Template for Assignment 1: Tiered Lesson

Name & Student Number: Luke Reynolds 2150504

Curriculum (Learning) Area of Lesson: Physical Education
Specific Topic of Lesson: Space
Year Level/s: 8 Duration: 50 minutes
Achievement Standard:
“By the end of Year 8, students evaluate strategies and resources to manage changes
and transitions and investigate their impact on identities. Students evaluate the impact
on wellbeing of relationships and valuing diversity. They analyse factors that influence
emotional responses. They investigate strategies and practices that enhance their own,
others’ and community health, safety and wellbeing. They investigate and apply movement
concepts and select strategies to achieve movement and fitness outcomes.
They examine the cultural and historical significance of physical activities
and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships
and promote safety, fair play and inclusivity. They demonstrate skills to make informed
decisions and propose and implement actions that promote their own and
others’ health, safety and wellbeing. Students demonstrate control and accuracy when
performing specialised movement sequences and skills. They apply movement concepts
and refine strategies to suit different movement situations. They apply the elements of
movement to compose and perform movement sequences.”
(Australian Curriculum, 2014)
Content Descriptor:
- Demonstrate and explain how the elements of effort, space, time, objects and people
can enhance movement sequences. (ACPMP084)
Underlying Concept:
Space
Essential Questions:
Why is it important to transition into attack?
How and why can space be used to win a point?
Why is it important to read and anticipate play?
Lesson Objective:
Utilise space to win the point.
As a result of engaging with the lesson, students will:

Understand that:
To give your team the best opportunity of winning the point, the ball must be played into space so that either
the ball hits the court, or the opposing team is unable to return the ball.

To hit the ball into space you must be able to transition effectively into attack and read and anticipate the
‘shape’ of the defence to know where the space is.

Know:
  The rules of volleyball:
- teams are permitted a maximum of three hits per possession
- players are not permitted to touch the net
- to win a point, the ball must hit the floor in the opposing teams court or the opposing team makes
an error (hit the ball out or into the net)
- players must serve from behind the service line
-
 The ‘on the ball’ skills of serve, spike and down ball
 What transition to attack and to base is
 How to read and anticipate play

Be able to:
 Hit a serve, spike, set, dig
 Transition to attack and to base
 Read and anticipate where the space in the opposition court is, the flight of the ball, where the
opposing team might hit the ball
 Communicate with teammates to execute plays

