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PE & Health

Philosophy of PE and Health at ISA

Physical Education

The philosophy of the department adheres to the school’s philosophy of recognising individual differences and the potentialities of youth. The programme provides opportunities for exploration, creativity, problem solving, concept formation, leadership, communication, and interpersonal skill development as students acquire sport skills and knowledge.

We believe an appreciation for movement and having fun should be the goal in the early formative years. Children should be introduced to many basic skills designed for their levels of readiness and should be allowed to work at their own speeds in a positive atmosphere. Games should be of low organisation and short periods of concentration.

The middle school years are a transition from the lower school to the high school programme. There should be a higher level of skill development and a broader variety of activities. We believe that a combination of individual, paired and team sport activities best serve the student’s need for interpersonal and social growth.

At the high school level, the students should gain a more thorough understanding of movement principles and the effects of exercise on the body. We also believe that improving a student’s level of skill and fitness will enhance his or her self-esteem. The development of interpersonal skills, self discipline and good sportsmanship should continue to be emphasised through competitive activities. Students should be introduced to a wide range of lifetime skills that can be carried over into adult life to enhance their well-being and help them cope with the complexities of a modern society.

The development of the whole child is of paramount importance in the physical education programme. We strive to enhance the student’s physical and social well being thus maximizing each child’s potential.

Health

The aim of the ISA Health Curriculum is to:

  • Teach the understanding and application of the principles of health promotion and disease prevention through a developmentally and sequentially appropriate integrated approach that focuses on the whole person;
  • Teach the necessary cognitive and affective skills for making healthy choices about personal behaviour, conduct and life styles in the areas of physical health, mental health, human sexuality, substance abuse, life skills, consumer health and safety, and environmental health; and
  • Teach the skills necessary for students to become good advocates and good consumers of health services and products.

Elementary

Twice a week, students in Grades K-5 receive a planned programme of Physical Education taught by specialist teachers. Preschool students take part in physical education once a week, taught by classroom and specialist teachers. The programme aims to provide opportunities for students to develop physical, social, emotional and personal skills through a broad range of physical activities. Foundation skills are taught to Preschool-Grade 2 students with an emphasis on enjoyment, play, vigorous and challenging activity that develops normal healthy growth and skilful, confident, well-controlled and safe movement. In game activities, rolling, throwing, catching, running, kicking, striking and batting skills are covered. In gymnastics, students are taught locomotive and balancing skills such as running, stepping, jumping, rolling and sliding. In music activities, students develop movement/dance body actions, spatial awareness, shapes and rhythmic movements. In athletic activities, students are taught how to run, jump and throw using a variety of objects. In swimming, students are taught basic water confidence and swimming techniques in ability groups. 

The benefits and use of healthy, enjoyable exercise underpin the physical education programme at ISA. In Grades 3-5, students develop the foundation gymnastic, swimming, dance, athletic and game skills they learned in Grades K-2. Children are given opportunities to engage in recognised game forms/activities such as badminton, tennis, hockey, athletics, basketball, volleyball, kickball and T-ball. Opportunities are given to students to plan and devise sequences and strategies, observe and analyse each other’s performance and learn the rules of each activity and officiate. Emphasis is placed on physical, personal, social and emotional development.

Students in Elementary School enjoy the use of a large gym/sports hall, a small gymnasium, a specially-designed all-weather surface, tennis courts, swimming pool, climbing wall, outdoor adventure playground and a multi-purpose room.

Middle School

Health 6 - 8

Nine Life Skills are emphasized throughout the Middle School Health curriculum with the emphasis on decision-making and refusal skills. Students will study how to assess the state of their health, evaluate media messages, communicate effectively, set goals, be wise consumers, practice wellness, and learn coping skills.

In the sixth grade course the emphasis is placed on goal setting, self-esteem, social interactions, personal hygiene, and growth and development. The aim of this course is to help sixth graders become more independent, whilst developing an awareness of their own personal needs and strengths.

