Assignment 1: Tiered Lesson

Name & Student Number: Britt Smith 2166962

Curriculum (Learning) Area of Lesson: Physical Education
Specific Topic of Lesson: Volleyball
Year Level/s: Year 8

Context:
This lesson is apart of a 6-week unit of Volleyball where many students have come from primary
schools that may or may not have done volleyball at school. This lesson will be the 2nd lesson of
the 6 week unit, where students start to look at the different types of fundamental skills that are
required to successfully get the ball over the net. A pre assessment of the students was conducted
in the first lesson, thus allowing the teacher to organise students into groups based on readiness.

Learning Objectives

There is a vast need for clear learning objectives when creating lesson plans. Specifically,
teachers are encouraged to set out clear and concise learning goals for all students (Jarvis, 2019).
If this does not occur and students are unsure on what they need to know, understand or do in a
lesson, students then become disengaged and bored (Tomlinson, 2014).

As a result of engaging with the lesson, students will: Understand that there are many
technical skills that are required in order to be a successful volleyball player. Students will
also understand that they can transfer these skills from one learning situation to another.

The Australian Curriculum has specifically influenced these chosen learning objectives.
Specifically relating to: (ACARA, 2019)
-Modify rules and scoring systems to allow for fair play, safety and inclusive
participation (ACPMP088).
-Use feedback to improve body control and coordination when performing specialised movement
skills in a variety of situations (ACPMP080).

Teaching strategies:
This lesson will be using a Game Sense approach to learning (Pill, 2013), as well as a
Constructivist Learning strategy.

Game Sense is known as an approach that engages children in small-sided games where there are
opportunities to develop skills as well as understand the tactical side of a game (Light, 2012).
Therefore, by modifying Volleyball, students are able to work on specific skills of the game
whilst still becoming tactically aware. By using a game sense approach, a student centred
teaching strategy can also be utilised, which evidently helps to increase student motivation as
well as increase their learning abilities in a lesson (Kelly & Melograno, 2004, p 190).
Know Be able to (do)
When to use a set and or dig in volleyball Communicate with others on the court, resulting in
(become more tactically aware). winning a point.

How many maximum hits can happen on Improve serving, digging and setting skills based
their side of a court. on own readiness levels, in order to become a
successful volley baller.

Essential Questions

1. When is a set and or dig best utilised on court?

2. How can you successfully work with your teammates on court in order to score a point?

Preassessment of Individual Student Readiness

Assessments such as pre-assessments enable teachers to know where all students are at in regards
to set learning objectives of a unit. Therefore, teachers are able to plan effectively and
differentiate lessons based on student’s readiness levels (Jarvis, 2019). Thus meaning, the
following volleyball lesson will be adapted based on student’s readiness levels in regards to their
skills and knowledge of the game. Tomlinson (2009) highlights that there are many “different
roads to the same destination”, further clarifying the need to tier lessons which still achieve the
same learning goals.

Appendix 1 shows the following pre assessment, which was chosen to complete prior to this
lesson. A explanation will now be provided below:
-Volleyball tactical knowledge test
-Volleyball Skills test

