Curriculum Overview, Scope and Sequence

Academic Year 2023-2024

Grade Level 9
Subject Health & Physical Education
Semester 1
Teacher(s) and Contact Email Address(es) Mr. Hal Hennenfent, Mr. Arseniy
Galtsov, Mr. Johan Dana, Mr.
Thomas Givens III
Number of 70-min lessons per cycle 2 (3 P.E. & 1 Health per 2 cycles)

Course Aims and Background Overview:

The BIBA Health and Physical Curriculum aims to cultivate individuals who are not only physically and
health literate but also equipped with the proficiency, aptitude, and self-assurance needed for a lifelong
journey of wholesome physical engagement.

Physical Literacy:
Individuals who are physically literate move with competence and confidence in a wide variety of physical
activities in multiple environments that benefit the healthy development of the whole person.
 Physically literate individuals consistently develop the motivation and ability to understand, communicate,
apply, and analyze different forms of movement.
 They are able to demonstrate a variety of movements confidently, competently, creatively and
strategically across a wide range of health-related physical activities.
 These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of
their whole self, others, and their environment.

Health Literacy:
Health literacy involves the skills needed to get, understand and use information to make good decisions
for health. BIBA defines it as the ability to access, understand, evaluate and communicate information as a
way to promote, maintain and improve health in a variety of settings across the life course.

Scope and Sequence:

Unit Title Number of Content ATLs Assessment
Number Weeks and
Approximate
Dates (from –
to)
Team 1 week Teambuilding improves collaboration,Collaboration
Building (Sept.4–Sept. 8) communication, and trust among
individuals to enhance the class
dynamics and creates an atmosphere
that helps the students work together in
future activities.
Fitness 2 weeks Fitness testing assesses several vitalSelf-
Testing (September 11th components, such as cardiovascularManagement
– September endurance (aerobic capacity), muscular
22nd) strength and endurance (including
exercises like push-ups and sit-ups),
and flexibility.
1 Volleyball & 6 weeks Volleyball: Coping withCriteria B:
(Physical Lacrosse (September 25th  Skill Mastery: Students will Challenges Lacrosse Skill
Education) – November 10th) receive instruction and Planning
practice refining their Summative:
volleyball techniques Written
throughout this unit. Critical Product
skills such as serving,
digging, setting, spiking,
blocking, and receiving Criteria C:
serves will be explicitly Volleyball
taught and reinforced. Performance
Summative:
 Fundamental Elements: In Performance
addition to improving their / Recital
skills, students will gain an
understanding of various
Criteria D:
aspects of the game.
Net Games Drill
Particular emphasis will be Assessment
placed on footwork, Summative:
understanding the rules, Authentic /
scoring, positioning, and the Transfer Task
strategic aspects of
volleyball.

 Practical
Application: Students will
develop their volleyball drills
as a hands-on component.
These drills will involve
groups of 2-3 players, each
focusing on a specific skill or
gameplay strategy. This
exercise encourages
creative thinking and a
deeper understanding of the
game.

Lacrosse:
 Skill
Advancement: Students will
elevate their lacrosse skills
throughout this unit. Our
focus will include critical
techniques such as passing,
catching, shooting, ground
balls, face-offs, and
defensive strategies.

 Foundational
Aspects: Beyond skill
development, students will
explore the fundamental
components of lacrosse.
 These facets include an in-
depth understanding of the
game's rules, scoring, player
positions, and offensive and
defensive tactics.

 Game Simulation: To put

theory into practice, students
will engage in simulated
lacrosse matches. These
friendly yet competitive
games will enable them to
apply their newly acquired
skills and strategic
knowledge in a real-game
context. Through active
participation, students will
refine their decision-making
abilities and develop a
deeper appreciation for the
sport's dynamics.

