IB MYP Physical and Health Education Syllabus (Grade 1-5)

Assessment criteria for IB MYP Physical Health and Education as stated in MYP subject brief:

Each physical and health education objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work. 

Criterion A: Knowing and understanding

Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.

Students should be able to:

• Describe factual, procedural, and conceptual knowledge of physical and health education.
• Utilize physical and health education knowledge to assess problems and devise solutions in both familiar and unfamiliar scenarios.
• Effectively employ physical and health terminology to convey comprehension.

Learning Progression

Year 1	Year 3	Year 5
Criterion A: Knowing and Understanding
Provide an outline of factual, procedural, and conceptual knowledge in physical and health education. Identify physical and health education knowledge to articulate problems and devise solutions in both familiar and unfamiliar contexts. Employ physical and health terminology to effectively convey understanding.	Describe factual, procedural, and conceptual knowledge in physical and health education. Apply physical and health education knowledge to articulate problems and devise solutions in both familiar and unfamiliar contexts. Employ physical and health terminology to effectively convey understanding.	Explain factual, procedural, and conceptual knowledge in physical and health education. Apply physical and health education knowledge to articulate problems and devise solutions in both familiar and unfamiliar contexts. Employ physical and health terminology to effectively convey understanding.

Criterion B: Planning for Performance

Students, through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education.

Students should be able to:

• Create objectives aimed at improving performance. 
• Design, elucidate, and rationalize a strategy to enhance physical performance and overall health.

Also Read: Comprehensive IGCSE English Syllabus

Learning Progression

Year 1	Year 3	Year 5
Criterion B: Planning for Performance
Recognize objectives to improve performance. Develop and outline a strategy for enhancing physical activity and well-being.	Give an idea of objectives to improve performance. Design and explain a strategy for enhancing physical activity and well-being.	Form objectives to improve performance. Design, explain and justify a strategy for enhancing physical activity and well-being.

Criterion C: Applying and Performing

The students’ command of skills and techniques is demonstrated through the creation or performance of a finalized artwork that is summatively assessed. 

Students should be able to:

• Exhibit and utilize a variety of skills and techniques proficiently.
• Demonstrate and employ a range of strategies and principles of movement effectively.
• Evaluate and utilize information to achieve optimal performance.

Learning Progression

Year 1	Year 3	Year 5
Criterion C: Applying and performing
Remember and utilize a variety of skills and techniques. Remember and apply a range of strategies and principles of movement. Remember and use information to achieve effective performance.	Demonstrate and use a variety of skills and techniques. Demonstrate and use a range of strategies and principles of movement. Outline and employ information to achieve effective performance.	Demonstrate and use a variety of skills and techniques effectively. Demonstrate and use a range of strategies and principles of movement effectively. Evaluate and employ information to achieve effective performance.

Criterion D: Reflecting and Improving Performance

Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.

Students should be able to:

• Elucidate and illustrate methods to improve interpersonal skills.
• Assess and judge the effectiveness of a plan based on its results.
• Examine and assess performance.

Learning Progression

Year 1	Year 3	Year 5
Criterion D: Reflecting and Improving Performance
Recognize and showcase strategies to improve interpersonal abilities. Evaluate the efficacy of a plan based on its results. Explain and summarize performance outcomes.	Describe and showcase strategies to improve interpersonal abilities. Explain the efficacy of a plan based on its results. Explain and analyse performance outcomes.	Explain and showcase strategies to improve interpersonal abilities. Analyse and examine the efficacy of a plan based on its results. Analyse and examine performance.

Conceptual Understanding

In the MYP, the aim is to develop conceptual understanding so students can learn to use concepts through which they can understand and comprehend things at personal, local and global level. Conceptual understanding helps in solving problems, analysing issues and reflecting on decisions. It is developed through prescribed key and related concepts.

KEY CONCEPTS

COMMUNICATION

Communication is the exchange of signals, facts, ideas, and symbols between the sender and the intended receiver. Language is necessary for the effective transmission of information or meaning. Students in physical health education use a variety of communication tools to facilitate effective communication to go beyond this mere transfer of information, understanding it as creating self-knowledge, understanding others, and connecting with the world

CHANGE

Change involves transformation or moving from one form, situation, or value to another, which involves the analysis of causes, processes, and consequences. Changes in physical health education are evident as individuals and groups change strategies and tactics in response to players and environments, especially adolescents, adapting to changes in their bodies and abilities. Physical health education courses facilitate the understanding of personal, social, emotional, psychological and physical changes to lead healthier lives.

DEVELOPMENT

Development generally refers to growth, progress, or evolution through repeated improvements. Health literacy requires developing cognitive skills and behaviours to enhance well-being. Through practice, students build confidence, improve their skills, and deepen their understanding of health, developing physical fitness, life skills, and personal satisfaction. They also learn to engage with healthy global communities.

RELATIONSHIPS

Culture encompasses shared beliefs, values, and behaviors within human communities, evolving dynamically over time. Language learning promotes cultural understanding, fostering empathy and global engagement, ultimately nurturing international-mindedness and sociocultural competence.

Related Concepts

The following table showcases different MYP ‘Related concepts’ for physical and health education. These concepts help identify the key areas that the students are expected to learn to acquire deep learning during their MYP studies. 

• Adaptation
• Balance
• Choice
• Energy
• Environment
• Movement
• Interaction
• Function
• Perspective
• Refinement
• Space
• Systems

Approaches to learning (ATL skills)

• Thinking skills- Assess both the advantages and drawbacks of set plays.
• Social skills- Provide specific advice on techniques to enhance the performance of others.
• Communication skills- Create methods of non-verbal communication to facilitate effective team coordination.
• Self-management skills- Engage in positive thinking exercises to improve mental resilience.
• Research skills- Establish links between different health factors and their influence on overall well-being.

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IB MYP Physical and Health Education ePortfolio

Objective

• • Students in the IB MYP course must showcase their achievement in physical and health education through an ePortfolio.

Assessment Structure

• • The IB provides a partially completed unit planner with assessment tasks.
  • Teachers customize and deliver these tasks in their own teaching contexts.

Recommended Time

• • Approximately 20 hours is suggested for completing the ePortfolio unit.

Evaluation Process

• • Teachers assess student work based on MYP physical and health education assessment criteria for year.
  • Task-specific clarifications from Further Guidance for MYP Physical and Health Education (2016) are used.
  • Successful results can contribute to students earning the IB MYP certificate.

External Moderation

• • External moderation ensures consistent and accurate evaluation standards across schools.

Sample of Assessment Tasks for MYP Physical and Health Education ePortfolio

    Task 1: Coach Role

• Conduct a client interview and video analysis.
• Perform benchmark testing.
• Assessments cover Criteria A (Knowledge and Understanding) and D (Reflecting on Learning).

   Task 2: Coach Role

• Develop a training plan.
• Conduct an interim analysis of results.
• Assessments encompass Criteria A (Knowledge and Understanding), B (Movement Composition), and D (Reflecting on Learning).

   Task 3: Client Role

• Demonstrate the skills, techniques, and/or strategies developed as part of the improvement plan.
• Evaluation based on Criterion C (Performance).

   Task 4: Coach and Client Roles

• Coach evaluates the coaching plan and interpersonal skills.
• Client evaluates performance and interpersonal skills.
• Assessments include Criteria A (Knowledge and Understanding), B (Movement Composition), and D (Reflecting on Learning).
• These tasks involve a client/coach model focused on individual improvement.
• Each task targets specific assessment criteria, ensuring a comprehensive evaluation of all strands.
• All of these tasks must have proof supporting that they have been completed.