often a musical rhythm.

round off A cartwheel, a quarter turn and a landing with feet together, showing
flight in the second phase.



sequence (pattern) A sequence of movements linked together including a starting
position, and a clear and controlled finishing position.

shoulder stand A balance that starts from a lying position, lifting the legs and lower
body above the head supported by the shoulders and arms.

spatial awareness An awareness of personal and general space, directions and pathways.

sport(s) A competitive activity involving physical effort and skill in which an
individual or team competes against another or others. These activities
are generally recognized on a national scale and are often part of
international competitions.

stability When the body remains steady but moves around a horizontal or vertical
axis, for example bending, stretching, twisting, turning, rolling,
balancing.

star jump A jump with the arms and legs spread wide like a star.

straddle jump A pike jump where the legs are spread wide apart.



strength The maximum force a muscle can exert against a resistance, for
example lifting a weight or hitting a ball.

symmetry When one side of the body assumes the same shape as the other side.
See also asymmetry.

tag games A game that involves chasing and running away. Some participants
chase the others in an attempt to touch or “capture” them. The others run
away so as to avoid being touched.

target games Games where points are scored by individuals aiming at and hitting a
target, for example golf, archery, bowling.

technique The pattern of movement that is technically sound and exists as an
integral part of the skill.

ternary form (dance) A dance or piece of music constructed in three sections where the third
section is the same as, or a variation of, the firstA B A.

tuck jump A jump with the knees tucked up into the chest.

warm-up and Preparation for, or recovery from, strenuous physical effort by doing
warm-down sessions gentle stretches and exercises.

Illustrations courtesy of British Gymnastics


Recommended resources
Teachers involved in developing the physical education scope and sequence have suggested the
following resources.

British Gymnastics Proficiency Award Scheme (for children 5 years and above).

Colvin AV, Egner Markos NJ and Walker PJ. 2000. Teaching the Nuts and Bolts of Physical
Education: Building Basic Movement Skills. Human Kinetics.

Hall J. 1997. Dance for Infants. A&C Black. (Also available in the Leapfrogs series: Games for
Infants, Gymnastic Activities for Infants and Primary Physical Education Handbook.)

Harris J and Elbourn J. 1997. Teaching Health-Related Exercise at Key Stages 1 and 2. Human
Kinetics.

Heath W, Gregory C, Money J, Peat G, Smith J and Stratton G. 1998. Blueprints - Physical Education
Key Stage 2 Scotland P4-P7 Teacher’s Resource Book Second Edition. Level: KS2 (Y3-Y6) (P4-P7)
(Age 7-11 yrs). Nelson Thornes.

Heath W, Gregory C, Money J, Peat G, Smith J, Stratton G and Bishop D. 1998. Blueprints - Physical
Education Key Stage 1 Scotland P1-P3 Teacher's Resource Book Second Edition. Level: KS1 (R-Y2)
(P1-P3) (Age 4-7 yrs). Nelson Thornes.

Hopple CJ. 1995. Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum
and Assessment. Human Kinetics.

Landy JM and Landy MJ. 1992. Ready-To-Use P.E. Activities for Grades K-2. (Series continues:
Grades 3-4, 5-6, 7-9 etc.) Parker Publishing.

Manners HK and Carroll ME. 1995. A Framework for Physical Education in the Early Years. Falmer Press.

Orlick T. 1978. The Cooperative Sports & Games Book: Challenge Without Competition. Pantheon
Books.

Purcell Cone T, Werner P, Cone SL and Mays Woods A. 1998. Interdisciplinary Teaching Through
Physical Education. Human Kinetics.

Sanders SW. 2002. Active for Life: Developmentally Appropriate Movement Programs for Young
Children. NAEYC Publications.

