Dear teachers, today we will embark on a discussion about ePortfolios, a topic that many of you have reached out to inquire about. In this article, I will provide ideas on how to effectively structure your lessons to ensure that learners engage with ePortfolios with confidence and clarity about their tasks. I will utilize previous ePortfolios as examples to demonstrate how you can structure your assignments, providing students with ample information to gain a clear understanding of the task at hand. Let’s dive into ePortfolios! But before we begin, don’t miss out on our eBooks designed to enhance your teaching. They are invaluable resources that can help you refine your teaching practices and become an even more effective educator.

1. How to Create a Unit Plan, Summative Assessments, Clarify Task Specifics, and Introduce Them to Students
2. Empowering Student Learning in PHE: Insights from an IB MYP Teacher

Eportfolio 

Once you receive the unit from the IB, What do you do? 

The Eportfolio unit provided by IB is not comprehensive, requiring you to augment it with additional details to guide learners through the explored concepts. It is crucial to tailor the unit to align with your reality and context, fostering a sense of belonging among students. Allow me to illustrate this with an example. Below is a partial unit from the 2023 PHE eportfolio. Notice how the information is generic, offering the freedom to incorporate details specific to your school or country. For instance, the Global context lacks exploration; you have the flexibility to devise factual, conceptual, and debatable questions. However, it’s imperative to furnish more details to ensure your students grasp the task thoroughly. Following the examination of this partial unit, I will share previous eportfolios discussed in my past PHE department.

Here’s a suggestion: Collaborate with fellow teachers to exchange ideas and receive constructive feedback. If you find yourself as the sole representative in your school, fear not – we can collaborate here. Feel free to leave your questions, ideas, or comments at the end of this article, and I’ll engage with various teachers. Now, let’s delve into the partial unit.

Let’s look at this part of the Eportfolio 2023 unit: 

Unit title: Seize the day

Global context: Orientation in space and time

Key concept: Development 

Related concept: Choice

Statement of inquiry: The choices I make will influence my development. 

Inquiry questions such as these should be developed by teachers and students:

Factual: What internal and/or external factors can impact our journey? What is the difference between an intention and a goal? What healthy habits formed in early life remain with an individual?

Conceptual: How do I know who I want to become? Is intent the goal of the action? 

Debatable: Does our past have to impact our future?

Summative assessment Task: 

Task 1 – Initial observation and analysis (as coach):

Interview the client and determine which self-selected physical and health factors are to be developed. Prompt the client to consider what physical activity they would like to perform. As coach, possible prompts for observation/interview may include, but are not limited to:

·       what influenced them to want to develop this activity

·       how this journey will help them achieve their goal(s)

·       whether it is an activity they think they will continue with in the long-term.

Film their current performance for analysis.

Observe and analyse the client’s health and physical performance. This may be recorded using the following (this list is neither prescriptive nor exhaustive):

 ·       Analysis of the skills, techniques and application of the movement concepts for the chosen physical activity.

·       Analysis and measurement of the health factors that are relevant to the chosen physical activity and could positively impact physical performance.

·       Analysis of personal, local or global influences (of the client or the chosen activity/sport) that are expressed in the current performance.

Relationship between summative assessment tasks and statement of inquiry, including assessment criterion strand focus area (evidence may also be found in other tasks):

The use of appropriate physical and health terminology (Aiii) will be assessed throughout the ePortfolio.

The analysis of the initial observations will demonstrate the coach’s ability to:

·       analyse current performance including the application of skills, techniques and movement concepts using factual, conceptual and procedural knowledge, supported by appropriate research (Ai and Aii)

·       analyse current health, and components that may influence the current performance (Ai and Aii)

·       identify factors which may impact performance and future development (Ai and Aii).

How can we complete the unit? 

Next, I will show you a previous unit, as mentioned earlier. The title of this unit is ‘Beating Your Best,’ and it’s a past ePortfolio that was completed in the previous PHE department where I worked. We incorporated an exploration area, formulated inquiry questions, and developed insightful approaches to assist students in better understanding the summative assessment. Towards the end, I will present a checklist designed to help students consider crucial details while compiling their Criteria A piece. Following the unit overview, I will provide ideas on structuring your lessons to achieve a balance between practical and theoretical aspects. Additionally, I will share three student samples for Criteria A.

