Template for Assignment 1: Tiered Lesson

Name & Student Number: Jack Strange - 2167508

Curriculum (Learning) Area of Lesson: Physical Education – Invasion Games
Specific Topic of Lesson: Using and Creating space in attack through playing
indoor soccer
Year Level/s: 8
Lesson Length: 50 Minutes (Single Lesson)
Lesson of Unit: 3 of 8

Lesson Context (1 paragraph)

Provide any contextual information that will help the examiner make sense of your planning decisions; e.g., explain
the broader unit into which this lesson fits and the broad aim/s of that unit, and explain where this lesson fits into the
unit sequence (Does it come after several introductory lessons? Does it come towards the end of the unit and enable
students to apply their knowledge, understandings and skills to a particular learning task? etc.).

This lesson will outline the importance of using and creating space white attacking in an invasion
game. The lesson will be the third lesson of the unit and will be expressed through playing small
sided and possession games of indoor soccer that emphasises why it is important to create and
use space in invasion games. The content discussed will outline how the skills used in indoor
soccer can transfer to other invasion games such as basketball, football and European handball.

Learning Objectives
As appropriate, these should be based on the Australian Curriculum. You can include specific references to
ACARA in parentheses where you have taken an objective verbatim (ACMMG006), or use language like “Adapted
from..” if you have made some changes to statements from ACARA, but been guided by these.

As a result of engaging with the lesson, students will:

understand that (Concepts, principles, “big ideas”. No more than 1 or 2 for a single lesson. Make sure your
objectives are statements that work in the form, Students will understand that…)
 Invasion games can be played in varying formats
 Attacking concepts can transfer between different invasion games.

know (e.g. facts, vocabulary, dates, information)
 The reasoning behind creating space
 The importance of spacing concepts
such as depth and width in indoor
soccer.
be able to (do) (Skills, processes)
 Explain why it is beneficial to create space in
attack.
 Implement the tactic of creating space within
a game scenario.

Essential Questions (1-3 only; these should help students engage with the “big ideas” or understandings)
 What are the benefits of creating space in invasion games?

Preassessment of Individual Student Readiness

Describe and refer to appendices as needed. Explain when the preassessment would be administered in
relation to the lesson – e.g., at the end of the previous lesson; structured observations collected over the
previous week, etc. Remember that this should be a preassessment of readiness specifically related to the
tiered lesson, and not a preassessment for the whole unit.
In terms of pre-assessment, students will be assessed in the first lesson of the unit based on their
tactical awareness and ability to execute skills under pressure. Also students will fill write their name on
the board on a spectrum of readiness in particular areas of the game. Those areas of the game are
passing, shooting and tactical knowledge of indoor soccer. These two pre-assessment criteria will help
shape the readiness groups for the upcoming lessons and the whole unit of work.

Lesson Plan
Lesson Sequence

Preassessment
- Use questioning at the commencement of the lesson regarding the content that is going
to be covered.

- Questions about spacing and how it can be used for attack.

Explanatory Notes
- The Divergent Discovery teaching style will be used through using questioning.
- This will help students understand what knowledge they already attain as well as
learning about what they still do not know.

Lesson Introduction
- Students will be play 5 vs 5 small sided games of indoor soccer, that will be played on
a half or a third of a full-size indoor soccer court.

- All of the small sided games will be played at the same level; however, it is a way of
helping conduct preassessment in terms of each student’s practical readiness.

Explanatory Notes
- This will be used as a warm-up with the purpose of students getting moving as well as
getting a lot of touches of the ball.
- Hopefully through students getting a lot of touches of the ball it will give them confident
to be involved throughout the lesson.

Tiered Task

- Students will be given the opportunity to break off into three groups. Those being
Ready, Nearly There and Beginning. These options will provide all students the
opportunity to either test themselves as well as feel comfortable at a level where they
can compete at.

- Once into groups, students will compete in games of 3 vs 3 or 4 vs 4 depending on

numbers.
 - The aim of the activity is for students to analyse space and how it can be created and
used in an attacking sense.

