Secondary teaching PE UoS details

Secondary school preservice teachers are required to complete Professional Experience placements that are integrated with a Professional Experience unit. The Professional Experience units are taught through lectures, tutorials and workshops at the University.


Bachelor of Education (Secondary:HMHE)

First Year Professional Experience

Unit of study name: Professional Practice in PDHPE 1 (EDUH1005)

This unit of study is the first of four examining pedagogical practice in physical education. The four units move preservice teachers along a spectrum of styles for teaching physical education, ranging from teacher-centred to more student-centred styles. This unit specifically focuses on foundational physical education in preparation for the first Professional Experience placement in Semester One, and will complement the concurrent curriculum study of both the K–6 PDHPE syllabus (NSWBOS, 2007) and the 7–10 PDHPE Syllabus (NSWBOS, 2003), undertaken in EDUH1005. A developmental PE approach (Gallahue and Ozmun, 2006) will be taken in delivering this unit which takes into account the psychomotor, cognitive and affective domains as children learn through physical activity. Fundamental and specialised (dance and gymnastics) skills will be developed and rehearsed in tutorial sessions allowing students to transfer the learning theory into practice and refine their teaching skills in a supportive environment through both peer and instructor feedback.

Second Year Professional Experience

Unit of study name: Professional Practice in PDHPE 2 (EDUH2019)

This unit of study – the second of four professional practice units of study – includes the first placement in a secondary school. Preservice teachers will spend a total of 17 days in the school setting, including two preplacement Fridays, which should be used to provide a brief introduction to the school's policies and procedures, as well as the structure of classes and the opportunity to observe teaching strategies and management approaches. By the end of the first few days of the block placement, preservice teachers should have progressed from assisting the supervising teacher instruct pupils on some aspects of both the theory and practise of PDHPE to teaching whole classes. In the first week, preservice teachers are expected to be with their supervising teacher/s for a full teaching load and to have worked with no more than two classes per day, in either single or double periods (based on 40-minute periods). The remaining one-third of the working week at the school needs to be directed towards preparation for teaching responsibilities in the following weeks of the placement. From beginning of the second week to the end of the placement, the preservice teacher should assume full responsibility for each class they teach but their workload should not exceed the equivalent of four 40-minute periods per day (preferably 10–14 periods per week). Preservice teachers should be given opportunities, where possible, to observe lessons taught by their supervising teacher and other teachers and preservice teachers in the school, especially lessons being delivered to senior classes. It would also be beneficial for preservice teachers to observe the teaching of lessons from other key learning areas, and Community and Family Studies, to increase their understanding of the diversity of the secondary-school curriculum and to expose them to a variety of teaching and behaviour-management styles.

Third Year Professional Experience

Unit of study name: Professional Practice in PDHPE 3 (EDUH3020)

This unit of study includes the final fully supervised Professional Experience before the Internship in Year 4. It has a particular focus on Stage 6 PDHPE learning and teaching. The National Professional Standards for Teachers: Graduate will form the foundation of the 19-day block Professional Experience. Preservice teachers need to be guided and assessed against all seven standards. Through an examination of the core and option PDHPE curriculum modules, preservice teachers will be afforded the opportunity to design creative, student-centred and challenging learning-and-teaching experiences and teacher-support material. As well as developing their own understanding of preservice teachers in the secondary school and their needs, the preservice teachers will be expected to assist in preservice-teacher assessment, reflect on their own teaching, discuss their teaching with the supervising teacher, plan and teach at least four units of work from the school’s PDHPE program, and participate in whole school activities. Preservice teachers will be expected to gather artefacts/evidence to construct their professional teaching portfolio – which is a mandatory assessment task for EDUH3020 – to be submitted after the placement has been completed. Teaching load may be up to 18 periods a week by the end of the placement The preservice teacher is required to develop lesson plans for each unit of work taught, even if the school has developed preservice-teacher workbooks. Preservice teachers will also be expected to develop an understanding of lesson delivery and class management in the senior school, demonstrate teaching competence, and show evidence of preparation and skill in presenting wet weather lessons. Working with children with special education needs is also appropriate. If it is not possible for the preservice teacher to take responsibility for teaching Years 11 and 12, they must organise a significant amount of observation in this final stage. It is also expected that preservice teachers will assist with any of the various duties undertaken by members of the school's PDHPE staff, and that they participate in general school life, for example, staff meetings, staff morning teas, playground duty (with their supervising teacher/s), relevant committee meetings and team coaching for the school sports program




Bachelor of Education (Secondary:Aboriginal Studies)

Professional Practices 2 (KCSE3201)

This unit is designed to focus on preservice teachers' skills as emerging teachers and, in particular, develop and refine skills in reflection and communication. Preservice teachers will focus on understanding learner-diversity needs in the classroom, particularly needs associated with culture, gender and Aboriginality. In preparation for the 25-day block of Professional Experience included in this unit, preservice teachers will practice questioning, listening and responding techniques and will be shown a range of theoretical perspectives on classroom management. They will also investigate individual schools' policies such as multicultural, antiracism, student-welfare and discipline, which contribute to quality outcomes for secondary-school students, regardless of background. The Australian Professional Standards for Teachers will be discussed in relation to the requirements of this Professional Experience in order to develop an understanding of the skills and knowledge required of a graduate teacher. Preservice teachers will also consider ways to engage parents and the wider community in the education process and plan for ongoing professional growth and development.