Lesson Context
This volleyball lesson is designed for a year 8 Physical Education class at a progressive,
vibrant northern suburbs secondary school containing students from diverse cultural
backgrounds. The school has a total of 626 enrolments with Indigenous students making up
4% of the population whilst students with a language background other than English make
up 17% of the population. The year 8 class in focus contains 24 students made up of 13
boys and 11 girls with some of the students showing interest and experience with playing
sport, however, majority of the class has little or no experience. The lesson is the second
lesson within a unit focussing on volleyball aimed at developing both ‘on the ball’ skills and
‘off the ball’ movements as students explore how to score and prevent scoring in volleyball.
The ‘off the ball’ movements include opening up, base, support, pursue and save, transition,
read and anticipate, serve receive, cover, communication, free ball, pursuit, and adjust. The
‘on the ball’ skills involve the forearm pass (dig), set, down ball, spike, serve, attack
coverage, play sets, and blocking. The first lesson of the unit had a focus on pre-assessment
where students were involved in self and peer assessment activities and participated in
games providing opportunity for teacher observation. This lesson is designed to introduce
students to the concept of space and its role in winning the point. The ‘off the ball’
movements students will be explicitly practicing are transitioning (to attack and to base)
and reading and anticipating. The ‘on the ball’ skills students will be explicitly practicing
are the serve, spike, set and dig. During this lesson students will be differentiated by
readiness through a tiering approach. This lesson will utilise the game-sense pedagogy, a
form of student-centred learning, where students are involved in guided discovery and
inquiry-based learning.
Preassessment of Individual Student Readiness
The pre-assessment of individual students was conducted during the first lesson of the
unit. This assessment included both the Volleyball Tactical Knowledge Test (refer
appendix 1) and the Volleyball Skills Test (refer appendix 2) along with some game play
to determine the levels of student readiness. The Volleyball Tactical Knowledge Test asks
students questions on phases of play, tactical problems, and strategies. The Volleyball
Skills Test involves the three main skills of volleyball including the serve, dig and set.
Based on the data collected from the testing and observing game play, 6 students have
reported having experience and background knowledge with volleyball and have
demonstrated a high level of readiness, 12 students have reported having some
experience with volleyball and could be classed as demonstrating intermediate readiness
whilst 6 students have reported no experience or knowledge about volleyball and have
shown signs of low readiness.
Lesson Plan
Lesson Sequence Explanatory notes
This lesson follows a game-sense approach
Introduction (5 mins) whereby students learn both what to do and
- Make clear the lesson objective (refer how to do it within the same experience. The
above) – write on whiteboard lesson utilises small-sided games as its
- Make clear what you expect students enables greater participation and greater
know, understand and be able to do opportunity for students to ‘touch the ball’
(refer above) – write on whiteboard effectively creating more opportunity learn by
- Storyboard structure of lesson for doing (Pill, 2013). The approach also
students on whiteboard: emphasises a guided discovery approach as
Small sided games – 3 v 3 (12 mins) students are required to find the answers to
Discussion/Questioning (3 mins) problems experienced during play (Pill, 2013).
Practice task – 3 groups (15 mins) The teacher plays a role as a facilitator as they
Return to small sided games – 3 v 3 (10 ask questions and probe discussion about
mins) game play.
Conclusion/Assessment (5 mins)
- Get students started on first task Game-sense is compatible with a tiering
approach through the ability to ‘shape’ play
Small sided games (12 mins) and modify games to focus on a desired game
- 3 v 3 games, students are numbered behaviour. The approach enables the teacher
into similar ability teams to move from practice situations with low
- Games are played on a half court (long variability to situations with high variability
and narrow) by either scaling-up or scaling-down
- Teams earn 2 points if the ball hits the depending on the readiness of students (Pill,
ground on the oppositions court and 1 2013). This occurs through the Tiered Practice
point if they force an error from the Tasks.
opposition
- Rotate positions when you win serve A game-sense approach will always return to a
back game at the end of the lesson giving students
Goal: Instruct students to focus on an opportunity to apply what they have learnt
hitting the ball into space and practiced.

Discussion/Questioning (3 mins)
- Bring class together for discussion and
questioning
- Questions include: Where should you
be while waiting for the ball? How do
you get ready to attack (spike or hit) the
ball? How do you know where to hit the
ball?

Tiered Practice Tasks (15 mins)

- Students are split into three
differentiated groups for practice on
transitioning to attack and reading and
anticipating the defence in order to hit
into space
Tiered Task 1: basic
- 2 groups of 3 students
- Net height lowered
- Hitter starts with the ball and throws
the ball to the setter who catches the
ball above head
- As the ball is in the air the hitter
transitions from the back court towards
the net
- The setter then throws the ball up for
the hitter to spike
- The hitter is aiming to hit the ball into
the space around the defender on the
other side of the net
- The defender is stationary
- The defender is also a retriever
- Rotate positions after 3 turns
- Refer to Appendix 4 for diagram
Coach students on transitioning to the
net & reading and anticipating where
the defender is

Tiered Task 2: intermediate

- 3 groups of 4 students
- Net height lowered
- The setter starts with the ball and
throws it to the hitter who digs it back
to the setter who catches it above their
head
- As the dig is in the air, the hitter
transitions to the net
- The setter then throws the ball up for
the hitter to spike
- The hitter is aiming to hit the ball into
the space around the two defenders on
the other side of the net
- The two defenders are able to move
around the court
- The defenders retrieve the ball and
then become the offence and repeat the
process above
- Refer appendix 5 for diagram
Coach students on transitioning to the
net and reading and anticipating the
defence