Web sites

www.humankinetics.com

www.british-gymnastics.org


Physical education (PE) scope and sequence overview

Strand By the end of this age range, children aged 3−5 will: By the end of this age range, students aged 5−7 will: By the end of this age range, students aged 7−9 will: By the end of this age range, students aged 9−12 will:

Body control • develop spatial awareness • develop an awareness of space, direction and levels in relation to • At this age, body control and spatial awareness activities will • At this age, body control and spatial awareness activities will
and spatial • develop gross motor skills others and to their working environment be incorporated into other PE content areas. be incorporated into other PE content areas.
awareness • develop creative skills through movement. • travel in different ways, changing speed and direction with control
• handle different apparatus and small equipment using various
body parts (manipulative skills)
• hold their body weight using various body parts as bases
(balance and stability).

Adventure • explore and develop the ability to solve tasks individually • solve challenging problems, individually, in pairs or in small • solve challenging problems, individually, in pairs or in small • solve challenging problems, individually, in pairs or in groups
challenge • explore and develop the ability to solve tasks in pairs or in small groups groups • participate in group activities to accomplish a common goal.
groups. • solve challenges with or without apparatus • solve challenges with or without apparatus
• participate in small group activities to accomplish a common goal. • participate in group activities to accomplish a common goal.

Athletics • At this age, athletics (jumping, throwing and running events) • At this age, athletics (jumping, throwing and running events) • develop the basic techniques of jumping, throwing and running • practise specific techniques for jumping, throwing and running
should be introduced through the other PE content areas. should be introduced through the other PE content areas. events events
• learn and apply the basic rules of athletic events • learn and apply the rules of various events
• be introduced to collecting and recording results • learn how to collect and record results
• understand and apply the basic safety rules in athletic events. • understand and apply the safety rules in these events
• evaluate their athletic performance and understand how they can
improve their performance.

Movement • explore locomotor skills (including travelling, changing direction, • combine locomotor and non-locomotor skills in order to develop • combine locomotor and non-locomotor skills in order to improve • demonstrate controlled combinations of movement, changing
to music altering pathways, and transferring weight) using music as a rhythmic responses rhythmic responses speed and direction
stimulus • respond through movement to a range of stimuli • respond through movement to a range of stimuli • combine locomotor and non-locomotor skills in order to refine
• explore non-locomotor skills using music as a stimulus • express feelings and moods using imagination and original ideas • express feelings and moods using imagination and original ideas rhythmic responses
• use imagination and original ideas to respond to a range of • create simple individual movement sequences • create simple movement sequences • respond through movement to a range of stimuli
stimuli to express feelings and moods • master a dance containing basic step patterns, which has a • master a dance containing basic step patterns with a partner or in • express feelings and moods using imagination and original ideas
• be introduced to short sequences using basic step patterns. beginning, middle and end. small groups • create more complex movement sequences
• begin to master dances with more complex step patterns. • be exposed to a range of dances containing more complex step
patterns
• master dances containing complex step patterns with partners
and in small groups
• begin to recognize techniques and forms of dance
• be aware of the different purposes and types of dance
• appreciate the dances of different countries and cultures.

Games • explore coordination, manipulation and balance • develop coordination, manipulation and balance • develop coordination, manipulation, balance and spatial awareness • develop coordination, manipulation, balance and spatial awareness
• travel in different ways maintaining body control • travel in different ways, changing speed and direction while • participate in activities that develop spatial awareness and • participate in activities that refine locomotor skills
• change speed and direction of movement maintaining body control maintaining body control locomotor skills • become competent in handling different apparatus and small
• handle small equipment using various body parts • explore different apparatus and small equipment using various • handle different apparatus and small equipment using various equipment
• participate in, and follow instructions for, simple games body parts body parts • participate in lead-up games
requiring little or no equipment. • participate in, and follow instructions for, simple games • participate in simple lead-up games • participate in scaled-down or adapted versions of the recognized
requiring little or no equipment. • begin to develop their own games and related activities. sports, for example invasion games, fielding and striking games,
net games and target games
• develop their own innovative games and related activities.