Lesson Plan
Lesson Sequence

Lesson resources:
30x cones
20x volleyballs
1x Whiteboard
1x whistle
1x assessment questionnaire
-Pictures of what a dig, serve and set looks
like
1x butchers paper
10x highlighters
1x readiness groups- names
Warm up activity:
Sit on the ball:
In this warm up activity students are to
stand in pairs approximately 3-4 meters
apart.
To begin the game, the player with the ball
is to roll it to their partner. The partner is
encouraged to let the ball go between their
legs, before they try to stop the ball by
gently sitting on it.
Students are to repeat this process 5x times
and then swap roles with partner.
White board- learning objectives
Understand- there are many “on the ball
skills” that are required in volleyball in
order to be a successful player (eg; Set, dig,
serve, spike).
Know- When to use a set and or dig in
volleyball (become more tactically aware).
Be able to- Improve serving, digging and
setting skills based on own readiness
levels, in order to become a successful
volley baller.
Explicitly teach Volleyball serve, dig and
set.
Have pictures of each movement on the
white board, allowing students to know
how the movement should be executed
(phases).
Students are expected to find a partner of similar
readiness for this warm up drill, and get to know
them.
(Because these students are year 8 they may not
know everyone in the class as of yet- therefore by
being with someone in same readiness group and
not a friend, students will gain a opportunity to
build new relationships).
Warm up activity reinforces the idea of
coordination, which is a major concept in the game
of volleyball. This warm up activity will also help
warm up students arms and legs- which are large
muscle groups that are utilised in a game of
volleyball.
Learning objectives are written up on the white
board and discussed as a class. Thus ensuring all
students understand what they are expected to
achieve within this given lesson.
For students to think about the different types of
movements that are used in volleyball and the
skills that are required in order to successfully
complete these movements.
Tiered activity
Tier one- lower readiness
- No man’s land
Set up: 2 end zones, with a ‘no man’s land
in the middle’. (Students in this tier will not
be using a volleyball net).
The cones are to provide a basic structure
of a Volleyball court. The middle section
(no mans land) act as the net and the two
end zones are either sides of the court.
Note for this activity: The students have a
maximum of 3 passes.
In groups of 4-6 (two teams of two or two
teams of three):
First phase (dig)- students stand in their
end zones (with their team mates) and are
to throw the ball to the opposition under
arm using two hands. The aim is for
students to know where to throw the ball
on court in order to score a point (to score a
point, the ball must hit the ground from a
under arm pass without the opposition
catching the ball).
Note: the students must also catch the ball
underarm with two hands (using the
movement phase of a dig) and their pass
must clear the perceived height of a
volleyball net.
If a student does not catch or throw the ball
underarm, the opposition will also gain a
point from this. The first team to 10 will
win.
Questions:
Tier One
The main learning activities will be tiered so that
students are able to participate in a volleyball
lesson, suited to their readiness skills.
A pre-assessment has provided the teacher with the
correct information in regards to students and their
readiness levels with Volleyball. Students were
assessed and then grouped based on their
fundamental skills and knowledge of volleyball.
Thus creating 3 readiness groups.
Tier One is for students whom are at more of a
basic level of readiness, in regards to the practical
side of Volleyball.
By having student’s practice the basic fundamental
movements of volleyball off the court, it is hoped
to improve confidence of the students- to make
them feel like they are prepared to go onto a real
court.
In the third phase of the games, students are given
an opportunity to use a dig or set (throw), to
replicate a game like situation of volleyball.
Note: If students in tier one at any time feel like
they are improving dramatically or are beginning
to feel more confident, they are able to complete
the same activity with their team mates but actually
use the dig or set instead.
But they must still catch the ball under arm (for a
dig) and catch overhead (for a set).
Game sense utilised- use of questions.
Tier one students are given an explicit handout of
the activities they are required to complete, thus
further supporting their learning (please see
appendix 3).
-What movement does this relate to in
volleyball? (Dig)
-Where is it best to throw the volleyball?
(Where a player is not standing)
-Why was the constraint of ‘three
maximum’ passes made as a rule?
(Maximum passes you can do on a
volleyball court, in a game).

Progression added: Feet cannot move from

where the ball was caught, students must
then underarm pass this, based on where
their feet are facing.
Questions:
-What was the purpose of making you
freeze your feet when catching the ball? (to
encourage you to always be facing the net
when passing a ball).
-What can you do to ensure your body is
under and ready to catch the ball? (run
towards the ball/move feet).

Phase 2: Set- repeat process of above, but

students can only throw above their head
and catch above their head.
Questions:
-What movement does this relate to in
volleyball? (set)
-When would you think you would use a
set in volleyball?
-What can you do to ensure you are ready
to catch and then throw the ball back?
Progression if time allows: only hold onto
ball above head for 1.5 seconds.

Phase 3: Students can then choose what

pass they would like to use in this game
(allowing students to become more
tactically aware of when a set or dig should
be used on court). Students still have 1-2
seconds to get rid of the ball and the same
foot rule applies.