In seventh grade knowledge will be applied through the basic themes of Healthy Choices, Self-Responsibility and Risk Reduction. The content presented includes units on wellness and nutrition, preventing tobacco use, and puberty. Students will gain the skills they will need to use this knowledge. Decision-making, assertive communication and refusal skills are essential to avoid peer pressure. In this course, students begin to develop their own lifestyle values..

In eighth grade knowledge of nutrition expands to include the concept of body image. Preventing alcohol abuse is the focus of the second unit. Students practise their assertive communication skills to refuse peer pressure, to avoid substances, and to promote abstinence as a healthy choice for adolescents. This course continues to apply knowledge through the basic themes of Healthy Choices, Self-Responsibility and Risk Reduction. Achieving high-level wellness is the real objective of the health programme.

PE 6

On the surface, 6th grade Physical Education looks much like Elementary Physical Education with students having fun in many of the same activities, games and sports. The most noticeable difference will be the double block allowing time for warm up, skills and games in each lesson. Beneath the surface, the assessment and expectations of student performance are significantly different in Middle School. Students will be evaluated on their participation, physical skills and fitness. Participation includes attendance and preparation as well as the positive attitude, effort, co-operation and teamwork that students will exhibit through skill progressions and modified games. Students will participate in individual, dual, and team sports. Safety is emphasised in all activities.

PE 7

This course provides opportunities for students to have fun in physical activities as they acquire sport, team and interpersonal skills. Skill acquisition occurs through progressions and application in modified games. Students participate in individual, dual, and team sports. Knowledge of rules is applied in game situations and may be demonstrated as students officiate their peers. Responsibility for individual learning is promoted through informal self and peer evaluation. Safety is emphasised in all activities.

PE 8

The 8th grade students achieve a higher level of skill performance and expand the repertoire of skills. Students are exposed to more full game situations and are introduced to elements of team play including offensive and defensive team strategies. More detailed knowledge of rules enables students to take greater responsibility for class games, participation and competition. Safety is emphasised in all activities.

High School

Health 9

Total health requires more than the absence of disease. The wellness model incorporates the physical, mental, emotional and social dimensions of health. All topics presented in the health program will be examined in terms of their impact on the total well-being of the individual. This year’s nutrition unit introduces the concepts of active living, healthy eating, and feeling good about oneself and ends with an understanding of energy balance and metabolism. The preventing substance abuse unit includes student research on substances and application of the decision making model to promote healthy choices and avoid substance abuse. Students differentiate between avoidance mechanisms and coping strategies. Interpersonal skills are the foundation for the final unit in which students examine the qualities of healthy relationships and begin to explore gender issues. Students research sexually transmitted infections, and learn about HIV and AIDS. The themes of healthy choices, self-responsibility and risk reduction are emphasized throughout the course.

PE 9

Physical Education provides opportunities for students to have fun in physical activities as they acquire sport, team and interpersonal skills. Skill acquisition occurs through progressions and application in modified games. Higher levels of skill performance are achieved in successive years as students expand the skill repertoire. Students participate in individual, dual, and team sports with exposure to more full game situations as they progress and are introduced to sport tactics, elements of team play, offensive and defensive strategies. Knowledge of rules is applied in game situations and may be demonstrated as students officiate their peers. Responsibility for individual learning is promoted through informal self and peer evaluation. Safety is emphasized in all activities.

PE 10

Physical Education provides opportunities for students to have fun in physical activities as they acquire sport, team and interpersonal skills. Skill acquisition occurs through progressions and application in modified games. Higher levels of skill performance are achieved in successive years as students expand the skill repertoire. Students participate in individual, dual, and team sports with exposure to more full game situations as they progress and are introduced to sport tactics, elements of team play, offensive and defensive strategies. Knowledge of rules is applied in game situations and may be demonstrated as students officiate their peers. Responsibility for individual learning is promoted through informal self and peer evaluation. Safety is emphasized in all activities.

Accredited by

International Baccalaureate Council of International Schools Middle States Association of Colleges and Schools Cambridge International Examinations