Gymnastics • learn a variety of movements to form a basic movement • develop the traditional gymnastic skills, involving physical • combine simple movements to create short sequences • combine movements to create sequences
vocabulary, for example jump, hop, slide, rock agility, flexibility, strength and coordination • improve the traditional gymnastic skills, involving physical • refine the traditional gymnastic skills, involving physical agility,
• explore different ways of moving on the floor and on apparatus • interpret and answer movement tasks in their own way, and at agility, flexibility, strength and coordination flexibility, strength and coordination
• create small movement patterns their own level, on the floor • interpret and answer movement tasks in their own way, and at • interpret and answer movement tasks in their own way, and at
• hold their body weight in stillness using various body parts as • interpret and answer movement tasks in their own way, and at their own level, on the floor their own level, on the floor
bases their own level, using apparatus • interpret and answer movement tasks in their own way, and at • interpret and answer movement tasks in their own way, and at
• be introduced to one or two basic skills, for example a pin jump • combine locomotor and non-locomotor skills while using small their own level, using apparatus their own level, using apparatus
• explore different ways of moving with small equipment. equipment. • combine locomotor and non-locomotor skills while using small • combine locomotor and non-locomotor skills while manipulating
equipment. small equipment.

Health- • be aware of some of the elements of a healthy lifestyle (rest, • recognize the elements and the benefits of a healthy lifestyle • identify and recognize the elements and the benefits of a healthy • identify and recognize the elements of a healthy lifestyle (rest,
related well-balanced nutrition, exercise etc) (rest, well-balanced nutrition, exercise etc) lifestyle (rest, well-balanced nutrition, exercise etc) well-balanced nutrition, exercise etc)
activities • be aware that it is important to be physically active • become aware of the importance of physical activities in daily life • be aware of the importance of physical activity in daily life • identify and recognize the benefits of a healthy lifestyle
• recognize some basic changes that occur to their bodies when • recognize basic changes that occur to their bodies when exercising • recognize the physical changes that occur to their bodies when • be aware of the importance of physical activity in daily life
exercising • demonstrate safety when exercising. exercising • recognize the physical changes that occur to their bodies when
• be made aware of safety aspects when exercising. • demonstrate safety when exercising. exercising
• demonstrate and apply safety when exercising.


Subject: physical education Age range: 3–5 years Page 1 of 4

Overall expectations
Physical education (PE) offers children the opportunity to explore the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve simple problems,
tackle appropriate physical challenges, manipulate equipment or apparatus, and express themselves in a range of situations. Children will be exposed to a number of activities that will develop
gross motor skills that may later be applied in various sports. Children will become aware of safe behaviour practices when engaging in physical activities, recognize the importance of fair play,
cooperative behaviours and the ability to function as part of a group. Children will be introduced to some of the ways exercise affects their bodies.
Children will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive the inquiry. They will become aware
of the relevance these concepts have to all of their learning.
For the purpose of this scope and sequence, the strands have been grouped as follows (adapted from Fig 13 Making the PYP happen): body control and spatial awareness, adventure
challenge, athletics, movement to music, games, gymnastics and health-related activities.

*See glossary for explanation of italicized terms.

Content What do we want children to learn? How best will children How will we know what Notes for teachers
learn? children have learned?

Specific expectations Sample questions Sample activities Sample assessments Resources and comments

The specific expectations may be Questions that address the key All activities encompass some, or Assessments should be directly Teachers should find ways to
addressed in any order or concepts (Fig 5 Making the PYP many, of the specific expectations related to the specific ensure EAL learners understand
combination. happen) challenge learners and and transdisciplinary skills expectations. Children should be tasks and expectations.
promote genuine understanding. (Fig 14 Making the PYP happen). given the opportunity to
Sample questions can be linked demonstrate their understanding
to a key concept. Some examples in a variety of ways.
are noted below in bold.