1 Healthy September 1st –  Holistic Health: This unit Research Criteria A:

(Health) Eating October 31st (8 equips students with an Healthy eating
weeks) understanding of holistic Summative:
health by exploring its four Presentation
interconnected dimensions:
physical, mental, emotional,
and spiritual well-being. We
look into the idea that true
wellness involves the
harmony of all four facets,
empowering students to
cultivate a comprehensive
sense of health.

 Nourishing Body and

Mind: Within the aspect of
holistic health, we strongly
emphasize developing a
healthy eating plan. These
plans are designed to
nourish the body and the
mind, providing students with
practical tools to make well-
informed dietary choices.

 The Art of Choice: This

unit's fundamental aspect
centers on making intelligent
food and beverage choices.
 Students gain the knowledge
and skills to make conscious
decisions supporting their
overall well-being through
discussions on nutritional
value, ingredient awareness,
and portion control.

2 Basketball 4 weeks  Fundamental Skills Communication Criteria D:

(Physical (November 10th – Mastery: This unit places a Basketball
Education) December 8th) strong emphasis on Games Drill
mastering the foundational Assessment
Summative:
skills of basketball. Students
Authentic /
will focus on dribbling, Transfer Task
shooting, passing, and
defensive techniques
through structured drills and
exercises. Building a solid
skill set is the cornerstone of
success on the basketball
court.
 Game Strategy and Team
Dynamics: Beyond
individual skills, students will
understand basketball's
strategic elements. They will
learn offensive and
defensive strategies, court
positioning, and effective
team communication.
Understanding how to work
together cohesively as a
team is crucial for success in
competitive play.
 Basketball History and
Culture: Beyond the court,
this unit will explore the rich
history and cultural
significance of basketball.
Students will look into the
origins of the sport, its
evolution, and its global
impact. Through discussions
and research, they will gain
a deeper appreciation for
basketball as more than just
a game but something that
transcends borders and
connects people.

3 Dance  Precision in Form and Creativity Criteria B:

Physical Technique: Throughout this Routine,
Education planning for
 mini-unit, we strongly performance
emphasize activities that Summative:
Authentic/
require precise form and Transfer Task
technique. Whether it's
dance, fitness, or other
movement patterns, students
will learn how correct
execution enhances
performance and maximizes
the benefits of their efforts.

 Explicit Instruction in
Movement
Patterns: Students will
receive comprehensive
instruction in movement
patterns, ensuring a clear
understanding of the
mechanics and dynamics
involved. The target is to
equip them with the
knowledge and skills to excel
in dance and fitness
activities.

 Guided Dance and Fitness

Exploration: This unit
allows students to explore
the world of dance and
fitness through guided
experiences. They will
engage in structured sessions
combining creativity with
physical activity, allowing
them to express themselves
while improving their fitness
and coordination.
2 Personal November 1st –  Navigating Research Criteria A:
Health Safety and December 20th Technology: This section Youth advocacy
Injury (8 weeks) looks into the world of project
Prevention technology. Students will
explore the benefits and
potential risks associated
with its use. Emphasis will
be placed on safe and
responsible technology
practices, equipping them
with the knowledge to make
informed decisions in the
 digital age.

 Mental Health
Awareness: This section
researches mental health
concerns as part of our
commitment to well-being.
Students will learn to
recognize warning signs of
mental health issues and
develop appropriate
responses. Promoting
empathy and support, we
aim to create a nurturing
environment where mental
health is valued and
prioritized.

 Addressing Bullying and

Harassment: Another area
of the unit addresses the
critical issue of bullying and
harassment. Students will
gain essential tools and
strategies for responding to
such situations and creating
a safe and inclusive
community. Promoting
kindness and respect, we
aim to empower students to
stand up against bullying
and support those affected.

 Life-Saving Skills: Students

will acquire practical life-
saving skills besides digital
and emotional literacy. They
will receive First Aid and
CPR training, equipping
them with the knowledge
and confidence to respond
effectively in emergencies.
These skills are not only
valuable in the classroom
but also in their daily lives.