Tiered Task 3: advanced

- 2 teams of 3 students
- Regulation net height
- The ball starts with the opposition
team who serve (rainbow throw) the
ball over the net to the digger
- The digger forearm passes the ball to
the setter
- As the ball is getting to the setter, the
hitter transitions into an attacking
position
- The setter then sets the ball for the
hitter to spike
- The spiker is aiming to hit the ball into
the space around the 3 opposition
players
- if successful, their team receives a
point, however, if the opposition team
catches the ball they lose a point
- Rotate serves every point
- Refer appendix 6 for diagram
Coach students on transitioning to the
net and reading and anticipating the
defence

Return to small sided games (10

mins)
- Students return to small-sided games
- 3 v 3 games, students are numbered
into similar ability teams
- Games are played on a half court (long
and narrow)
- Teams earn 2 points if the ball hits the
ground on the oppositions court and 1
 point if they force an error from the
opposition
- Teams also earn a bonus point if they
complete a dig, set, spike play
- Rotate positions when you win serve
back
Goal: Instruct students to focus on
hitting the ball into space

Conclusion & Assessment (5 mins)

- Give both a positive and area for
improvement comment to the collective
group – specific feedback
- Hand out exit cards for students to
complete

Lesson Closure/ Check for Understanding

Whilst summative assessment serves a purpose of detailing students achievement
against a set of performance standards, a formative approach is far more appropriate
within a differentiated lesson. As Tomlinson and Moon in Tomlinson and Moon (2013)
suggest, the role of assessment is to clearly communicate to students, parents and other
stakeholders the status of students’ development in relation to the clearly delineated
learning goals. It should provide students not only with information on where they are
currently in their development but also where they need to be and how to get there. This
is supported by Tomlinson and McTighe in Tomlinson and McTighe (2006) who believe
effective assessment serves not only as indicators of student understanding but as data
sources allowing teachers to adapt their practice in ways that maximise the development
of the varied learners they teach. Within this lesson the main method of checking for
understanding will exist through the exit card whilst the return to the small sided games
at the end of the lesson will also provide some formative assessment data as the teacher
observes students.

Explanation:
The introduction of the lesson is designed for the teacher to clearly state the learning
intention for the lesson and what you expect students to know, understand and be able to
do throughout the lesson. As Hattie (2012) states, when students know both the learning
intentions and success criteria of the lesson they are more likely to work towards
mastering the criteria of success, more likely to know where their progress is, and more
likely to have a good chance of learning how to monitor and self-regulate their progress.

This lesson is an example of a differentiated lesson because it pays respect to the fact each
student is at a different point in their development relative to a set of learning goals. As
Doubet and Hockett (2015) state, differentiation is embracing the diversity inherent in
classroom and providing a framework for how the teacher approaches making curriculum,
assessment, and instruction responsive to all learners – which includes handling significant
differences in student readiness. The pre-assessment conducted during the first lesson of
the unit provides formative data that illustrates each students’ readiness in relation to the
learning goals. The different readiness levels of students is taken into consideration
through the Tiered Practice Tasks which have been designed with an appropriate level of
challenge for the students within that readiness group. The Tiered Practice Tasks have
been designed to ensure that students with different degrees of learning proficiency
working with the same essential ideas and use the same key knowledge and skills (Doubet
& Hockett, 2015).

References
ACARA, Australian Curriculum, Assessment and Reporting Authority. (2014) Health and
Physical Education– The Australian Curriculum V8.3. Retrieved 10 November 2018 from
https://www.acara.edu.au

Doubet, K. J., & Hockett, J. A. (2015). Differentiating according to student readiness. Chapter 7
in Differentiation in middle and high school: Strategies to engage all learners (pp. 173-206).
Alexandria, Virginia; ASCD.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A
tactical games approach for ages 7 to 18. Human Kinetics.

Pill, S. (2013). Game sense to sport literacy. Hindmarsh, SA: Australian Council for Health,
Physical Education and Recreation.

Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse classrooms.

In C. A. Tomlinson, & J. McTighe, Integrating differentiated instruction & understanding by
design (pp.59-82). Heatherton, Vic.; Hawker Brownlow Education.

Tomlinson, C. A., & Moon, T. R. (2013). Assessment, grading and differentiation. In C. A.

Tomlinson & T. R. Moon, Assessment and student success in a differentiated classroom (pp.
120-140). Alexandria, Virginia; ASCD.