Body control and spatial
awareness Children will:
This strand focuses on
exploring the human body’s • develop spatial awareness How can you make sure you Children imagine their feet are Children can cover the floor Warm-up and warm-down
capacity for movement, and have enough space around you covered in paint. They run space effectively, using all sessions should be part of
how to move around, and in- to move wherever you want? around the room “covering” areas but avoiding contact every class. These exercises
between, objects and other responsibility the floor with paint, making with others. prepare muscles properly for
individuals safely. sure they do not paint each physical activity and ultimately
other. prevent injury.

Children run around the gym Children can change direction The unit of inquiry “Who am
and on a signal they change without bumping into each I?” in the Sample programme
direction. other. of inquiry 2003 has many
opportunities to include PE.

• develop gross motor skills How many different ways can Children move around the Children can show different
you move around the gym gym in various ways with their ways of moving with their
using your hands and feet? hands and feet touching the hands and feet touching the
floor. floor.

• develop creative skills How can you show the parts The teacher selects a well- Children can improvise Little Red Riding Hood
through movement. of the story using actions? known story and children have appropriately using their body Children skip through the
to “act out” the story as it is movements and facial forest on the way to Grandma’s
retold. expressions to demonstrate the house, creep along being the
story. wolf, jump up out of bed to
catch Little Red Riding Hood,
chop the wolf with an axe and
run all the way home at the
end of the story.

Adventure challenge Children will:
This strand enables the
children to explore and • explore and develop the How can you get to the other Children choose from various Children can improvise, use
develop problem-solving ability to solve tasks side of the gym without materials and find their own their imagination and choose
skills. individually touching the gym floor? way to the other side of the suitable materials to get to the
function gym, trying not to touch the other side of the gym.
floor.

• explore and develop the How can you rearrange the In small groups, children Children can work cooperatively
ability to solve tasks in order you are standing in? arrange themselves in a line to rearrange their order on the
pairs or in small groups. function on a bench. They try and bench.
rearrange their order without
stepping off. Teacher gradually
increases the number of
children in the line.

Athletics
At this age, athletics (jumping, Children should be exposed
throwing and running events) to a wide variety of age-
should be introduced through appropriate athletic activities.
the other PE content areas.

PYP curriculum documents: physical education © IBO 2003
7.13





Movement to music Children will:
This strand concerns learning
to move the body in a variety • explore locomotor skills Can you move your whole Children listen to the music Children can recognize the See also Music scope and
of ways in response to (including travelling, body in time to the music? and every time they hear the right moment to jump. sequence.
different tasks and stimuli. It changing direction, altering drum they do any kind of jump.
can be a response to music, pathways, and transferring Choose a piece of music with
sounds or situations. It also weight) using music as a Can you show me different Play a variety of styles of Children can respond to clear sounds. Try to use
involves awareness of the stimulus ways of moving to these music to which children different musical sounds in a different musical instruments.
position of the body in pieces of music? respond. variety of ways, for example by
relation to oneself and to marching, floating and sliding. Allow all the children the
others. The body can be used opportunity to make a rhythm
to convey a feeling, mood, One or two children are given Children can respond to the using drums, triangles, shakers
attitude or to express an different instruments and rhythms created by their etc. This activity can also be used
emotion. make a simple rhythm. The peers. They may march to the for non-locomotor skills with
other children move their drum or shake to the maracas. various body parts being moved
bodies in time to the sounds. in response to the rhythms.

• explore non-locomotor How can you move different Children use their imagination Children can demonstrate a
skills using music as a parts of your body in time to to show how they can move movement with a body part in
stimulus the music? different parts of the body time with the music or sections
while listening to the music. of the music.

• use imagination and original Who can move and show me Children use their imagination Children can demonstrate Use different kinds of music
ideas to respond to a range that they are happy? to show that they are happy in being happy using movement and let children find the right
of stimuli to express feelings connection response to a piece of music. and facial expressions. music to match their feelings
and moods and moods.