Professional Practices 3 (KCSE4201)

This unit of study focuses on the refinement of preservice teachers' professional practices, and involves them in practical and theoretical learning in preparation for their engagement in the profession. Because it is a final-year subject, the main areas of instruction are the issues and challenges facing teachers; reflection as professional practice; and preparation for teaching diverse student populations in a range of contexts. The NSW Education Standards Authority, Teaching and Educational Standards New Scheme Teacher process, the NSW DEC Graduate Recruitment Program and the NSW Teachers Federation Aboriginal Member Committee activities will also feature in this course. Because this unit include's the final Professional Experience – a 30-day block placement – preservice teachers will be expected to teach the equivalent of 2–3 lessons a day (10–12 hours a week) in a range of subject areas taught by their supervising teacher/s (who should belong to the placement school's history or HSIE faculties), including teaching students in Stage 6 where possible. The preservice teacher will be expected to take an increasing responsibility for all aspects of teaching and learning, including assessment and reporting where possible. They will also be expected to participate in the full range of school activities throughout their Professional Experience.




Bachelor of Education, BA or BSc [combined degrees]

Combined Degree First Professional Experience

Unit of study name: Professional Experience A (EDSE3073)

This unit of study provides preservice teachers with the opportunity to undertake their first block of Professional Experience, a 20-day placement in Semester Two, Year 3. During the placement, preservice teachers will be assigned to one or more supervising teachers. Teaching will commonly be in a single curriculum area with responsibility for teaching one or more classes for a total of between 10 and 14 lesson periods per week (based on a 40-minute period and after an initial period of orientation with classes). The supervising teacher/s will closely oversee their work and, in discussion with the tertiary mentor, write the Professional Experience Report: Non-Graduate Preservice Teacher (pdf, 173kB). This document, together with its associated Evidence Guide (pdf, 160kB), will form the basis of the assessment in the unit of study. During the placement, preservice teachers are expected to progressively develop expertise and their own teaching style; learn to reflect productively upon their practice; and by the fourth week of the placement, be taking full teaching responsibility for at least three class groups a week, including planning for sequential teaching sessions, comprehensive lesson planning, and evaluation. They are also expected to enter as fully as possible into the life of the school and its community, working with their supervising teachers in a wide range of roles such as roll marking, playground duty, assessment, marking books, and attending meetings and parent-teacher nights. Up to this point, units of study in combined BEd-degree programs will mostly have been delivered by the faculty responsible for the second undergraduate degree, although Pedagogy and Professional Practices 1 (EDSE2001) and 2 (EDSE3082) as well as the relevant introductory curriculum unit/s of study will have are completed before this placement. As part of these preceding unit/s, preservice teachers will have been introduced to the planning and decision-making processes of classroom teachers; studied curriculum design and its implementation, and begun reflecting upon specific teaching practices involved in classroom management. They will also have been introduced to relevant theories and research in these area and, in Year 2, undertaken several observation visits to schools. The key focus of this placement is to develop the preservice teacher's capacity to analyse and understand teaching practice. Each day of the placement, they need to observe and discuss with their supervising teacher/s and peers, the classroom methods employed by senior, junior and preservice teacher, and complete Lesson observation forms (pdf, 89kB).

Combined Degree Second Professional Experience

Unit of study name: Professional Experience B (EDSE4043)