- This will be achieved by maintaining possession of the ball in their teams for as long as
they can until the other team intercepts the ball or the attacking team makes an error.

- The level of complexity and difficulty will change between all three groups and will all
represent the need for using and creating space, however using larger areas and more
time for students to receive and pass the ball will make the task easier for students who
initially are not confident in completing the task.

- This table outlines how each group will have varying levels of difficulty, however still
showing that the learning intention is on the same path.
Ready Nearly There Beginning
- A small sized space - Slightly larger space - Same size as ‘Nearly
- Emphasis on quick - Emphasis on There’ group.
passing and fast controlling the ball - Emphasis on trapping
movement. before passing. ball and passing to a
- 5 successful passes to - 4 successful passes to teammate.
score a point. score a point - 3 successful passes to
- Once a mistake is - 1 mistake allowed score a point.
made, attacking before changing - 3 mistakes allowed
teams change. attacking teams. before changing
attacking teams.
- Players have 3
seconds to pass the
ball.

Explanatory Notes
 - The three different levels of readiness will allow for varying levels of difficulty in the three
possession games.
- It will allow for students to compete with other students at similar levels of tactical awareness
and readiness in terms of playing indoor soccer.
- Hopefully through providing larger areas of space for students in the Nearly Ready and
Beginning groups. It will allow for those who have a lower level of readiness to compete with
more time to execute skills and understand the concept of using space.

Lesson Closure
- In those groups of Ready, Nearly There and Beginning students will then move into a 4
vs 4 small sided game of indoor soccer, where the focus is on creating and using space
in attack.

- This will reinforce the tactical approach used throughout the lesson and will outline the
importance of using space to your advantage while attacking in indoor soccer.

Explanatory Notes
- By using the same activity that students competed in at the start of the lesson, it will hopefully
encourage students to use their new knowledge of creating and using space in attack to their
advantage.
- That will help observe if students have taken on board the knowledge, which will hopefully
improve their tactical awareness of invasion games.

Check for Understanding

QUESTIONING
- Students will be asked about transfer and how the skills and knowledge that they learnt
today could help them in another sport.

QUESTIONING
- Talk to the person next to you about one invasion game other than indoor soccer and
how the skills and tactics used today could be used in that sport.

Lesson Closure/ Check for Understanding

How will you know whether students have achieved your lesson objectives?

The questioning above is the way for checking for understanding.

Explanation:
Provide 1-2 paragraphs expanding on your lesson plan notes to clearly explain how your
lesson is an example of a tiered lesson designed to address differences in student readiness,
and what aspect/s of readiness you are aiming to address. This explanation should
demonstrate your understanding of differentiation by readiness, supported by the topic
readings and materials. If you are already familiar with the students in your class (if you will
teach this lesson during your professional experience placement) and some of the readiness-
based differences they are likely to bring to this task, this is also the place where you can
explain what you know about your students and how your lesson is specifically designed to
address some of these needs.

The lesson above is an example of a tiered lesson plan as it provides different entry levels for
students depending on their readiness. Using the group names of Ready, Nearly There and
Beginning hopefully will provide students with the encouragement that they can progress and
improve both practically as well as the tactical side of indoor soccer and invasion games. Even
though the main part of the lesson will be tiered, all students will be working towards the goal of
understanding how to use and create space in invasion games and in this lesson, indoor soccer. As
shown in the diagrams, the groups progress through using a larger space to a smaller space
depending on a students’ readiness, therefore giving all students the opportunity to feel comfortable
at their starting group as well as being able to challenge themselves.

Tomlinson (2001), outlines this through discussing The Equalizer as a way of planning differentiated
classrooms and in this situation using tiering to provide students with varying entry points, however
still working towards the same goal. Tomlinson (2001) also discuss how readiness gives teachers the
opportunity to differentiate content, process and product. These key components of curriculum can
be differentiated depending of each students’ readiness. These concepts are definitely key facets of
the lesson plan above and outline why the tiered task was set out as it is.

References

- Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Retrieved from

https://ebookcentral-proquest-com.ezproxy.flinders.edu.au

EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)