Phase 4: Serving underarm against a

coloured target on the wall. The different
colours will be worth different points.
Students are to practice using an underarm
serve and hitting a target. Students are to
keep a tally of their score, take 2-3 min rest
and then repeat again- trying to improve.
Tier two- on par readiness
Tier two focuses on the same idea as tier
one, in the sense that it aims to improve
student’s basic fundamental skills of
setting, digging and serving. Students will
be using a badminton net (smaller in
height) instead of a volleyball net.
Note: students in tier two are to also use a
skinny and long court.
Phase 1 (dig): In teams of three, one
student will throw the ball over the net to
begin the game, the person whom receives
the ball will catch it and then complete a
dig to a teammate or straight over the net
(student choice). To gain a point (like tier
one) the ball must hit the ground on the
opposing side, or the opposition must make
a mistake.
Progression: Students can then try to
complete the movement straight away,
instead of catching it first (only if they feel
comfortable to do so).
Phase 2 (set): Same process, but for a set.
This time 3 maximum passes (thus
including one set) have to be utilised
before it can go over the net. Again,
students can catch the ball and then
complete the movement if they like.
Progression: Students can then try to
complete the movement straight away,
instead of catching it first (only if they feel
comfortable to do so).
-Same scoring as phase 1
Phase 3: Serving (no game, just skill
practice)
-Students will still be in their half court
Tier two
Tier two progresses on from tier one, in the sense
that students take their skills onto a court situation.
Students are asked to catch the ball before
completing the movement, as it will create a
greater opportunity the complete the skill
successfully in an un-pressured environment.
Once students have then built up their confidence,
they will then have an opportunity to complete the
movement straight away to a teammate, or to catch
the ball and then successfully complete the
movement (student choice).
Catching the ball first is a useful idea for those
students in tier two who were on the edge of being
in tier one, giving them a chance to practice their
skills in a un-pressured game like environment.
By also progressing the activity to complete the
movement straight away over a badminton net,
higher level tier two students are be able to build
confidence in order to progress into tier one.
Note: these students will be asked game sense
questions similar to phase one, to ensure learning
objectives are met.
Tier two students are given a basic handout of the
activities they are required to complete- if they are
unsure on what to do when teacher is working with
another group, thus further supporting their
learning (please see appendix 4).
teams, but coloured dots will be placed on
the ground. If a player successfully hits a
coloured dot, using a serve of their choice
(underarm or overarm), they will receive
points based on what dot they hit. The team
with the most points after each student has
had 3 serves will win. (If students do not
feel comfortable to practice their serve
from the servers line, they can take two
steps forwards- in order for them to get the
ball over the net).
Tier 3- higher readiness
Tier 3 continues on from 2, with the
progression being that you must perform
the movement straight away if the ball is
fed to you. Students in this tier will also be
using a volleyball net instead of a
badminton net.
Phase 1: In two teams, students are to
focus on perfecting the dig. Therefore,
students are to complete at least two digs
before hitting the ball over the net.
Students are to begin play by one person
throwing the volleyball to the opposition.
Once the ball has been returned over the
net (by a minimum of two digs), the
students are to catch the ball and reset (it is
not meant to be a rally, students are meant
to be practicing skills). Students win a
point the same as in tier two.
Note: only use digs to get ball over the net,
no set or spike etc.
Progression: a rally between the teams can
be made using same dig rules.
Phase 2: Same as above, but with setting.
Phase 3: Serving- begin modified game,
with a serve behind the serving line
(underarm serve). Coloured dots are on the
ground and students are to try and practice
their serve aiming for a specific coloured
dot, in which they are to call out before
Tier 3
Tier Three is adapted by challenging the readier
students within the class. These students are put
into pressure of a ‘game like situation’. Therefore,
a full court volleyball net is used instead of a half
court badminton net. Pill (2013), further supports
this idea as small sided games help students to
make effective decisions in a variety of game
contexts.
In phase 3, this group of students will not receive
points for hitting a specific dot when serving, but
will only receive a point if their serve was not
successfully returned by the opposition. By having
a more serious basis of scoring, students are able to
take on the challenge of serving, with a higher
level of difficulty.
Note: these students will be asked game sense
questions similar to phase one and two, to ensure
learning objectives are met.
Students are not allowed to use a spike in this
lesson- only sets and digs, as they have not learned
about the spike in class yet.
Tier three students are given a basic handout of the
activities they are required to complete- if they are
unsure on what to do when teacher is working with
another group, thus further supporting their
learning (please see appendix 5).
completing the movement. The
opposition’s will be standing around the
area of a coloured dot and will be expected
to return the ball back (dig or set- student
choice- a maximum of 3 passes). Once the
ball returns back to the team that served, a
new person will then practice their serve.
This will happen until both teams have
served at least 2-3 times per student.

Lesson Closure/ Check for Understanding

Appendices 2:
Exit card: Out of 10, students are to rate how much they believe their fundamental skills of
volleyball (serve, dig and set) have improved this lesson. (1= not a lot and 10= a lot) and are to
explain why they rated themselves this specific number.

