Teacher(s) Alfie E.

Bañares Subject group and PE – Physical Education

discipline
Unit title Badminton MYP year Unit duration (hrs) 18
Inquiry:
Related concept(s) Global context
Key concept
Change Adaptation Identities and relationships
Movement
Statement of inquiry
Adaptation and movement will produce change in the quality of the activities for better competitions and cooperation.

Inquiry questions

Factual: What does it mean to create change in the quality of activities?

Conceptual: How to change the quality of activities?

Debatable: Is it easy to create change? Why?

Objectives Summative assessment

Criterion A: Knowing and understanding
i. describe physical and health-related factual,
procedural and conceptual knowledge.
ii. apply physical and health education
knowledge to describe issues and solve problems
set in familiar and unfamiliar situations.
Criterion C: Applying and performing
i. demonstrate and apply a range of skills and
Outline of summative assessment task(s) including
assessment criteria:
Role: A teacher who concentrates facilitating
badminton drills and games
Audience: The learners who are interested in
playing badminton
Situation: The learners have difficulties in
improving their skills and tactics to play well and
Statement of inquiry:
Adaptation and movement will produce change
in the quality of the activities for better
competitions and cooperation.
Skills development through adaptation of
movements produces change, either positive
change or the other way around. Facilitators need
to teach the learners in ways that are both
effective and efficient because the students adapt
what they see, hear, and do. To achieve better

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techniques
ii. demonstrate and apply a range of strategies
and movement concepts
iii. outline and apply information to perform
effectively
Criterion D: Reflecting and improving
performance
i. describe and demonstrate strategies to
enhance interpersonal skills
ii. outline goals and apply strategies to enhance
performance
win games
Product: The learners will be having skill drills to
improve their abilities and decision making. The
facilitator will facilitate a variety of drills that will
enhance their basic skills. He/she will also give
activities that will improve their decision making and
tactics. Then after enough time of drills, the
learners will play a series of games. After the
game, the facilitator will ask the learners to reflect
on the things they learned or changes in their play
while doing the drills and playing the games. The
learners may also share their knowledge as
feedback to improve other performance. The
facilitator will grade the learners based on their
improvement in skills, tactics, and overall game.
results, teachers need to be creative in their
strategies and methods. And due to improved
performances, the quality of learning
experiences will also rise. If the activities have
better quality, cooperation in competitions will
improve, too.
It will be like this: better teaching and learning
experience result in better skills acquisition. Then,
improved skills acquisition will produce more
excellent performances. Next, enhanced
presentations will create commending activities.
Lastly, admiring activities will generate improved
cooperation among participants.

iii. explain and evaluate performance

Approaches to learning (ATL)

In order to explain and demonstrate strategies to enhance interpersonal skills, students must communicate expectations and establish team goals.
ATL Category: Social Skills

ATL Cluster: Collaboration

Specific ATL Skills:

● Communicate expectations and establish team goals

● Help each one another
● Celebrate individual success as a group achievement
● Create a clear and convincing cause
● Take advantage of the learners' strengths
● Foster unity between the learners and facilitator

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 ● Encourage innovation
Action: Teaching and learning through inquiry
Content Learning process
Learning experiences and teaching strategies
Inquired based learning experiences:
1. The learners will practice skill drills with the help of the facilitator. The students will work in pairs
1. Skill Drills or small groups. After plenty of tries, the learners will review their performance and think of
2. Games tactics on how to improve them with the help of the facilitator.
3. Reflection Time 2. After the skill drills, the whole class will play some series of games. The facilitator will be
officiating the games to guide the learners about the rules and for safety purposes. The learners
will use the tactics they learned down to the skill drills they performed.
3. After the game, the facilitator will ask the learners to reflect on the things they learned or changes
in their play while watching the videos, doing the drills and playing the games. The learners may
also share their knowledge as feedback to improve others' performance. The facilitator will also
give some feedback about the learners' performance and share some tactics for improvement.

Formative assessment
1. It will be self-assessment as the learner tries to follow his/her notes. Peer-assessment will be
between the pair or group members while attempting the skill. The facilitator will also help the
learners by giving some advice about tactics for improvement.
2. Learners will work together to think about the tactics that they will use (group collaboration). The
facilitator's observation will also be the guiding factor when the facilitator gives some advice to
the learners.
3. The assessment will be the learners’ reflection of what they discover from the skill drills, and the
games (Self-assessment). Group assessment will also be present in group discussions. The
facilitator can also give some advice and share some observations about the activities.

Differentiation

1. The skills of the learners will differ from each other. The learners who have prior experience with

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 the skills will be paired and grouped with learners who need some improvement. The facilitator
will also give more guidance to the learners who need more help.
2. Learners don't have the same skillset. The teams will be balanced for everyone to have a fair
chance of winning. 'Good' learners will be mixed up with the learners who need more guidance.
The tactics used will also vary based on the group members' ability to strategize and the idea
they acquired from the previous activities.
3. The learners' reflection will vary based on their own experiences. The learning experiences of
each learner differ from one another. Some may discover new things while some may find new
strategies to improve their skills.

Resources

SPARK Physical Education High School Program Manual

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

Prior to teaching the unit During teaching After teaching the unit

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