Name: Hayden Bennett

Student ID: 2152248

Summary Sheet for Assignment 2: Differentiated Learning Experience
Name & Student Number: Hayden Bennett
Curriculum (Learning) Area of Lesson or Learning Task: Health and Physical Education
Specific Topic of Lesson or Learning Task: SEPEP Module – AFL 9’s
Year Level/s: 10

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

 Learning Menu or Agenda
 Choice Board
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

 Readiness
 Interest
 Learning profile preferences

Context:

In this lesson, we begin to look at the Sport Education in Physical Education Program (SEPEP)
part of our PE unit and how we can use this to differentiate learning for our students. In this
module, we will be introducing our sport of AFL 9’s and assigning the different teams that
students will participate for. The beneficiary of the SEPEP module, is that it allows students to
undertake roles that may be better suited for their own individual interests. The SEPEP uses a
game sense approach and majority of the learning is student-centred which allows them to
stimulate their own learning. Whilst participation is a still a key element, the varying roles that
students are assigned places greater emphasis on engagement and may resonate more with
their personal interests. The progression of this unit will result in students participating in a
small round robin tournament with their teams, which will go towards their practical grade. The
start of this unit encourages participation, inclusivity, engagement and teamwork and will
emphasise the importance of maintaining a healthy and active lifestyle. This unit will span
across the remainder of the term (Weeks 6-11).

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Name: Hayden Bennett
Student ID: 2152248

Learning Objectives:
As a result of engaging with the differentiated lesson or task, students will: Understand the
importance of life-long involvement in physical activity and the role it plays in developing
community spirit and personal relationships.

The learning objectives that have been implemented within this SEPEP lesson have been adapted from
the Australian Curriculum which requires students to:

- Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and
investigate how this has changed over time (ACPMP104).

- Devise, implement and refine strategies demonstrating leadership and collaboration skills when
working in groups or teams (ACPMP105).

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

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

- The different rules and constraints within the - Demonstrate leadership, teamwork and collaboration
game of AFL 9’s. in a range of physical activities.

- The benefits of living a healthy and active - Demonstrate the fundamental skills of Australian
lifestyle. Rules football.

- The positive impact sport has on a - Explore the role participation plays in shaping
community. cultures.

- The structure of the SEPEP model and the - Analyse how participation in physical activity and
importance of each team role. sport influence an individual’s identities.

Essential Questions (These should help students engage with the “big ideas” or understandings)

- Why is it important that we maintain a healthy and active lifestyle?

- What does a strong community look like to you? How does it differ from your previous experiences?

- “Sports teaches you character, it teaches you to play by the rules, it teaches you to know what it feels
like to win and lose - it teaches you about life” – Billie Jean King. From a personal perspective, do you
agree with this statement? Justify your response.

- How has sport influenced your personal relationships? Discuss.

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Name: Hayden Bennett
Student ID: 2152248
Introduction to Task:

This RAFT was constructed based upon the particular strengths and interests of students within
the class. When students are assigned their teams, it then becomes their duty to fill the roles
within their teams. Students are encouraged to select one of the tasks below that they believe
best suits their learning and what they are most interested in. Each role within the RAFT focuses
on a different task and uses different format types to support different interests. As a team,
students are to assign their roles and keep an ongoing record of their progression throughout
the unit. Throughout the unit, students will have instructional time to work on their chosen task
and will also be provided with peer connection time where they are able to bounce ideas or
receive feedback from a peer from a different team who is studying the same role. The
significance of the different roles and formats allows students to focus on an area that interests
them and integrates the use of different subjects such as Maths, PE, Visual Arts and ICT. This is
significant as it allows students who may excel in these areas to focus on their personal interests
rather than just thinking of the task as entirely PE based.

Using the RAFT:

The RAFT module within this unit of work will be utilised to depict student interests and how
well they apply their prior knowledge and experiences to their chosen role. Students will
develop their ability within their chosen role and will use this to engage with the topic and
develop their understanding. The use of peer reflection will also play a significant role within
this unit as students are able to reflect and identify areas of improvement in the roles and share
opinions with their classmates. The team collaboration that a SEPEP unit provides will stimulate
the key concepts and ideas within students and this can be used to further develop
understanding within their role.

RAFT Roles: Exemplars

Coach: Students will conduct a miniature press conference that explains the importance of fair
play and teamwork and will explain how they as a team have been developing these particular
skills. A student who takes on this role may have a prior experience with Australian Rules
football and be willing to provide their knowledge and experience with peers.

Umpires: Students in this role will create an informative poster that provides all of the standard
rules and regulations involved within the sport of AFL 9’s. This role may stimulate a student with
an interest in visual arts or creative arts and they may use this interest accordingly within this
role.

