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TERM/WEEKS: 2/4 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health & Physical Education –
Volleyball

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACPMP099 – Provide As a result of this lesson, students should be
4 and apply feedback to able to:
develop and refine
Skill specialized movement
Progression & patterns in a range of
Small Sided challenging movement
Games situations
ACPMP101 – Develop,
implement and
evaluate movement
concept and strategies
for successful
outcomes with and
without equipment
ACPMP105 – Devise,
implement and refine
strategies
demonstrating
leadership and
collaboration skills
when working in groups
or teams
1. Perform the correct technique of
a spike, underhand, forearm and
block in both a stationary and
game scenario
2. Participate and work
cooperatively with others in a
small sided game of volleyball
(super-mini volley)
3. Understand and be able to use
the applications Coach’s Eye or
Coach’s Note to provide effective
feedback to their peers
Students will be Introduction
assessed on their  Bring class into central gathering space and take the role. Class set of ipads
knowledge from last  Give a brief review of last weeks lesson -> setting, spiking, Kahoot quiz on content covered
weeks lesson through a underhand/forearm pass, 2 vs 2, 3 vs 3 small sided games in last weeks lesson
kahoot quiz conducted at
the start of the lesson.  Ask students to recall the key teaching points associated with each of the https://kahoot.it/
skills. To assist with this – allocate students into groups where they will use
Students will be formally ipads to complete a game of kahoot
assessed on their ability
to perform the 4 basic Warm Up – Continuation of 3 vs 3 Cooperation from last week
volleyball skills (serve, See Attached Resource Sheet
set, dig & spike) against 1. Students will be participating in small-sided 3 vs. 3 games from last week. Volleyball Resource
an observation checklist
2. Due to the uneven numbers, students who are rotated off will be
and through the
encouraged to adopt a ‘coaches’ role where they will either use the app
applications Coach’s Eye
in their modified games “Coaches Eye” or “Coaches Note” to provide feedback and assist students
with strategies and tactics Class set of Ipads
Students will be asked to Applications to use:
complete a self Body – Official 3 vs 3 Modified Game - Coach’s Eye
assessment that requires - Coach’s Note
them to reflect on their Instructions:
skills and rate 1. The server is designated as a back court student and is not allowed to block
themselves on a scale of
or smash
1-10 where they think
their skills are at. 2. The block does not count as one of the team’s three contacts
3. Server must serve from behind the baseline
4. Net contact and centre line faults are strictly enforced (to prevent blockers
and smashers landing on top of each other at the net)
5. Rally point. A team wins a set when it reaches 25 points with a minimum Class set of Ipads
lead of two points. E.g. 24-24 play continues until a two point lead is Applications to use:
- Coach’s Eye
achieved 27-25. The match is won by the team that wins three sets
- Coach’s Note

4 vs. 4 – Supermini-volley
Official Rules Introduced: There is an attack line two metres from the net. The
backcourt player 1 cannot smash the ball from in front of the attack line.

Conclusion
 All students to bring in all of the equipment used in the games, the closest
piece of equipment needs to be brought back into original starting point
 Equipment needs to be put away leaving students with nothing in their
Class set of Ipads:
hands, sitting in front of the teacher
- Coach’s Eye
 Teacher is tor review the lesson, highlighting the lesson objectives and key - Coach’s Note
teaching points
 Teacher introduces the concept that next lesson students will be placed into
their teams, roles and responsibilities explained as the next progression of
their SEPEP season.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/4 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health & Physical Education –
Volleyball

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Devise, 1. Introduce students to the  Ongoing 1. Teacher introduces the SEPEP program to students and Class set of Ipads
implement, and Internet
SEPEP program and ensure assessment will be explains the different roles that each team will be required to
5 refine strategies students understand what is used throughout fulfil in order for a successful season to occur. To aid with this
https://www.youtube.com/wa
demonstrating tch?v=oKAXfUt2ajM
required for a successful the term to allow task, teacher will use a YouTube video that introduces
Organisation leadership and
and collaboration skills program. students to present SEPEP and explains some of the roles students will be Projector/Smart Boards
Introduction of when working in 2. Ensure all students are their undertaking.
Roles & groups or teams. allocated an individual role understanding of 2. Allocate students into preassigned teams that are based off Access to applications
Responsibiliti (ACPMP105) and that they understand the their allocated role assessments conducted in weeks 1-4 where basic skills of the
es for SEPEP importance of their role. alongside their selected sport were conducted.
3. Encourage students to chosen ICT tool. 3. Students are to take initiative within their teams to ensure
research ICT tools to assist  In pre-assigned roles are allocated fairly.
them in their SEPEP roles. teams, students 4. Students are to research various ICT tools that will aid them
are encouraged to in the fulfilment of their SEPEP role.
research and 5. Students should use this time to prepare their presentation of
present a range of their tool to the rest of their team
available 6. Ask students who are allocated fixtures to create the draft for
applications to suit the start of next week’s tournament.
their individual
roles and are to Key Questions
present their 1. Do you understand SEPEP and the requirements of
findings back to individuals to ensure a successful tournament?
their teams. 2. Are you aware of the different ICT tools that are available to
you to enhance your learning and understanding of your role
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/4 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Health & Physical Education –
Volleyball

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Australian OBJECTIVE (what & how) EXPERIENCES other
Curriculum (Introduction, Body and Conclusion)
LINKS

Develop, 1. Effectively run the first round of Observe and assess 1. Welcome and introduction to the Year 10 Volleyball SEPEP Ipad and required
implement and year 10 SEPEP Volleyball carnival students throughout competition. applications – for example a
evaluate 2. Ensure allocated roles and the SEPEP 2. Fixtures to be announced to group, where each team will be scoring or timing application
6 Start of movement tournament on their
SEPEP responsibilities are adhered to, allocated to their court for their first round.
concepts and ability to work Equipment: volleyball nets,
program strategies for ensuring a smooth running event. effectively as 3. Team coach is to lead an individual warm up for their team posts, balls, bibs, whistles
successful 3. Provide both general and specific individuals and in a (10 minutes), focussing on selected skills.
outcomes with feedback to individual students and group environment. 4. Commence first round of fixtures. Five minute breaks Hard copies of scoring cards
and without as a group to ensure future between games. and result sheets (ensure
equipment improvement and make it a more Observe and assess 5. Duty teams to run the games and ensure all roles are fulfilled students have back up
(ACPMP101) authentic students throughout that are required for the game. incase technology fails)
the SEPEP
6. Students to pack up and return the necessary equipment.
Devise, tournament whether Both electronic and hard
implement, and they are fulfilling the 7. Conclusion of the round, records committee to announce the copy fixtures
refine strategies requirements and results and scores for the day.
demonstrating expectations of their 8. Students to participate in a debrief where they reflect on their Live electronic ladder
leadership and individual individual and group strengths and weaknesses and identify system
collaboration SEPEP/game day key areas where they would like to improve.
skills when roles.
working in
groups or teams.
(ACPMP105)

Reflect on how
fair play and
ethical behaviour
can influence the
outcomes of
movement
activities
(ACPMP107)