Complete eportfolio Unit

Unit title: Beating your best 

Key Concept: Change

Related Concept: Choice

Global context:  Identities and relationships

Area of exploration: Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; and what it means to be human.

Atl Skills:

Self-Management:

❖ Organization Skills: managing time and tasks effectively

❖ Affective skills: Managing state of mind

❖ Reflection skills :(Re) Considering the process of learning. Develop new skills, techniques and strategies for effective learning.

Research Skills:

❖ Information Literacy skills: Finding, interpreting, judging and creating information

❖ Media Literacy Skills: Interacting with media to use and create ideas and information

Statement of Inquiry: 

Different choices and attitudes can promote significant changes in health

Inquiry Questions:  Factual: What are aspects of heathy living? What do we need to do to be fit? What do we need to do to be heathy?

How can involvement in activity and sport improve our levels of happiness and joy? What movements and performance challenge our values and beliefs?

Possible areas to address when creating client’s profile: 

❖ Physical, Mental and social benefits of participation in their respective activities

❖ Show or demonstrate an understanding of components of fitness (health and skill related) ❖ Factors that Influence their participation in their choices

❖ Principles and methods of coaching 

Conceptual:  How our choices can affect our heathy? How our choices today can affect people around us? How does the human body acting as a lever help performance? How does your cultural influences limit your participation?

Possible queries to address:

❖ Skill, technique, movement concepts analysis and the stages of learning

❖ Factors affecting participation in physical activity

❖ What influences your client’s choice: culture /religion /education/economic status/ neighborhood/ethnicity/family

❖ What impact does your choice of the type of sport/activity have to your happiness? 

Debatable: Is being aware of the importance of living health affects our attitude?

❖ Do the choices you make enhance your participation?

GRASPS:

Goal: Show understanding about how different choices and attitudes can promote significant changes in health.

Role: An Upcoming Sports Coach

Audience: Your Client (classmate)

Situation: Your client will choose an aspect of performance that can be improved by making positive health and physical fitness choices. And you will be the one will help him to beat his best.

Product: 1. An essay showing your client’s profile:

2. Your understating of the Unit Title and its application in connection to  the Global context, Key Concept and the related concept. And your  responses to the inquiry questions.

3. Clients’ background information:

Lifestyle Audit: Dietary habits, rest/recovery/sleeping habits, sporting  history, personality traits, body type, cultural background. 

Areas of concerns and design/creation of solutions.

Video Analysis: Record a video of 1minute that will help in the analysis  of the current skills, techniques, movement concepts and the stages of  learning (characteristics of client’s performance) in the chosen activity.  Highlight the skills and techniques seen in the video, skill concepts in the  sports. 

Areas of concerns and design/creation of solutions.

Current Fitness Levels: Prioritizing and justifying of at least 4  components to test in relation to the activity chosen. State the tests done,  protocols and comparison to the normative data. Make conclusions and  analyze the data collected. Areas of concerns and design/creation of  solutions.

Psychological Testing: Client’s overview and area of testing and why  and how it affects performance. The test done and conclusions made. . Areas of concerns and design/creation of solutions.

N.B: When designing/suggesting or coming up with solutions in the above areas you  should relate them to the applications of training; methods of training, drills and routines  to use.

 4. Goals: Formulate two smart goals (one physical and one health) using  the solutions from the sections above geared at improvement that will result in  improved levels of happiness and joy to your client

Standards: Criterion A: Knowledge and Understanding

Level 7-8

The student: i. Explains physical and health education  factual, procedural and conceptual knowledgeii. applies physical and health education  knowledge to analyse complex issues and to  solve complex problems set in familiar and  unfamiliar situationsiii .applies physical and health terminology  consistently and effectively to communicate understanding.