Students in their readiness groups (on butchers paper) are then expected to work together and
complete the following questions:

Why is a dig more useful than a set from the backcourt?

When is it best to utilise a set?

What other sports might these movements transfer through to?

How can you successfully work with others in your team to win a point?

Groups will be expected to hand their answers up to the teacher at the end of the lesson, in
addition to their exit cards. This will then help to shape progression for the next lesson.

Explanation:

Tired lessons examine student’s readiness and apply differentiated tasks that evidently help to
achieve the same learning objectives (Tomlinson, 2009). A pre assessment was chosen prior to
this lesson so the teacher could gauge an understanding of all student’s readiness in regards to
their skills and knowledge of volleyball. As the students are only in year 8, many students may
have played volleyball before or may have never touched a volleyball in their life- depending on
what primary school they went too. Thus meaning, there would be a higher chance to have
various readiness levels within the class. While the main goal of this lesson was to allow students
to practice/improve the fundamental movement skills of volleyball, activities were still structured
in several ways that were built on student’s readiness. This lesson plan evidently uses a ‘game
sense’ approach, which utilises questioning to encourage thinking, whilst still allowing players to
develop skills in a realistic context. By doing this, students are then able to become more
tactically aware- resulting in better decisions made on court and having more fun (Light, 2012).
Further on, it is known that students benefit from a step-by-step process (Jarvis, 2010), thus the
choice for making tier one instructions clear/explicit and providing these students with an
outlined sheet of what activities they had to complete in the lesson. Tiers Two and Three looked
to challenge students by giving them a ‘choice’ when playing- which then allowed them to work
on their tactical thinking (eg should I use a dig or set now?). These students were also provided
with a learning support sheet so they understood what tasks they had to complete when the
teacher was working with another group.

It is evident that physical education classes will always have a variety of students whom are at
different readiness levels, and that teachers should constantly cater to this. A key part of
differentiating lessons is to then assess that what has been taught was actually successful and
made a positive impact on students’ learning (William, 2011). Therefore, the formative
assessment that was chosen for the end of the lesson was for students (in their readiness groups)
to demonstrate their learning, which directly related to the Australian Curriculum. Students were
also given a self-assessment sheet, allowing them to personally rate how their volleyball skills
have improved within the lesson.

It is clear from this, that this lesson plan has allowed students of different readiness levels to
successfully achieve the same learning outcomes.

References
Australian curriculum, Asessment and Reporting Authority [ACARA]. (2019), foundation to
year 9 and 10 curriculum: Movement and Physical Activity Retrieved from
http://www.australiancurriculum.edu.au/Browse?a=HPE&y=3&y=4&layout=2&browseLayout=
2

Australian Professional Standards for Teachers. (2017). Retrieved from

https://www.aitsl.edu.au/teach/standards

Jarvis, J. (2019). High Quality Curriculum as the Foundation for Differentiated Planning [Lecture
PowerPoint slides]. Retrieved from https://flo.flinders.edu.au/course/view

Jarvis, J. (2010). ‘Differentiation for the many, not the few’, SERUpdate, Vol, 20, no. 2, pp. 3-6.

Kelly, L. E., Kelly, L., & Melograno, V. (2004). Developing the physical education curriculum:
An achievement-based approach. Human kinetics.

Light, R. (2012). Game sense: Pedagogy for performance, participation and enjoyment.
Routledge
Pill, s. (2013). Game sense to sport literacy. Hindmarsh, sa: Australian Council for Health,
Physical Education and Recreation.

Tomlinson, C, A. (2014). Good curriculum as a basis for differentiation. In, The differentiated
classroom: Responding to the needs of all learners (2nd ed., pp. 60-79). Alexandria, VA: ASCD.

Tomlinson, C, A. (2009). Intersections between differentiation and literacy instruction: Shared

principles worth sharing. New England Reading Association Journal, 45(1), 28-33.

William, D. (2011). Eliciting evidence of student achievement. In Embedded formative

assessment (pp. 71-105). Bloomington, IN: Soultion Tree Press.

Appendix 1

Volleyball tactical Knowledge test

Name:

Volleyball experience (circle most appropriate answer)

None School/PE Club/juniors Club/Seniors League

Q1. What are the 5 phases of play?