This unit of study provides preservice teachers with the opportunity to undertake their second block of Professional Experience: a 25-day placement in Semester One, Year 4. Except for preservice students who are studying TESOL as a third curriculum area, this placement will be the final fully supervised Professional Experience before the Internship in Year 5. Compared to Professional Experience A, preservice teachers will have a more extended period in a school and assume increased responsibility for meeting the diverse learning needs of students in their classes. During the placement, preservice teachers will be assigned to one or more supervising teachers. Teaching will commonly be in a single curriculum area with responsibility for teaching one or more classes for a total of between 12 and 16 lesson periods per week (based on a 40-minute period and after an initial period of orientation with classes). The supervising teachers will closely monitor the work of the preservice teacher and, in discussion with the tertiary mentor, write the Professional Experience Report: Graduate Preservice Teacher (pdf, 251kB). This document, together with its associated Evidence Guide (pdf, 160kB), will form the basis of the assessment in the unit of study. The first two days of the placement should be mostly spent observing the supervising teacher in classroom situations and taking time to discuss with them their classes' current learning outcomes, strategies, programs and needs. The last three days of the first week should be spent clarifying the expectations for the next week and in co-teaching activities and lessons, including lesson planning. During the second week, preservice teachers should assume progressively more responsibility for formal lesson plans across at least three class groups; taking 2–3 lessons per day by the end of week. The third week should include opportunities to trial diverse approaches across 2–4 class groups. For the final two weeks of the placement, preservice teachers should assume full responsibility for teaching at least three class groups, including planning for sequential teaching sessions, comprehensive lesson planning, assessment and evaluation. Throughout the four weeks, preservice teachers are expected to observe at least one lesson per day across a range of teachers and class groups, and discuss their observations and any conclusions with their supervising teacher/s and peers, as well as completing a Lesson observation form (pdf, 89kB) for each lesson observed. Evidence of involvement in, and awareness of, whole school activities will be required by the Office of Professional Experience.

TESOL Professional Experience (EDSE5012)

This unit of study is exclusively for preservice teachers in combined-degree programs who are undertaking TESOL as a third curriculum area. It will link fieldwork in intensive English centres with an exploration of current language-education research. Preservice teachers will develop skills in linking lesson programming to their assessment of the abilities and needs of their classes (mostly of teenage and adult learners of English). The aim is to develop preservice teachers' professional understanding and expertise as second-language educators. The unit has relevance for teaching in Australia and overseas and focuses on the development of communicative competence. The Professional Experience placement of 12 days in a TESOL setting takes place two days a week from Week 2 to Week 8 of Semester Two, Year 5 (the first two days are observation only). During the placement, preservice teachers are assigned – often in pairs to enable mutual support in lesson preparation and reflection – to one or more supervising teachers. This unit is closely connected with TESOL as a Third Teaching Area (EDSE5011) and precedes a TESOL-focused internship in EDSE5008. The first two days of this Professional Experience will be observation and orientation rather than teaching. During the second and subsequent weeks, preservice teachers should teach up to six lessons (based on average 40-minute lessons) over the two days they spend in the placement setting. Each preservice teacher should observe other teachers and provide written evaluations of their own and others’ teaching, including at least one formally observed lesson per day of their Professional Experience teaching partner, the supervising teacher or another teacher on staff. The Lesson observation form (pdf, 89kB) should be used to record these observations, and as a guide to discuss their observations with their preservice peer and their supervising teacher. In the final week, the preservice teacher should be able to demonstrate comprehensive lesson-planning skills (including planning for sequential sessions); skill in assessment and evaluation; and participation in whole-school activities. Written lesson plans need to be submitted to the supervising teacher for approval prior to each lesson and written evidence of self-reflection for each lesson is required. Preservice teachers could teach whole or part lessons observed by their partner. They could team teach with other teacher/s or support each other by working with groups or individuals in the class. Preservice teachers should allocate roles for each other in the planning of their lessons.



Master of Teaching

First Year Professional Experience

Unit of study name: Professional Experiences 1 (EDMT5503)

Preservice teachers enrolled in the Master of Teaching (Secondary) undertake their first 20 days' Professional Experience in a secondary school in Semester Two, Year 1. During the placement, preservice teachers are assigned to one or more supervising teachers and will be responsible for teaching one or more class groups for an average of 10 lessons a week – either individually or with a preservice teaching partner – from the second week to the end of the placement. By the end of the Professional Experience, each preservice teacher should be in charge of teaching at least three class groups, and should be able to demonstrate comprehensive lesson-planning skills (including planning for sequential sessions); skill in assessment and evaluation; and participation in whole-school activities. The supervising teacher/s will closely support their work within the school and, in discussion with the tertiary mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate AITSL Professional Teaching Standards for the Graduate Teacher.

Second Year Professional Experience

Unit of study name: Professional Experiences 2 (EDMT6501)

Preservice teachers enrolled in the Master of Teaching (Secondary) undertake their second 20 days' Professional Experience in a secondary school in Semester One, Year 2. During the placement, preservice teachers are assigned to one or more supervising teachers and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods a week. By the second week of the Professional Experience, each preservice teacher should be in charge of teaching at least three class groups, and should be able to demonstrate comprehensive lesson-planning skills (including planning for sequential sessions); skill in assessment and evaluation; and participation in whole-school activities.The supervising teachers will closely support their work in the school and, in discussion with the tertiary mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate AITSL Professional Teaching Standards for the Graduate Teacher.