LESSON PLAN

Context for  Third lesson in volleyball unit

lesson  Students have learnt the “set” and are moving onto the
“forearm pass”
SESSION GOAL
Intended  To develop students understanding of how to ‘forearm pass’ a
learning volleyball
 Successfully forearm pass the volleyball with height
outcomes
 Successfully explain the key points to a forearm pass

ACARA  ACPMP025 ACPMP043 ACPMP061

learning areas  ACPMP032 ACPMP050 ACPMP069

THE SESSION
Planning for  Need Blue/Yellow Volleyballs
Differentiation  Need “set” and “forearm pass” cue cards

Outline: - 85 minute lesson

Open Allow for 10 minutes at start for students to:
- Change
10 min
- Take the roll
- Outline class expectations for the lesson
- Set up volleyball courts

Warm Up Warm Up: INTERCEPTOR 10 min

 Equipment: 1 ball per group
Time: 10 Minutes

DESCRIPTION
1. Create teams of 3 or more players, with 1 ball per group.
2. Players set or pass to keep the ball away from player/s
who are the ‘net’. The ‘net’ may not jump, but can be
aggressive to interrupt play.
3. Players swap roles when the ‘net’ is hit, the ball is hit out
of bounds, or the ball drops

CHANGE IT
Beginner:
- Allow players to throw the ball to get it over the ‘net’
Advanced:
- Players can start the game with a serve

ANC CODE: Moving Our Body: ACPMP025 ACPMP043

ACPMP061

Explain new skill “forearm pass” to student coach using

cue card to ensure their understanding of their role.

New Skill Skill Practice: Forearm Pass 15 min

5 min explanation and demonstration of skill

Students in pairs have 10 minutes to practice the forearm pass

- Student A throws a lob pass to student B to forearm
pass back to student A.
- Repeat and change roles.
 Activity 1 Skill Practice: Maximum Passes Competition
Equipment: 1 ball per pair
10 min
Time: 10 Minutes

DESCRIPTION
1. Students find a partner and stand opposite each other
approximately 5m apart.
2. Player A passes the ball to Player B, who uses a pass to
get it back to Player A.
3. The aim is to get as many consecutive passes without
making an error.
4. This continues until the whistle blows.
5. The pair with the longest rally wins.
6. Repeat.

CHANGE IT
Beginner:
- Players can catch the ball before passing it back to their
partner.

ANC CODE: Understanding Movement: ACPMP029 ACPMP047

ACPMP065

Drinks Break 5 min

Activity 2 ZONE BALL 10 min
Equipment: 1 or more balls per court
Time: 15 Minutes

DESCRIPTION
1. Create an attacking and a defending team with 3 or
more players. Use existing lines or draw a large circle
using chalk to create a defender zone.
2. Attackers use a pass or serve to get the ball to land in
the defenders zone.
3. The defenders use a set, pass or spike to prevent the ball
landing in their zone and to return the ball to the
attackers.

CHANGE IT
Beginner:
- Defenders may catch the ball before setting, passing or
spiking out of their zone
Advanced:
- As players become more competent add more balls into
the game
ANC CODE: Learning Through Movement: ACPMP030
ACPMP048 ACPMP067
Drinks Break 5 min
Game AIR RAID 10 min
Equipment: Divide any available balls between courts
Time: 15 minutes

DESCRIPTION
1. Students are divided into two equal groups of no more
than 4 and are placed on each side of the court. Balls are
divided evenly amongst the two teams.
2. On the call of ‘go’ players set or pass to get the ball over
the net. The aim is to try and get the ball over the net as
many times as possible.
3. After approximately 1 minute the coach stops the drill
and counts the balls on each side. The team with the
fewest balls scores a point.

CHANGE IT
Beginner:
- Reduce the balls on the court
Advanced:
- A penalty system may need to be introduced where
teams are penalised two balls if players intentionally hit
the ball out of the court with excessive force or if they
throw the ball under the net instead of attempting to
use a skill to return the ball.

ANC CODE: Learning Through Movement: ACPMP032

ACPMP050 ACPMP069

Closing Allow for 10 minutes at end for students to 10 min

- Pack up equipment.
- Teacher recap of learning goals
- Students to change

ASSESSMENT
Form Assessment will be of an ongoing nature (Rubric attached)
Evidence Students can demonstrate their knowledge and understanding
through either demonstration or explanation.
Rubric
Assessment Criteria Grade
Coordination of  Insightful & highly effective control & accuracy when A

movement concepts performing specialised movement sequences and skills

 They apply insightful & highly effective  elements of movement
to compose  and perform movement sequences
 Well considered & mostly effective control and accuracy when B
performing specialised movement sequences and skills
 They apply well considered & mostly effective  elements of
movement to compose and perform movement sequences
 Considered application of control & accuracy when performing C
specialised movement sequences & skills
 They apply considered elements of movement to compose and
perform movement sequences
 Some control and accuracy when performing specialised D
movement sequences and skills
 They apply some elements of movement to compose and
perform movement sequences
 Attempted application of control and accuracy when E
performing specialised movement sequences and skills
 They attempt to apply the elements of movement to compose
and perform movement sequences
Inclusivity,  Students apply insightful & highly effective  personal and social A

collaboration and fair skills to establish and maintain respectful relationships and
play promote safety, fair play and inclusivity
 Students apply personal and social skills to establish and B
maintain respectful relationships and promote safety,
fair play and inclusivity
 Students apply considered personal and social skills to C
establish and maintain respectful relationships and
promote safety, fair play and inclusivity
 Students apply some personal and social skills to establish and D
maintain respectful relationships and promote safety,
fair play and inclusivity
E
 Students attempt to apply personal and social skills to establish
and maintain respectful relationships and promote safety,
fair play and inclusivity