The Student:From your client’s initial physical performance, you will  submit a detailed account that justifies their determination  of;✓ current ability in desired skill✓ strengths and weaknesses✓ features of correct skill executionFrom your client’s initial health assessment, you will submit a  detailed account that justifies their determination of: ✓ current well-being✓ strengths and weaknesses✓ relation to physical performanceTask 1 (Initial observation and analysis): You will be required  to use knowledge from strand A(i) to investigate in depth the  issues highlighted by the client and develops relevant  solutions.Task 2.(PDP): You break down the issues highlighted in task  1 to create the PDP and regularly adapt and justify changes to the PDP based on the client’s progress towards  the physical health and at least one of the following areas:  social/mental/ spiritual well-being goals in each training  session.You will be expected to consistently use (most) relevant  subject-specific terminology.

 Task 1 check list- 4 Pages Max

Design solutions  1

Subtitles: Research based on Global Context (Identities and relationships) and SOI Different choices and attitudes can promote significant changes in health) relating to the unit: Beating your best.

Catchy phrase showing or inspiring one to beating your best and your understanding of the effects of Change (Key Concept) in Choices (Related Concept).

N.A: Discuss the factual questions: What are aspects of heathy living? What do we need to do to be fit? What do we need to do to be heathy? How can involvement in activity and sport improve our levels of happiness and joy? What movements and performance challenge our values and beliefs?

Background information based on interviews with client and other  sources (coaches/teachers/classmates/own obseravations) : analysis of current life-style audit and sporting performance and especially regarding their current chosen activity including the application of skills, techniques and movement concepts using  factual and procedural knowledge, supported by appropriate research (Ai) (video analysis showing knowledge of sport chosen,  stages of learning, skills and techniques in the sort or activity)

Design solutions  2

Analysis of current health, and components of fitness that may influence the  current performances (Ai) (Strengths and weaknesses from testing) ❖ using video footage and fitness testing results (sports related components  i.e speed, agility) analyse your client’s performance and explain the  strengths and weaknesses of their physical fitness.

❖ give detailed account including reasons or causes and give valid reasons or evidence to support conclusion or summaries made ( Ai)

Design solutions  3

Analyse factors which may impact choice of participation, performances and future  development. Address conceptual queries.

❖ Possible area may include social interactions, including socia media;  emotional/relationships during activities: joy, rage, tension, pressure; Identities- diversity, equity and  inclusion; Learning a range of new skills.

❖ Investigate psychological influences such as anxiety, confidence, self  esteem or social factors such as teamwork or communication.

❖ give a detailed account including reasons or causes and give valid reasons or  evidence to support an answer or conclusion (Criterion Ai)

N.B: Consider the conceptual question: How our choices can affect our heathy?

How our choices today can affect people around us?How does the human body acting as a lever help performance? How does your cultural influences limit your participation?

Design solutions  4

Solutions to the areas of development that have been identified

❖ Provide a solution(s) to support the area of development identified in ONE  chosen physical health area plus one of the following areas: social/mental/or  spiritual well-being, that could lead to an improvement in client’s sport or  activity.

❖ Referring to the video footage of your client in the activity as evidence to  support your analysis of your client’s strengths and weakness e.g cardiovascular endurance, muscular strength (strong on the ball or in the  tackle) , confidence, teamwork etc.

❖ give a detailed account including reasons or causes and give valid reasons or  evidence to support an answer or conclusion (Criterion Aii)

N.B Consider the Factual Question: Does the choice you make enhance your participation? What are aspects of healthy living? What do we need to do to be fit? What do we need to do to be healthy?

Design solutions  5

Use of appropriate terminology consistently and effectively. All terminology used must be highlighted in Italics.  (Criterion Aiii)  –assessed all through the 4 tasks

Design solutions  6

Mention of your client’s goals- Physical and health goal

N.B: Be sure to discuss your findings with your client and ask them if there is  anything they would particularly wish to work on. Include this information in the  justification of your goals.

Last considerations

The Inquiry session with more details that I shared with you pertains to the previous ePortfolio, and it’s possible that the approach may have evolved in the recent version. Ensure to consult the guide to identify any updates that have been made. Nevertheless, this will provide you with an idea of how to approach the ePortfolio in a manner that benefits the students.

This article is becoming lengthy, so I will create a Part 2 where I’ll share insights on how to structure your lessons to strike a balance between practical and theoretical aspects. To conclude this article, find below three student samples, specifically focused on Criteria A.

CLICK HERE FOR: E-portfolio – Criteria A Examples

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