• be introduced to short What different ways can you Children step, run, skip, gallop Children can change direction
sequences using basic step move using your feet when and march around the space. and speed without bumping
patterns. listening to the tambourine? They change direction and into each other when listening
speed following the beat of the to the beat of the tambourine.
tambourine.

Games Children will:
This strand explores the
sequential development of • explore coordination, Can you find a way to get the Children take a ball and try to Children can get the ball to The unit “Who am I?” in the
children’s competence, manipulation and balance ball to the other side of the get to the other side of the the other side of the gym, Sample programme of inquiry
confidence, success and gym, without it touching gym, around a number of using a variety of skills. 2003 includes many
enjoyment of the basic skills anything on the floor? different obstacles, without opportunities for children to
and techniques involved in a the ball touching them. challenge themselves physically.
variety of games-related
activities. Children are Which kind of balance Children explore using different Children can find their own Make sure you set up a variety
exposed to opportunities to equipment do you like to use balance set-ups to find out what limits using balance, of balance equipment with
deal with the concepts of best? perspective they like or can do best. coordination and courage. different surface heights and
cooperation and teamwork. widths.

• travel in different ways Who can move around the Children find their own way Children find the best way to Always start with simple
maintaining body control gym on three different parts of of moving using three body move keeping control of their games. For very young
their body? parts. movements. children, omit any rules that
may cause them to be upset or
excluded from the game, for
• change speed and direction How can you avoid being Children participate in simple Children play simple tag example being “out” or being
of movement maintaining caught when playing tag tag games. They avoid being games. They look for spaces in a “hot pot”.
body control games? function caught by running away from to avoid being caught.
the catcher(s).

• handle small equipment Can you throw this beanbag to Children throw a beanbag to a Children can throw the
using various body parts your friend or throw it through partner or towards a target. beanbag under-arm and over-
the hoop? arm, towards the target, using
high and low pathways.

How can you make sure the Children strike a stationary Children can kick the ball with
football goes where you want object (such as a football or the inside and outside part of
it to go? function beanbag) with their foot. They their foot.
use the different sides of their
Which side of your foot works foot and find which method
best to kick the ball? reflection works best.

Can you bounce this ball using Children bounce a large ball Children can control the ball
only one hand? Can you try as they travel. They develop using their hands while
the other hand? skills to bounce the ball using travelling.
alternate hands.

7.14




Sample questions can be linked to demonstrate their understanding
a key concept. Some examples are in a variety of ways.
noted below in bold.

Games (cont.) Children will:

• participate in, and follow Can you play “Duck, duck, “Duck, duck, goose” Children can play simple
instructions for, simple goose”? Children sit in a circle facing games according to the basic
games requiring little or no inwards. One child walks around rules.
equipment. the outside patting each seated
child’s head while calling out
“duck”. When the caller shouts
“goose” instead of “duck” the
seated child has to race around
the circle and return to their
space before the caller. The
child who arrives first remains
in the circle and the second
child becomes the caller.

