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Curriculum (Learning) Area of Lesson or Learning Task: Physical Education

Specific Topic of Lesson or Learning Task: Volleyball


Year Level/s: 10

Differentiation Choices
Mark the appropriate box

1. For this assignment, I have chosen to design a differentiated:


 Learning Menu or Agenda
 Choice Board
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:


 Readiness
 Interest
 Learning profile preferences

Learning Objectives
The big ideas for this lesson plan have been adapted from the Australian Curriculum content
descriptors for Health and Physical Education.
1. Provide and apply feedback to develop and refine specialised movement skills in a range
of challenging movement situations (ACPMP099).
2. Developing and implementing appropriate movement concepts and strategies for
selected movement scenarios (ACPMP101).
3. Analyse the impact of effort, space, time, objects and people when composing and
performing movement sequences (ACPMP103).
4. Devise, implement and refine strategies demonstrating leadership and collaboration skills
when working in groups or teams (ACPMP105).

Big Idea Question: How do you effectively transition from a defensive play to an attacking play?

As a result of engaging with the differentiated lesson or task, students will:


understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in the
form, Students will understand that…)

What it means to defend an attack.

Winning the point.

Rhythm of play, in setting up an attack.

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Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

The rules. Keep the ball “alive”.

The specific volleyball shots. Align body in direction you want to play the ball.

What it means to “set up an attack”. Transition attack from the back court to the front
court.
How to “win a point”, through hitting the
target space.

The “ready position”.

Essential Questions (These should help students engage with the “big ideas” or understandings)

Why does body position effect an individual’s ability to play effective shots/passes in volleyball?

What defensive set up covers the most space on a court?

How can you set up an attacking play to successfully win the point?

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Learning Goal Choice 1 Choice 2 Choice 3

Overhand Serving CLOSED SKILL PRACTICE: TARGET ZONE SERVING: SERVING GOLF:

Explicit teaching and breakdown of the overhand Groups of three set up their half court into thirds, In pairs, students will be required to serve the ball
serve in volleyball. Step-by-step sequence for using provided cones. These three sections will once into each divided section of the court. For the
students to follow, both visual and audio cues for be allocated numbers, prior to the lesson, based serve to count, students will be required to call out
students to remember. Closed skill environment on designed outcomes. One partner will feed the which section they will be aiming for. Their partner
for students to solely focus on execution of the ball back to the server, whilst the other partner will then move to that square to receive the serve
skill. There will be no volleyball net for students to will keep score of their serves. Each person will and judge whether it was successful or
hit over, as they are only focusing on completing serve the ball four times, with their success unsuccessful. Students will be encouraged to
the skill correctly and effectively. (Appendix B) criteria being based off internal feedback and complete their “round of golf” with the least amount
their final score. (Appendix C) of serves possible. (Appendix D)
** Students can progress to choice 2 by consistently
repeating the audio and visual cues out loud, whilst **Students can progress to choice 3 by scoring 17
serving the ball on the full to the wall 3 times in a row points or higher in their 4 serves**
from 10 metres away**

Attacking Phase of Play SEQUENCE OF SKILL PRACTICE: CONTROLLED SPIKING DRILL: GAME PRACTICE SPIKING:

Students will be explicitly taught the sequence of In groups of 5, students will allocate a feeder, In a 3 v 3 game, students will be encouraged to set
body movements and a step-by-step guide on passer, setter, hitter and receiver. The feeder will up an attacking phase of play, replicating the drill
how to successfully spike the ball over the net. throw the ball to the passer, who will have to dig in choice 2. This will encourage students to further
After this, in pairs they will feed the ball to their the ball to the setter. The setter then sets the ball practice their skills and deepen their understanding
partner who will be required to spike the ball over up for the hitter, who must hit the ball to the in a game situation. They must use all 3 hits to set
the net and down the line. Rotation between the receiver. Students then rotate through positions up the attack and are encouraged to hit the ball
pairs will increase practice time of the specific after every hit. This will replicate a students’ down into space. They will need to hit the ball
skill. (Appendix E) ability to control their spike and hit space on the down the line or into space on the court to win the
court to win the point. (Appendix F) point. The score will be kept; however, students
** Students can progress to choice 2 by spiking the ball must use all 3 hits and must spike the ball over the
over the net, in the correct sequence effectively 5 times **Students can progress to choice 3 by spiking the ball net correctly to win the point. (Appendix G)
in a row, ensuring the ball is being hit down the line** to the receiver consistently and effectively during 10
rotations**

Defending the Point PERFECT PASSES DRILL: HITTERS VS BACK COURT DEFENCE: HITTERS VS 6 TEAM DEFENCE:

Students will be required to partner up, with their There will be 8 students required for this drill, with Students will set up on a full-size court, with 6
partner throwing the ball over the net and they are 4 attackers and 3 defenders on either side. A attackers and 6 defenders. The defenders will be
required to pass the ball “perfectly” to the setter. feeder will feed the ball to the attacking team, required to work as a team to effectively defend
The pass must be directed to the setter who has who will pass the ball to the setter and the setter the space on the court and react to where the
little lateral movement and can successfully set will then decide which hitter they pass too. The hitter plays the ball. Like in choice 2, a feeder will
the ball up for another teammate. Students are defending team will then be required to change feed the ball to the attacking team who will pass
required to pass the ball successfully to the setter their body position and defensive set up the ball to the setter, who will decide which hitter
and then rotate with their partner. (Appendix H) dependent on which hitter gets passed the ball. plays the ball. Communication and reading the
(Appendix I) play will be encouraged to the defending team, for
**Students must pass the ball successfully to the setter them to be successful. (Appendix J)
30 times in a row before they can progress to choice 2** **To progress to choice 3 students will have to
demonstrate a correct defensive set up and successfully
position themselves to defend the hit correctly**

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APPENDIX A (pre-assessment)

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APPENDIX B (choice 1, option 1)

APPENDIX C (choice 1, option 2)

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APPENDIX D (choice 1, option 3)

APPENDIX E (choice 2, option 1)

APPENDIX F (choice 2, option 2)

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APPENDIX G (choice 2, option 3)

APPENDIX H (choice 3, option 1)

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APPENDIX I (choice 3, option 2)

APPENDIX J (choice 3, option 3)

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