Unit title Hit and Miss Teacher(s)

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year-8-hit-or-miss-planner

MYP Unit Planner

Unit title

Hit and Miss

Teacher(s)

JBR MDO BDY GWT SHS

Subject group(s) & discipline(s)

PHE

MYP Year & Duration (hrs)

Year 3

Block 1: 4 weeks (600 minutes)

Block 2: 4 weeks (600 minutes)

Inquiry: Establishing the purpose of the unit

Key Concept	Related Concept(s)	Global Context
Change	Refinement function and adaption	Scientific & Technical Innovation

Statement of Inquiry

Development of skills requires a process of adaptation, refinement and reflection

Inquiry Questions

What teacher questions will drive these inquiries?

Factual

How, when and why do you strike an object?

Conceptual

What is the relationship to changes to technique and outcome?

Debatable

Does applying the correct technique always produces the most successful outcome?

Objectives

Summative Assessment

What specific MYP objectives will be addressed during this unit?
Criterion B – Planning for Performance

B1, B2

Criterion C – Applying and performing

C1, C2, C3

Outline of summative assessment tasks(s) including assessment criteria:
Criterion B – Students will be assessed on their ability to plan a volleyball coaching plan.

Criterion C - Students will be assessed on their performance throughout the unit through pocket assessments.

Relationship between summative assessment task(s) and statement of inquiry:
Criterion B – Students will be planning their training sessions for their team. Their ability to improve on their performance and reflective process.
Criterion C – Students will be assessed on their ability to adapt and perform.

Approaches to Learning (ATL)

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Thinking

X. Transfer

Using skills and knowledge in multiple contexts
Make connections between subject groups and disciplines
Apply skills and knowledge in unfamiliar situations
Transfer current knowledge to learning of new technologies

Action: Teaching and learning through inquiry

Content

Learning Process

Block 1: Volleyball

Lessons 1 – 3

Teacher facilitated skill development in SEPEP teams

Passing skills (Dig, set)

Offensive (Spike, Serving, Positioning)

Defensive (Block, Positioning)

Lessons 4 – 10

Student directed – Peer Coaching – highlighting specific SEPEP team development strategies.

Block 2: Hit & Miss

Lesson 1: Badminton (Skills based)

Lesson 2: Badminton (Singles Competition)

Lesson 3: Badminton (Doubles Competition)

Lesson 4: Tennis (Skills based)

Lesson 5: Tennis (Singles Competition)

Lesson 6: Tennis (Doubles Competition)

Lesson 7: Golf (Skills based)

Lesson 8: Golf (Student Designed Putt Putt course – Putter)

Lesson 9: Golf (Student Designed Pitch & Putt course – PW and Putter)

Learning experiences and teaching strategies

Students will have the opportunity to explore a range of striking and fielding games such as Volleyball, badminton, tennis and golf.
Some teaching strategies which will be direct instruction, inquiry and PSI.
Student will participate in small sided games and doubles and singles games.

Formative assessment

Questioning

Observation
Differentiation

Modification of rules and games

Specific team selection.

Resources

Instructional models of teaching
Flipping phys ed
MYP Phys Ed
Sdrive

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit:	During teaching:	After teaching the unit:
		To what extent have you improved your skill? How? How do the concepts learnt in this skill transfer across to other skills and sports? Does peer observation improve your understanding of the skill in terms of positioning and shot selection?

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