Q2. List 5 ‘on the ball’ skills for volleyball

Q3. List 3 “off the ball for volleyball

Volleyball Skills Test

Test 1: Serving
 5 attempts (preferred side of the body)
 Underarm serve from behind the end line of the court
 Serve the ball into the target area with the highest points.

Score_____/25
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 1pt is recorded
Score____/25

Test 3: Finger pass (setting)

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

Score____/25

Total score_____/75

Readiness groups:

Total score between 50-75 = Level 3 (high readiness)

Total score between 30-49= Level 2 (medium readiness)
Total score between 0-29= Level 1 (low readiness)
Appendix 2:

Lesson closure: Exit card

Out of 10 (10 being the highest and 1 being the lowest) rate how much you think you have
improved your fundamental skills of volleyball this lesson (set, dig and serve)? And why?

1 2 3 4 5 6 7 8 9 10

(circle one)

Explanation:

Readiness group questions:

Names:

Why is a dig more useful than a set from the backcourt?

When is it best to utilise a set?

What other sports might these movements transfer through to?

How can you successfully work with others in your team to win a point?
Appendix 3: Task sheet provided for tier 1 students (lower readiness students)

Part one:
Learn how to dig

Rules:

1. Set up two end zones with cones (the middle section is a no mans land)

2. Teams of 3, throw the ball underarm to the opposition with two hands
3. You must also catch the ball under arm with two hands
4. You will lose a point if you drop the ball, if the ball hits the ground or if you don’t throw
underarm or catch underarm
5. You can have a maximum of three passes between you and your teammates before throwing it
over to the oppositions.

Progression added: Feet cannot move from where the ball was caught, you must then underarm
pass this, based on where their feet are facing.

Part two:
Learn how to set

Rules:
1. Same as previous game
2. You can only throw above your head with two hands and catch above your head with two
hands.

Progression:
-Only hold onto ball above head for 1.5 seconds.
-Feet positioning (same as last game)

Part Three:
Optional choice- game like
Rules:
1. Same as before, but you can choose whether you throw the ball underarm or throw the ball
over arm, based on what the oppositions are doing (positioning on court).

Phase four:
Serving practice

Rules:
1. Stand behind a cone (approximately 10 large steps away from the wall).
2. Use an underarm serve to try and hit the coloured dots on the wall.
3. The coloured dots, have points written on them already based on accuracy.
4. Add up points after 10 serves in a row.
5. Repeat and try to beat last score.

Appendix 4: Task sheet provided for tier 2 students (On par students)

Phase 1 (dig): In teams of three, one student will throw the ball over the net to begin the game,
the person whom receives the ball will catch it and then complete a dig to a teammate or straight
over the net (student choice).
Progression: You can then try to complete the movement straight away, instead of catching it
first (only if they feel comfortable to do so).

Phase 2 (set): Same process, but for a set. This time 3 maximum passes (thus including one set)
have to be utilised before it can go over the net. Again, you can catch the ball and then complete
the movement if they like.
Progression: You can then try to complete the movement straight away, instead of catching it
first (only if they feel comfortable to do so).

Phase 3: Serving (no game, just skill practice)

-You will still be in your half court teams, but coloured dots will be placed on the ground. You
are to try and hit a coloured dot, using a serve of your choice (underarm or overarm), you will
receive points based on what dot they hit. The team with the most points after each student has
had 3 serves will win.

Appendix 5: Task sheet provided for tier 2 students (higher readiness students)

Phase 1: In two teams, you are to focus on perfecting the dig. Therefore, you are to complete at
least two digs before hitting the ball over the net. You are to begin play by one person throwing
the volleyball to the opposition. Once the ball has been returned over the net (by a minimum of
two digs), you are to catch the ball and reset (it is not meant to be a rally, you are meant to be
practicing skills).
Note: only use digs to get ball over the net, no set or spike etc.
Progression: a rally between the teams can be made using same dig rules.
Phase 2: Same as above, but with setting.

Phase 3: Serving- begin modified game, with a serve behind the serving line (underarm serve).
Coloured dots are on the ground and you are to try and practice your serve, aiming for a specific
coloured dot, in which you are to call out before completing the movement. The opposition’s will
be standing around the area of a coloured dot and will be expected to return the ball back (dig or
set- student choice- a maximum of 3 passes). Once the ball returns back to the team that served, a
new person will then practice their serve. This will happen until both teams have served at least
2-3 times per student.