Teacher(s) Mr. Sweet
Unit title Touch rugby
Subject group
and discipline
PHE
MYP year 8
Unit 6 Weeks
duration 13.5 hours
(hrs)
INQUIRY: Establishing the purpose of the unit
Key concept
 Relationships
 Systems
Related concept(s)
 Adaptation,
 Choice,
 Movement
Global context

Identities and Relationships
Statement of inquiry
By transferring and adapting individual skill and team strategies from other invasions sports players will be able to
out play opponents
Area of focus
Touch rugby
Inquiry questions
Factual
Conceptual
Debatable
Standards
Summative assessment and MYP Objectives
Outline of summative assessment task(s) including
assessment criteria:
Relationship
between
o
o
o
o
o
o
o
o
Throws with a mature
pattern for distance or
power appropriate to the
activity during small-sided
game play. (S1.M2.8)
Throws a lead pass to a
moving partner off a
dribble or pass. (S1.M5.8)
Executes at least 2 of the
following to create open
space during modified
game play: pivots, fakes,
jab steps, screens.
(S1.M6.8)
Executes the following
offensive skills during
small-sided game play:
pivot, give & go, and
fakes. (S1.M7.8)
Executes at least 3 of the
following offensive tactics
to create open space:
moves to create open
space on and off the ball;
uses a variety of passes,
fakes and pathways; give
& go. (S2.M2.8)
Creates open space by
staying spread on offense,
cutting and passing
quickly, and using fakes
off the ball. (S2.M3.8)
Reduces open space on
defense by staying on the
goal side of the offensive
player and reducing the
distance to him/her
(third-party perspective).
(S2.M4.8)
Reduces open space by
not allowing the catch
Assessment will be ongoing throughout the unit,
with a focus on students' ability to demonstrate
competency in skills and strategies, engage in
physical activity, demonstrate responsibility and
respect, and recognize the value of physical
activity and teamwork. Assessment will be based
on observation of students' participation in drills,
activities, and games, as well as self-reflection and
feedback from peers and teachers.
summative
assessment
task(s) and
statement of
inquiry:
o
o
o
o
o
o
(denial) and anticipating
the speed of the object or
person for the purpose of
interception or deflection.
(S2.M5.8)
Transitions from offense
to defense or defense to
offense by recovering
quickly, communicating
with teammates and
capitalizing on an
advantage. (S2.M6.8)
Reduces open spaces in
the field by working with
teammates to maximize
coverage. (S2.M11.8)
Responds appropriately
to participants’ ethical
and unethical behavior
during physical activity by
using rules and guidelines
for resolving conflicts.
(S4.M4.8)
Cooperates with multiple
classmates on problemsolving initiatives
including adventure
activities, large-group
initiatives and game play.
(S4.M5.8)
Applies rules and
etiquette by acting as an
official for modified
physical activities/games
and creating dance
routines within a given set
of parameters. (S4.M6.8)
Independently uses
physical activity and
fitness equipment
appropriately, and
identifies specific safety
concerns associated with
the activity. (S1.M7.8)
Approaches to learning (ATL)
Transfer skills

Utilizing skills and knowledge in multiple contexts

Apply skills and knowledge in unfamiliar situation
ACTION: Teaching and learning through inquiry
Content
Session 1: Introduction to Touch Rugby

Explain the rules and objectives of touch
rugby

Demonstrate basic skills, including
catching, throwing, and evading
defenders

Practice skills in pairs or small groups
Session 2:
Offensive and Defensive Strategies
 Introduce offensive and defensive
strategies, including creating and using
Learning process

space, setting up plays, and
communicating with teammates
Practice strategies in small-sided games
Session 3: Scrimmage Practice

Divide students into teams and practice
scrimmages with modified rules to focus
on specific skills and strategies
Session 4: Fitness and Conditioning

Focus on fitness and endurance training
through conditioning drills and activities
Session 5: Scrimmage Practice

Continue to practice scrimmages with
modified rules to focus on specific skills
and strategies
Session 6: Refining Techniques

Focus on refining catching, throwing,
and evading techniques through drills
and activities
Session 7: Scrimmage Practice

Continue to practice scrimmages with
modified rules to focus on specific skills
and strategies
Session 8: Game Day Preparation

Practice game day routines, including
pre-game warm-up, stretching, and
hydration
Session 9: Touch Rugby Game Day

Students will participate in a touch rugby
tournament with other teams in the class
Session 10: Reflection and Feedback

Students will reflect on their
performance and provide feedback to
their teammates
Session 11: Skill Development

Continue to focus on skill development,
with an emphasis on advanced
techniques and strategies
Session 12: Final Scrimmage Practice

Practice final scrimmage with all skills
and strategies incorporated
Assessment:
Assessment will be ongoing throughout the
unit, with a focus on students' ability to
demonstrate competency in skills and
strategies, engage in physical activity,
demonstrate responsibility and respect, and
recognize the value of physical activity and
teamwork. Assessment will be based on
observation of students' participation in drills,
activities, and games, as well as self-reflection
and feedback from peers and teachers.
Differentiation
See lessons
Formative Assessment
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Resources
REFLECTION: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Why do we think that the unit or the
selection of topics will be interesting?
What do students already know, and
what can they do?
What have students encountered in
this discipline before?
What does my experience tell me
about what to expect in this unit?
What attributes of the learning profile
does this unit offer students
opportunities to develop?
What
potential
interdisciplinary
connections can we identify?
What do we know about my students’
preferences
and
patterns
of
interaction?
Are there any possible opportunities
for meaningful service learning?
What in the unit might be inspiring for
community or personal projects?
What difficulties did we encounter while
completing the unit or the summative
assessment task(s)?
What resources are proving useful, and
what other resources do we need?
What student inquiries are emerging?
What can we adjust or change?
What skills need more practice?
What is the level of student engagement?
How can we scaffold learning for students
who need more guidance?
What is happening in the world right now
with which we could connect teaching
and learning in this unit?
How well are the learning experiences
aligned with the unit’s objectives?
What opportunities am I hearing to help
students explore the interpretative nature
of knowledge, including personal biases
that might be retained, revised or
What were the learning outcomes of this
unit?
How well did the summative assessment
task serve to distinguish levels of
achievement? Was the task sufficiently
complex to allow students to reach the
highest levels?
What evidence of learning can we identify?
What artefacts of learning should we
document?
Which teaching strategies were effective?
Why?
What was surprising?
What student-initiated action did we
notice?
What will we do differently next time?
How will we build on our experience to plan
the next unit?
How effectively did we differentiate
learning in this unit?
Could
we
develop
authentic rejected? (DP Theory of knowledge skills
opportunities for service learning?
development)
How can we use my students’
multilingualism as a resource for
learning?
What can students carry forward from this
unit to the unit? to the next year/ level of
study?
Which subject groups could we work with
next time?
What did we learn from standardizing the
assessment?