Gymnastics Children will:
This strand introduces the
children to a variety of • learn a variety of movements Can you lie on your back and Children lie on their backs and Children can respond to basic Safety is an essential element
gymnastic skills: on the floor, to form a basic movement push yourself along the floor? experiment with different commands and know the names of gymnastics and should be
using small equipment and vocabulary, for example ways of moving. of various basic actions. introduced and constantly
various apparatus. They jump, hop, slide, rock reinforced.
explore basic gymnastic skills: Can you find another way of Children experiment with Children show an awareness
body control, locomotor sliding? form various ways of sliding using of space, obstacles and other Apparatus at this age range is
skills, non-locomotor skills, different body parts. people around them as they likely to be limited to benches
balance and spatial move. and mats.
awareness.
At this age, emphasis will be
• explore different ways of Can you slide on the apparatus? Children experiment with Children become confident on exploration in gymnastics.
moving on the floor and on moving along and over a with the exploration of the However, specific skills and
apparatus variety of apparatus on apparatus. techniques can be gradually
different body parts. introduced to improve and
refine skills.
What shapes can you make Children explore ways of
yourself into? change bending, stretching and twisting A checklist of skills may be
to be as large/small as possible helpful to monitor progress.
or forming shapes, for example In this age range, appropriate
a ball. skills will include:
• forward roll
• pin jump
• create small movement Can your group make a little Children plan and perform Children can plan and perform • shoulder stand
patterns pattern using three different simple patterns, linking a short movement pattern, for • star jump.
movements and show this to several actions together. They example slide, roll, slide, roll.
the rest of the class? are invited to talk about what They can explain how they
connection they and others have done and worked and make simple
make simple judgments. assessments of their own
pattern and the patterns
Children travel around the room created by their peers.
and on a designated signal they
find a partner and make the same
shape as each other (mirror).

• hold their body weight in Can you balance on four body Children find the best way to Children can demonstrate the
stillness using various body parts (and three, and two, and balance on a certain number best way to keep their balance.
parts as bases one)? of body parts.

• be introduced to one or two Can you jump up into the air Children stand on a chosen Children can show good landing
basic skills, for example a like a rocket? form spot and do a big jump, bending techniques after jumping. They
pin jump their knees on landing. are able to explain why they
need to land like that.

• explore different ways of What patterns can you make Children experiment with Children explore and use their
moving with small with your ribbon? making figures and circles imagination when working with
equipment. with their ribbon. their chosen piece of equipment,
for example ribbons and balls.
How many different ways can Children throw and catch They demonstrate a variety of
you throw a ball up in the air different pieces of small shapes and different ways to use
and catch it again? equipment, individually and their equipment.
with a partner.

7.15





Health-related activities Children will:
This strand introduces the
importance of physical • be aware of some of the What can we do to keep Talk with children about Children can talk readily about Teachers should acknowledge
activity and maintaining a elements of a healthy healthy? responsibility keeping healthy and that this their own ideas of what that there are many factors
healthy lifestyle. Health- lifestyle (rest, well-balanced includes resting as well as constitutes health and how children are unable to control
related activities are relevant nutrition, exercise etc) Why is it important that we exercising. their behaviour can affect their that affect their health, for
for all other strands of PE. sleep? health. example time of going to bed,
Some teachers may cover meals served, whether or not
health-related issues as part of they walk to school etc.
their normal lessons; others • be aware that it is important Why is it good to be able to
may use specific lessons to to be physically active run fast? Or jump high? Or Children should experience a
promote understanding in a throw far? reflection wide range of vigorous
more explicit way. activities that use whole-body
When can you be active? Class discussions remind movements.
When is it important you are children of when it is and is not
not so active? appropriate to be physically Promote awareness in young
active. children by talking about the
effect physical activity has on
their bodies.
• recognize some basic What has changed when you Before and after physical Children can comment on the
changes that occur to their exercised? change activities ask children to changes they notice in their Ensure children have enough
bodies when exercising describe how they feel and bodies during physical activity, time to recover between
Why do you think it has what they can tell you about for example “I am hot”, “I feel energetic physical activities.
changed? causation their bodies. sweaty”, “Your cheeks are red”
or “My legs are tired doing this”.
What has stayed the same? The teacher could note down
observations as they are spoken.

• be made aware of safety What can we do to help us Children run, skip and slide Children can stop on the Safety precautions cannot
aspects when exercising. stay safe? responsibility around the room and stop on a appropriate signal and are aware remove all risks but should
signal from the teacher, for of the reasons for following eliminate unnecessary hazards.
Why is it important to wear example clapping hands, instructions straight away.
the right kind of clothes when banging a tambourine, or The unit of inquiry “What
we are exercising? lifting hands in the air. clothes do we wear?” in the
Sample programme of inquiry
What must you be careful of 2003, provides an opportunity
when running around the gym? to discuss the importance of
reflection appropriate clothing in PE.