Checklist of assignment components:

 Completed lesson context explanation
 Completed clear learning objectives and essential questions for the lesson
 Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
 Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate)
 Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
 Copy and/or description of preassessment task used to assign individual students to
appropriate “tiers”
  Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)
Appendices:

Volleyball Tactical Knowledge Test

Adapted from Shane Pill (2018), Flinders University, EDUC4729G – Physical Education Curriculum Specialisation:
Senior Years 1

Table 1 - Appendix 1

Name: Name:
Test 1 Date: Test 2 Date:
Volleyball experience: Volleyball experience:

None School/PE Club/Juniors Club/Seniors League None School/PE Club/Juniors Club/Seniors League

Q1. What are the 5 phases of play? Q1. What are the 5 phases of play?

Q2. For each phase of play what are 3 tactical Q2. For each phase of play what are 3 tactical
problems confronting players? problems confronting players?

Q3. List 5 ‘on the ball’ skills for Volleyball? Q3. List 5 ‘on the ball’ skills for Volleyball?

Q4. List 5 ‘off the ball’ skills for Volleyball? Q4. List 5 ‘off the ball’ skills for Volleyball?

Q5. Describe three Volleyball strategies. Q5. Describe three Volleyball strategies.

Q6. Is there another sport where this strategy also Q6. Is there another sport where this strategy also
applies? How does it apply? applies? How does it apply?
Volleyball Skills Test
Adapted from Shane Pill (2018), Flinders University, EDUC4729G – Physical Education Curriculum Specialisation:
Senior Years 1

Table 2 - Appendix 2

Name: Name:
Test 1 Date: Test 2 Date:
Volleyball experience (circle most Volleyball experience (circle most
appropriate answer): appropriate answer):

None School/PE Club/Juniors Club/Seniors League None School/PE Club/Juniors Club/Seniors League

Test 1. Serving Test 1. Serving

- 5 attempts (preferred side of the body) - 5 attempts (preferred side of the body)
- Underarm Serve from behind the end line of the court - Underarm Serve from behind the end line of the court
- Serve the ball into the target area with the highest - Serve the ball into the target area with the highest
points points

Score: /25 Score: /25

5 pts 4 pts 5 pts 5 pts 4 pts 5 pts

4 pts 1 pt 4 pts 4 pts 4 pts

1 pt

Net Net

Test 2. Forearm pass (Dig) Test 2. Forearm pass (Dig)

- 5 attempts
- Feeder throws underarm (rainbow) to the subject who
will forearm pass the ball to land in the target area
- The trajectory of the dig must be clearly higher than
the net, otherwise 1 point is recorded
- 5 attempts
- Feeder throws underarm (rainbow) to the subject who
will forearm pass the ball to land in the target area
- The trajectory of the dig must be clearly higher than
the net, otherwise 1 point is recorded

Score: /25 Score: /25

Subject Subject

4 pts 2 pts 4 pts 2 pts

2 pts 2 pts

3 pts 5 pts 3 pts 3 pts 5 pts 3 pts

Net Net
Feeder Feeder
Test 3. Set Test 3. Set
- 5 attempts - 5 attempts
- Feeder throws underarm (rainbow) to the - Feeder throws underarm (rainbow) to the
subject who will set the ball to land in the subject who will set the ball to land in the
target area. target area.
- The trajectory of the set must be clearly 1m - The trajectory of the set must be clearly 1m
or higher than the net, otherwise 1pt is or higher than the net, otherwise 1pt is
recorded. recorded.

Score: /25 Score: /25

Net
5 pts
5 pts
Setter 4 pts
4 pts

Feeder

Exit Card

Figure 1 - Appendix 3

3 things I learnt today:



2 things I am still unclear about:



1 thing I would like to know more about:


Tiered Task 1

Figure 2 - Appendix 4

Defender

3 Setter

2
1

Hitter

Tiered Task 2

Figure 3 - Appendix 5

Defender

Defender

Setter
4
3 2
1

Hitter
Tiered Task 3
Figure 4 - Appendix 6

4 Setter

2
3
Digger

Hitter