3 Badminton 4 weeks  Racket Skills Mastery: In Self- Criteria C:

Physical (January 3rd – this unit, students will focus Managment
Badminton Match

Education January 26th) Summative:

on mastering the essential Performance
racket skills required for / Recital
badminton. They will receive
 dedicated instruction and
practice in techniques such
Criteria D:
as serving, smashing, Net Games Drill
dropping, and net play. Assessment
Summative:
 Gameplay Strategies and Authentic /
Tactics: Beyond individual Transfer Task
skills, students will work on
the strategic aspects of
badminton. They will learn
about positioning, shot
selection, and game tactics
for singles and doubles.
Understanding how to
outmaneuver opponents and
make effective decisions
during matches is a key
focus.

 Court Awareness and

Footwork: In addition to
racket skills and strategy,
students will focus on court
awareness and footwork.
They will learn how to
efficiently cover the court,
maintain proper positioning,
and anticipate their
opponent's moves.
3 Substance 8 weeks  Understanding Resilience Critical Thinking Criterion A:
(Health) abuse, (January 3rd – and Influences: In this unit, Substance Use,
addiction & March 5th ) Addictions &
Behaviors
students will gain an Related Behaviors
understanding of resilience Summative:
and the factors that shape it. Written Product
They will explore protective
elements and risk factors,
learning how these elements
can impact their decisions
concerning substance use
and addictions.

 Social Factors and

Informed Choices: Students
will examine the complex
social factors that can
influence behaviors related
to various addictions, such as
gambling, video gaming,
 Internet usage, or eating
disorders. They will develop
insights into how their
decision-making and
communication skills can be
powerful tools to respond
effectively to these external
influences.

4 Football 4 Weeks  Mastering Football Social Skills Criteria B:

Physical (January 29th – Skills: Throughout this unit, Create a Soccer
Education March 8th) Warm-up
students will focus on Summative:
mastering essential football Written Product
skills, including dribbling,
passing, shooting, and ball Criteria D:
control. With dedicated Football
Reflection
practice and coaching, they Summative:
will develop the fundamental Written Product
techniques necessary for
success on the football pitch.

 Tactical Game
Understanding: Beyond
individual skills, students
will learn the tactical aspects
of football. They will learn
about team formations,
strategies, and positioning in
attack and defense.
Understanding how to work
together as a team and adapt
to different game situations
is central to this unit.

 Sportsmanship and Team

Building: In addition to skill
development and strategy,
this unit significantly
emphasizes sportsmanship
and team dynamics. Students
will learn the values of fair
play, respect for opponents,
and effective communication
within the team. Fostering
teamwork and camaraderie is
essential for success on the
football pitch and in life
 beyond.
5 Human 8 Weeks  Informed Decision- Self-Awareness Criterion A -
Health Development (March 6th – May Making: During this unit, Decision Making
& Sexual 3rd) Scenarios
Education
students will explore the Formative:
multitude of factors that Written Product
influence sexual decision-
making. They will gain a
deep understanding of how
to apply decision-making
and effective communication
skills to support responsible
and healthy choices
regarding their sexuality.

 Challenging
Misconceptions: Students
will examine prevalent
misconceptions about
sexuality in our culture. They
will learn to critically assess
these misconceptions and
understand the potential
harm they can cause.
Furthermore, students will
develop the ability to
respond to these
misconceptions with fairness
and a critical perspective,
creating a more informed and
inclusive approach to
discussions about sexuality.