Model safe practices when
working with children, for
example tidiness of equipment.

Simple rules about appropriate
behaviour during PE need to
be established and maintained.

Teach skills that will keep
children safe:
• responding straight away to
signals from the teacher
• maintaining appropriate
noise levels
• handling large and small
equipment safely
• watching out for others
• maintaining good posture
• wearing suitable clothing
and footwear
• lifting and climbing safely
• jumping and landing
appropriately
• warming up and warming
down before and after
activities.

7.16


Overall expectations
Physical education (PE) offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address
physical challenges, function as part of a group, manipulate equipment or apparatus, and express themselves in a range of situations. Students will be exposed to a number of activities that will
develop gross motor skills that may later be applied in various sports. They will become aware of a number of positive leisure time pursuits. Students will develop skills that they may apply in a
variety of contexts within and beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play,
use of cooperative behaviours and the ability to function as part of a group or team. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and
overall fitness or well-being.
Students will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive the inquiry. They will become aware
of the relevance these concepts have to all of their learning.
For the purpose of this scope and sequence, the strands have been grouped as follows (adapted from Fig 13 Making the PYP happen): body control and spatial awareness, adventure
challenge, athletics, movement to music, games, gymnastics and health-related activities.

*See glossary for explanation of italicized terms.

Content What do we want students to learn? How best will students How will we know what Notes for teachers
learn? students have learned?


combination. happen) challenge learners and and transdisciplinary skills expectations. Students should be tasks and expectations.

Body control and spatial
awareness Students will:
This strand explores and
develops the gross motor • develop an awareness of How can you move around Working in pairs, one leads Students can move safely Warm-up and warm-down
skills that are the foundation space, direction and levels the space safely? form, and one follows the leader following somebody without sessions should be part of
of all physical activities. It in relation to others and to responsibility closely without touching the touching the front person or every class. These exercises
also promotes awareness of their working environment leader or anybody else. anybody else. prepare muscles properly for
the position of objects and/or Can you follow your partner physical activity and
people in relation to oneself closely without touching ultimately prevent injury.
and to each other, working him/her or anybody else?
individually or in small The unit of inquiry “Let’s play”
groups. How can you find a space of in the Sample programme of
your own? function inquiry 2003 has many
opportunities to include PE.
How can you move at different Students move at different Students can move at different
levels (low, medium and high)? levels, for example close to levels with smooth linking The teacher can develop
the ground, along apparatus. actions. simple rubrics for students
initially. As students become
more adept at using them, they
• travel in different ways, What do you need to do to Students use a simple Students can use the assessment can also begin to look for
changing speed and stop quickly? assessment sheet/rubric to sheet to mark off the different changes of direction and
direction with control watch and assess their partner. ways of moving that they see. speed including stopping.
The sheet requires the student
to mark off when they see
their partner moving in
different ways, for example
walking, jogging, hopping,
jumping, sliding, leaping,
skipping and galloping.

• handle different apparatus What different movements Students balance a beanbag on Students are able to show
and small equipment using can you make while balancing their head and try out various various movements without
various body parts a beanbag on your head? movements without dropping dropping the beanbag.
(manipulative skills) the beanbag.

• hold their body weight What different shapes can you Students make their bodies Students can make shapes
using various body parts make on the floor using your into a letter shape, number which the teacher is able to
as bases (balance and body? form shape or geometric shape, recognize.
stability). either individually or in small
groups.

Roll the dice Students can hold their body
Make a large dice with weight in a steady balance
different body parts on each using the various body parts
face. Roll the dice and the shown on the dice.
students must balance on the
body part shown.

7.17

Pyp pe curriculum ibo

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