Publicity Manager: Students who choose to represent this role are required to create a blog or
website post that informs potential supporters of team games, club happenings and
information in regard to their team. This role may be chosen by a student who displays an
interest in ICT and creative arts and they can use this to create an engaging post.

Film Crew: Students within this role are required to record a short television campaign that
emphasises the importance of participation in physical activity. This campaign is required to
enforce key messages to the community about the importance of maintaining a healthy and

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Name: Hayden Bennett
Student ID: 2152248
active lifestyle. Students who display traits of confidence or an interest in acting may enjoy
taking on this role.

Statistician: In this role, students are required to represent game statistics in the form of
different graphs or analyse statistical differences between teams. Students with an interest in
maths or data may represent this role well.

RAFT: AFL 9’s SEPEP Unit

Role Audience Format Topic

Coach Media Press Conference Development of new

skills and teamwork

Statistician Journalists Graphs Benefits of

participating in
physical activity.

Umpire Players Poster Understanding rules

and regulations of
AFL 9’s

Film Crew TV Network TV Commercial Promoting

participation in
Physical Activity

Publicity Manager Supporters Blog/Website Post Community

Involvement

Team Manager Groundsman E-mail w/ Equipment Game Organisation

attachment

RAFT Closure:

In concluding this unit, teams will gather together to display their team role portfolios and discuss this
with their peers within the classroom. In doing so, we are achieving our goals of building positive
relationship within the classroom through physical activity. Noted feedback on students roles will be
provided.

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Name: Hayden Bennett
Student ID: 2152248

Explanation:
Provide 1-3 paragraphs to clearly explain how your assignment is an example of a differentiated lesson or learning
task designed to address student differences and what specific aspect/s of student diversity you are aiming to
address. This explanation should demonstrate your understanding of the principles and application of differentiation,
supported by the topic readings and materials.

For an educator, being able to differentiate a lesson based upon the learning interests of students is an
extremely valuable tool in terms of addressing the curricular content and meeting the set learning
outcomes (Wiggins & McTighe, 2011). It provides students with an opportunity to demonstrate their
knowledge within the topic and then apply that understanding to their assessment task (Tomlinson,
2014). The implementation of this SEPEP unit places emphasis on student engagement but also allows
them to focus on a task that suits their level of comfortability. It is important that we understand that all
students learn in different ways and it is our role as educators to enhance and facilitate the learning
profiles of our students through a range of varying concepts (Sousa & Tomlinson, 2011).

The Sport Education model is designed to provide students with an authentic sporting experience in the
context of Physical Education (Siedentop, 2002). The benefits that a SEPEP unit provides for students is
that it creates an increased investment in physical activity and focuses on inclusivity as it removes the
potential inequities of marginalized students (Hastie, 2013). Students are placed with an increased level
of responsibility and are placed in an environment that promotes the development of personal and
social skills (Hastie, 2013).

The inclusion of the RAFT module in this lesson promotes differentiation within this classroom as it is
providing students with the opportunity to take control of their own learning and base it upon their
individual interests (Tomlinson & McTighe, 2006). Within this lesson, I have ensured that there are a
range of roles and responsibilities for all students to take on which allows them to develop their
knowledge of the sport in a way that suits their level of readiness. Within Physical Education, research
has suggested that engagement in learning opportunities is associated with increased teacher efficacy
and this has a large influence on successful differentiation within the classroom (Jarvis, Pill & Noble,
2017). This becomes relevant within this unit as students are focusing on an area of content that
interests them which will aim to resonate with their learning.

In undertaking this SEPEP topic, we will have successfully achieved the learning objectives we have set
within this unit of work. Students are developing their understanding of physical activity through a way
that maintains interest to them and remains engaging throughout. The use of the RAFT roles creates a
sense of community within the group as a strong focus on inclusivity and engagement is displayed
throughout. Finally, students are developing interpersonal relationships with their peers and
constructing strong and positive relationships within the classroom. Successful differentiation caters for
the learning requirements of all of our students and I believe that implementing a SEPEP module within a
physical education unit does this extremely effectively.

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Name: Hayden Bennett
Student ID: 2152248

References:
Australian Curriculum and Reporting Authority (ACARA) (2010). Retrieved from:
[Link]

Hastie, P. (1998). Applied benefits of the sport education model. Journal of Physical Education,
Recreation & Dance, 69(4), 24-26.

Jarvis, J. M., Pill, S. A., & Noble, A. G. (2017). Differentiated Pedagogy to Address Learner Diversity in
Secondary Physical Education. Journal of Physical Education, Recreation & Dance, 88(8), 46-54.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the
learner-friendly classroom. Solution Tree Press.

Siedentop, D. (2002). Sport education: A retrospective. Journal of teaching in physical education, 21(4),
409-418.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design:
Connecting content and kids. ASCD.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.

Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units.
ASCD.