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
Overhand Serving CLOSED SKILL PRACTICE:
Explicit teaching and breakdown of the overhand
serve in volleyball. Step-by-step sequence for
students to follow, both visual and audio cues for
students to remember. Closed skill environment
for students to solely focus on execution of the
skill. There will be no volleyball net for students to
hit over, as they are only focusing on completing
the skill correctly and effectively. (Appendix B)
** Students can progress to choice 2 by consistently
repeating the audio and visual cues out loud, whilst
serving the ball on the full to the wall 3 times in a row
from 10 metres away**
Attacking Phase of Play SEQUENCE OF SKILL PRACTICE:
Students will be explicitly taught the sequence of
body movements and a step-by-step guide on
how to successfully spike the ball over the net.
After this, in pairs they will feed the ball to their
partner who will be required to spike the ball over
the net and down the line. Rotation between the
pairs will increase practice time of the specific
skill. (Appendix E)
** Students can progress to choice 2 by spiking the ball
over the net, in the correct sequence effectively 5 times
in a row, ensuring the ball is being hit down the line**
Defending the Point PERFECT PASSES DRILL:
Students will be required to partner up, with their
partner throwing the ball over the net and they are
required to pass the ball “perfectly” to the setter.
The pass must be directed to the setter who has
little lateral movement and can successfully set
the ball up for another teammate. Students are
required to pass the ball successfully to the setter
and then rotate with their partner. (Appendix H)
**Students must pass the ball successfully to the setter
30 times in a row before they can progress to choice 2**
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Choice 2
TARGET ZONE SERVING:
Groups of three set up their half court into thirds,
using provided cones. These three sections will
be allocated numbers, prior to the lesson, based
on designed outcomes. One partner will feed the
ball back to the server, whilst the other partner
will keep score of their serves. Each person will
serve the ball four times, with their success
criteria being based off internal feedback and
their final score. (Appendix C)
**Students can progress to choice 3 by scoring 17
points or higher in their 4 serves**
CONTROLLED SPIKING DRILL:
In groups of 5, students will allocate a feeder,
passer, setter, hitter and receiver. The feeder will
throw the ball to the passer, who will have to dig
the ball to the setter. The setter then sets the ball
up for the hitter, who must hit the ball to the
receiver. Students then rotate through positions
after every hit. This will replicate a students’
ability to control their spike and hit space on the
court to win the point. (Appendix F)
**Students can progress to choice 3 by spiking the ball
to the receiver consistently and effectively during 10
rotations**
HITTERS VS BACK COURT DEFENCE:
There will be 8 students required for this drill, with
4 attackers and 3 defenders on either side. A
feeder will feed the ball to the attacking team,
who will pass the ball to the setter and the setter
will then decide which hitter they pass too. The
defending team will then be required to change
their body position and defensive set up
dependent on which hitter gets passed the ball.
(Appendix I)
**To progress to choice 3 students will have to
demonstrate a correct defensive set up and successfully
position themselves to defend the hit correctly**
Choice 3
SERVING GOLF:
In pairs, students will be required to serve the ball
once into each divided section of the court. For the
serve to count, students will be required to call out
which section they will be aiming for. Their partner
will then move to that square to receive the serve
and judge whether it was successful or
unsuccessful. Students will be encouraged to
complete their “round of golf” with the least amount
of serves possible. (Appendix D)
GAME PRACTICE SPIKING:
In a 3 v 3 game, students will be encouraged to set
up an attacking phase of play, replicating the drill
in choice 2. This will encourage students to further
practice their skills and deepen their understanding
in a game situation. They must use all 3 hits to set
up the attack and are encouraged to hit the ball
down into space. They will need to hit the ball
down the line or into space on the court to win the
point. The score will be kept; however, students
must use all 3 hits and must spike the ball over the
net correctly to win the point. (Appendix G)
HITTERS VS 6 TEAM DEFENCE:
Students will set up on a full-size court, with 6
attackers and 6 defenders. The defenders will be
required to work as a team to effectively defend
the space on the court and react to where the
hitter plays the ball. Like in choice 2, a feeder will
feed the ball to the attacking team who will pass
the ball to the setter, who will decide which hitter
plays the ball. Communication and reading the
play will be encouraged to the defending team, for
them to be successful. (Appendix J)
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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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