 Exploring Exclusive
Relationships: Students
will also evaluate the
dynamics of exclusive
relationships. They will
consider how being in an
exclusive relationship with
another person impacts not
only themselves but also
their interactions with others.
This exploration will
encourage a thoughtful
examination of the
complexities of relationships
and their role in personal
growth and social
 connections.
5 Frisbee (March 11 –th
 Mastering Frisbee Thinking Skills Criteria C:
Physical April 12th) Techniques: In this unit, Ultimate Frisbee
Education performance
students will receive Summative:
explicit instruction and Performance
practice in mastering / Recital
essential Frisbee
techniques, including
forehand, backhand, and
overhead throws. Through
dedicated training, they
will develop proficiency in
these skills.
 Comprehensive
Approach: Students will
also learn things besides
technique and incorporate
a comprehensive
approach to Frisbee.
Students will learn about
footwork, game rules,
scoring, positioning, and
tactical strategies. These
elements are essential for
a well-rounded
understanding of the
sport.
 Demonstrating Skills
and
Strategies: Throughout
the unit, students will
actively demonstrate and
apply various skills,
techniques, and
strategies. They will also
explore fundamental
movement concepts. By
effectively outlining and
using this information,
they will enhance their
performance and
understanding of the
game.

6 Handball 4 weeks  Mastery of Handball Social Skills Criteria C:

Physical (April 15th – May Fundamentals: Througho Invasion Games
Education 15th) Summative:
ut this unit, students will Performance
focus on developing their / Recital
 fundamental Handball
skills. They will gain
proficiency in dribbling,
passing, and shooting
while also gaining a
beginner's understanding
of the rules and strategic
aspects of the sport.

 Application in Semi-
Competitive
Play: Students will go
beyond the basics by
applying their skills, rules,
and strategies in semi-
competitive games. This
hands-on experience
allows them to
demonstrate their
contextual knowledge and
fosters an appreciation for
the practical application of
what they've learned.

 Understanding Invasion
Games: This unit will
enhance students'
proficiency in Handball
and deepen their
comprehension of
invasion games as a
category. They will
discover how tactics and
techniques share
commonalities across
sports, providing valuable
insights that can be
applied beyond Handball.
6 Community May 6th – May  Understanding Creativity Criteria A:
Health Health 31st Community Health: Exploring the
& Global Consequences
Health Issue
Explore the concept of
community health, Summative:
Written Product
focusing on the well-
being of individuals
within specific
geographic areas.
Analyze factors
influencing community
 health, such as healthcare
access, social
determinants of health,
and the roles of public
health agencies.
 Global Health
Challenges: Investigate
critical global health
issues, including
infectious diseases,
malnutrition, clean water
access, and healthcare
disparities. Recognize the
interconnectedness of
global health and the
significance of
international
collaboration in
addressing these
challenges.
 Health Promotion and
Advocacy: Learn health
promotion and advocacy
strategies, empowering
individuals and
organizations to enhance
health outcomes locally
and globally. Topics
include health education,
policy advocacy, and
community involvement
in promoting better
health.
 Emerging Health
Threats and
Innovations: Explore
emerging health threats
like pandemics and
climate change-related
health impacts. Assess
how technology and
innovation are
transforming healthcare.
Engage critically with the
evolving health
landscape to identify
global challenges and
opportunities for
 improved health.
7 Wellness and Point 1: Sleep and Physical Health Self- H-Criteria A:
Health Balance Management Discovering Life
 It is understanding the Enhancing Skills
importance of sleep for Summative:
physical health. Written Product
 Exploring the role of sleep in
growth, immune function, Criteria D:
and metabolism. Assessment
 Discuss common sleep Summative:
disorders impacting physical Written Product
well-being, such as sleep
apnea and insomnia.
 Improving sleep quality
includes establishing a
regular sleep schedule,
creating a sleep-conducive
environment, and managing
stress to promote physical
well-being.
Point 2: Financial Health and
Environmental Health
 Defining financial health and
its significance in overall
wellness.
 Identifying the financial
aspects of environmental
health, such as budgeting for
eco-friendly choices and
sustainable living.
 Exploring the environmental
impact of financial decisions,
including responsible
consumption and investment
choices.
 Promoting financial practices
that align with environmental
sustainability.
Point 3: Self-Care and Emotional,
Social, and Mental Health
 Understanding self-care as a
critical emotional, social, and
mental health component.
 Identifying the emotional
and mental health benefits of
self-care practices.
 Discussing the social aspect
of self-care, including
building supportive
 relationships and setting
boundaries.
 Practical self-care strategies
promote emotional and
mental well-being, including
mindfulness, relaxation
techniques, and hobbies.

