IB-DP category 2 SEHS (October/November) [2020]

MODULE 1 - the IB-DP SEHS program of study:

After completing the learning engagements, this may be a good opportunity to reflect on the programme of study you will follow for your next SEHS teaching group.

• How is your programme of study similar to those of other participants?

As a British international teacher I am coming from a GCSE and AS/A2 Level background and mindset...! Both academic programs are assessed for activity coursework practical and classroom examination theoretical. 

A number of IBO syllabus topics are similar... so for me the IB-DP category 2 SEHS PoS [Program of Study] is linear and straightforward in that it covers from 1-6 the core six SL [Standard Level] compulsory topics:

1. Anatomy.

2. Exercise physiology.

3. Energy systems.

4. Movement analysis

5. Skill in sports.

Beyond 1-5 the 6 MEHP is distributed throughout the UoW [Units of Work] across both academic years 1 and 2. GCSE and AS/A2 Level programs have this developing and "ongoing" structure to teaching the topics.

6. Measurement and evaluation of human performance.

• How is it different?
  

I have created an example from IB-DP category 1 SEHS learning engagements PoS [Program of Study] which did not require the HL [Higher Level] and options - now I need to think about this! 

7. Further anatomy.

8. The endocrine system.

9. Fatigue.

10. Friction and drag.

11. Skill acquisition and analysis.

12. Genetics and athletic performance.

13. Exercise and immunity.

Group members have commented on options and provided resources and support that is very useful. A-D are the four options and students are required to study any two options.

A. Optimising physiological performance.

B. Psychology of sports.

C. Physical activity and health.

D. Nutrition for sports, exercise and health.

Feel free to record your reflections in your learning journal, available from the workshop homepage.

In module 2 you will delve deeper and think about how to develop a unit of work for one section of the programme of study. 

MODULE 2 - developing an IB-DP SEHS unit:

Using one of your own existing units of work, reflect on:

An example I have given is for the 1.2 (The muscular system) and 1.2.5 (Identify the location of skeletal muscles in various regions in the body) and the "blending" of both practical and theoretical. 

• the extent to which student learning skills are developed over the course of the entire unit - (thinking, communication, social, self-management and research) the activity area of H.R.E [Health Related Exercise] and the individual P.E.P [Personal Exercise Program] can be done individually, as a group or in "teams" (e.g. as a member of a school sports team) Assessment, recording and reporting (including analysis/evaluation/improvement) is all done by students with support from teachers.

• the extent to which these learning skills are made explicit to student - the aims (including the ATL skills) are linked to outcomes and include the entire group learning from one other as they progress (along with facilitation by the teacher) For instance the anatomy can be included in the warm-ups, main-parts (session training) and cool-downs - both in PE and SPORT lessons and in the H.R.E facility. 

• the range of teaching strategies you use to enhance these skills - as identified in the H.R.E [Health Related Exercise] individual P.E.P [Personal Exercise Program] the students have agency, empowerment and ownership. It is a personal project across a unit of work that students work in collaboration with the teacher on. All aspects of ATL are covered in this.

Write your reflections in your Learning journal.