7 Floor Hockey 4 Weeks Basic Skills: Coping withCriteria B:

Physical (May 16th – o Grip, stance, and Challenges Routine,
Education June14th) planning for
stickhandling performance
techniques. Summative:
o Passing and shooting Authentic/
fundamentals. Transfer Task
o Defensive strategies
and goalkeeping (if Criteria C:
applicable). Floor Hockey
Gameplay and Rules: Performance
o Scoring and game Summative:
format. Performance
/ Recital
o Offside, icing (if
applicable), and
penalties.
o Emphasis on
teamwork and
sportsmanship.
Strategy and Team Dynamics:
 Developing game strategies,
including offensive plays and
defensive tactics.
 Enhancing teamwork,
communication, and
cooperation among players.
 Encouraging adaptability and
intelligent decision-making
on the field.

Structure of Formative and Summative Assessment:

 Summative Assessments: A diverse range of assessment methods will be incorporated
throughout the course, distributed across each unit. These methods may encompass Personal
Projects, Role Plays, Design and Planning for Skills or Tournaments, Poster Presentations,
Reflections, Analysis, and more. Each assessment aligns with specific outcomes, ensuring a
comprehensive evaluation process. Moreover, at least one significant assessment for each learning
outcome per semester will be available. Additionally, teachers can introduce supplementary
assessments for each objective, enhancing students' overall learning experience for each unit.
  Formative Assessments: A comprehensive array of pre-assessments and formative evaluations
will be consistently administered throughout the course, seamlessly integrated within each unit.
These assessments may encompass Start of Unit Pre-Assessments, Homework, Checks, Video
Analysis, Concise Reflections, and Task Completions. These thoughtfully crafted measures serve a
dual purpose: nurturing analytical thinking within and beyond the classroom while providing
invaluable guidance in achieving Summative Assessments.
Resources:
- Teams will be used for Online Platforms for submitting Formative and Summative Assignments.
- Various articles and resources will be shared by the teacher, which will be assigned periodically.
- No text is needed for this class- Only electronic resources provided by the teacher

Expectations of Students:
• Embrace the PE Uniform Policy to ensure proper attire and uphold hygiene standards. (Refer to the PE
Uniform Policy for details.)

• Show respect to fellow students, teachers, and equipment within the HPE Facilities at all times.

• Arrive prepared with a computer, as required by the teacher, to complete and submit formative or
summative assessments during class.

• Request extensions in advance with teacher approval before the due date. Upon receiving feedback,
collaborate with the teacher to enhance your performance.

• Engage in English as the primary language during class sessions.

• Prioritize Social and Emotional Health, and demonstrate respect for diverse viewpoints. Foster an
atmosphere of understanding, open-mindedness, and respect for peers' opinions.

Notes
Opportunities for students to demonstrate their Approaches to Learning (ATLs) are integrated into
the course. Student engagement with ATLs will be shared in school reports and at Parent-
Teacher Conferences.

 Students are expected to submit all work in line with Academically Honest practices, which
includes including citations and references where appropriate.

 Please use the email address above to contact teachers (Social Media and other informal
channels of communication are considered inappropriate).

 Emails requiring replies can expect to be responded to within 24-hours the working week in
term time (Monday – Friday 8.00 am – 4.00 pm).

 Emails received out of the term time working hours above can expect to be addressed at
the earliest opportunity upon staff return to work.

 Please note that this overview, scope and sequence are subject to change and modification
following publication, based on the needs of the cohort, internal school requirements, and
external factors that may be beyond the jurisdiction of the school.