Outline

Overview

A developmental PE approach will be taken in delivering this unit which takes into account the psychomotor, cognitive and affective domains. Fundamental movement skills will be developed and rehearsed in practical workshops allowing students to acquire mastery and to transfer the learning theory into practice. This unit of study is the first of four examining pedagogical practice and content in physical education. This unit specifically focuses on the K-10 PDHPE framework and curriculum areas of minor and lead-up games; fundamental movement skills; dance and gymnastics. In addition, there is a 10 day professional experience secondary school placement embedded in this unit of study.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	EDHP1001
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Nicole Hart, nicole.hart@sydney.edu.au
Lecturer(s)	Nicole Hart, nicole.hart@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Professional Experience Placement Secondary PEX Placement across weeks 14-15	0%	Formal exam period Due date: 18 Jun 2021 at 17:00	10-days
Outcomes assessed:
Skills-based evaluation	Minimum standards of performance in fundamental movement skills, dance and gymnastics Skills-based assessment	0%	Multiple weeks	N/A
Outcomes assessed:
Presentation	Peer Teaching 1 - Gymnastics Paired Presentation Peer Teaching	10%	Week 03 Due date: 17 Mar 2021 at 08:00	500-word equivalent
Outcomes assessed:
Presentation	Peer Teaching 2 - Dance Paired Presentation Peer Teaching	20%	Week 06 Due date: 14 Apr 2021 at 08:00	1000-word equivalent
Outcomes assessed:
Assignment	Professonal Experience Preparation (PEX Profile, Online Modules and Clearances) Professional Experience Preparation	20%	Week 07 Due date: 19 Apr 2021 at 23:59	N/A
Outcomes assessed:
Presentation	Peer Teaching 3 - (Sports Skill) - Presentation Peer Teaching (In class across weeks 8-9).	20%	Week 08 Due date: 28 Apr 2021 at 08:00	1500-word equivalent
Outcomes assessed:
Assignment	Stage 4-5 Lesson Plan Lesson Plan	30%	Week 13 Due date: 04 Jun 2021 at 23:59	1500-word equivalent
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Peer teaching 1 - gymnastics paired presentation: 10%

Students will be expected to research and teach a specific gymnastics skill (allocated) in pairs in Week 3. Students must also submit a written component.

On Campus Students: will teach their allocated skill to their peers in class.

Remote Students: will submit an instructional guide/teaching tutorial on video for their allocated skill. In lieu of class participation students will review another two submitted presentations and provide written feedback against a prescribed marking criteria. Students will be given class time to complete these reviews.
Peer teaching 2 - dance paired presentation: 20%

Students will be expected to research and teach a specific dance (allocated) in pairs in Week 6. Students must also submit a written component.

On Campus Students: will teach their allocated skill to their peers in class.

Remote Students: will submit an instructional guide/teaching tutorial on video for their allocated skill. In lieu of class participation students will review another two submitted presentations and provide written feedback against a prescribed marking criteria. Students will be given class time to complete these reviews.
Peer teaching 3 (sports skill) - paired presentation: 20%

Students will be expected to research and teach a specific specialised sports skill (allocated) in pairs in either week 8 or 9. Students must also submit a written component which will be due for all students in week 8 irrespective of which week you are scheduled to teach.

On Campus Students: will teach their allocated skill to their peers in class.

Remote Students: will submit an instructional guide/teaching tutorial on video for their allocated skill. In lieu of class participation students will review another two submitted presentations and provide written feedback against a prescribed marking criteria. Students will be given class time to complete these reviews.
Stage 4-5 PDHPE Lesson Plan: 30%

Students will individually develop either a stage 4 or 5 PDHPE lesson plan that requires them to demonstrate their knowledge and understanding of the NESA syllabus and relevant pedagogical content knowledge for Stages 4/5. The lesson plan template will be provided and help to prepare students for their 10-day placement in weeks 14-15.
Professional Experience Preparation (PEX Profile, Online Modules and Clearances): 20%

Students must complete the following pre-placement preparation: submission of a PEX profile (a template will be provided); complete two online Child Protection Modules developed by the NSWDoE and secure a WWC Clearance prior to commencing their PEX placement. In order for these administrative tasks to be approved by the NSWDoE prior to the placement, these components must be submitted by Monday 19 April.
Professional experience placement: PASS/FAIL

Students must complete 10-days of Professional Experience in a Secondary School and will be placed by the Office of Professional Experience at the SSESW. This placement will be scheduled at the end of semester (Weeks 14-15) and will focus on developing pedagogical skills in PDHPE (Stages 4-5).
Minimum standards of performance in fundamental movement skills, dance and gymnastics: PASS/FAIL

Students will be required to demonstrate mastery of a range of games and sports, gymnastics and dance skills.

On Campus Students: will be assessed during practical class sessions.

Remote Students: will submit additional video evidence to support their achievement of these minimum standards. Students will be given class time to compile this evidence.

Detailed information for each assessment can be found on CANVAS.

Assessment criteria

Assessment policies

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School canvas sites. Please refer to these sites for matters such as:

• Marking and Grading

• Questioning a Mark

• Submitting an Assignment

• Exams

• Seeking an Extension

• Penalties for Late Submission of Work

• Word Limit Penalties

• Plagiarism and Academic Integrity

• Use of Similarity Detection Software

• Seeking Special Consideration

• Seeking a Leave of Absence

• Student Appeals Process

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following canvas site: https://canvas.sydney.edu.au/courses/13426

The University has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being accused of plagiarism is generally relieved by expert referencing of your assignments. If you are unsure on how to reference well, please refer to the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied.

Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library’s Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

It is expected that unless an application for special consideration or simple extension has been approved, students will submit all assessment for a unit of study on the due date specified. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. If an extension is either not sought, not granted, or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: For work submitted after the deadline up to 1 day late, a penalty of 5 per cent of the maximum mark awardable for the assignment will apply, and for each day late thereafter, penalty increases by 5 per cent per day. Work submitted more than six days after the deadline will not be assessed (fail).

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
-	Completion of Professional Experience Modules: Child Protection and NSWDoE Pre-placement Checklist - To be completed by Monday 19 April.	Independent study (3 hr)
Week 01	Gymnastics 1 - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Practical (2 hr)
	1. Welcome 2. Unit and Assessment Overview 3. Professional Experience Profile 4. Professional Experience Online Modules and Clearances. (via Zoom)	Online class (1 hr)
	1. HPE in Education - an overview 2. Quality Teaching (RECORDED LECTURE)	Independent study (1 hr)
Week 02	Gymnastics 2 - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Practical (2 hr)
Week 02	Moving and Learning through Physical Education - Physical Literacy (RECORDED LECTURE)	Independent study (1 hr)
Week 03	Peer Teaching - Gymnastics - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Presentation (2 hr)
Week 03	Student Growth and development (RECORDED LECTURE)	Independent study (1 hr)
Week 04	Dance 1 - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Practical (2 hr)
Week 04	Introduction to the NSW K-10 PDHPE Syllabus - NESA (via Zoom)	Online class (1 hr)
Week 05	Dance 2 - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Practical (2 hr)
Week 05	Introduction to the NSW K-10 PDHPE Syllabus - NESA (via Zoom)	Online class (1 hr)
Week 06	Peer Teaching - Dance - On campus Class (Dance Studio A36) AND Remote Class (via Zoom)	Presentation (2 hr)
Week 06	Assessment in PDHPE (RECORDED LECTURE)	Independent study (1 hr)
Week 07	Fundamental Movement Skills 1 - On campus Class (St John's Oval) AND Remote Class (via Zoom)	Practical (2 hr)
	Introduction to Fundamental Movement Skills (via Zoom)	Online class (1 hr)
	Pedagogical approaches to teaching Physical Education (RECORDED LECTURE)	Independent study (1 hr)
Week 08	Peer Teaching - Fundamental Movement Skills 1 - On campus Class (St John's Oval) AND Remote Class (via Zoom)	Presentation (2 hr)
Week 09	Peer Teaching - Fundamental Movement Skills 2 - On campus Class (St John's Oval) AND Remote Class (via Zoom)	Presentation (2 hr)
Week 10	Lesson Planning for PDHPE 1 (via Zoom)	Online class (2 hr)
Week 11	Lesson Planning for PDHPE 2 (via Zoom)	Online class (2 hr)
Week 12	1. Preparing for Professional Experience 2. Developing a teaching philosophy and professionalism (via Zoom)	Online class (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops, or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Practical Tutorial/Seminar Policy:

Students must attend and participate in all practical workshops. Inability to comply with this subject requirement will result in a failure grade. If injury or illness will prevent you from actively participating in this unit of study, this needs to be brought to the attention of the Unit of Study Coordinator prior to the commencement of the unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Syllabus Documents: (Essential)

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K-10 Syllabus. Sydney, Australia: Author.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate knowledge and understanding of the physical, cognitive and affective (social) development of children and the impact these have on learning in Physical Education.
LO2. Examine the classification and development of motor (movement) skills and their relationship to planning for teaching movement.
LO3. Explore the relationship between inclusion, access and equity to identify strategies to support student participation and engagement in Physical Education.
LO4. Understand the relevant curriculum, legislative, administrative and organisational policies and processes required for teachers of Physical Education.
LO5. Plan and implement learning experiences for Physical Education using knowledge of student learning, curriculum, content and effective teaching strategies.
LO6. Demonstrate an understanding of assessment and reporting strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in Physical Education.
LO7. Investigate and critique various pedagogical approaches to Physical Education.
LO8. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of Physical Education, specifically: Fundamental Movement Skills, Dance and Gymnastics.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 3.3.1. (Graduate) Include a range of teaching strategies. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.3.1. (Graduate) Include a range of teaching strategies. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

Expectations for written submissions:

All students need to be fully aware of the expectations of literacy and numeracy of work presented for assessment. The HPE program takes very seriously the requirement of students to produce work that is both high quality in terms of content and presentation. This refers to the production of written work that is academically at the undergraduate standard, i.e., correct use of punctuation, grammar, spelling, use of tenses, use of pronouns and referencing. All work in this unit is guided by this principle. Failure to meet minimum standards of work will result in failure of that assessment. Students should refer to the University's WriteSite if they are concerned: http://writesite.elearn.usyd.edu.au/

More information related to this unit will be provided via CANVAS.

Additional costs

In NSW you must have a paid WWC Clearance to undertake Professional Experience. Currently the cost for this Clearance is $80 and is valid for 5-years.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be accurately assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

Students, please note that the Sydney School of Education and Social Work dress policy operates regarding units involving practical workshops. Appropriate clothing and footwear are essential for various reasons including your health and safety. Sunscreen should also be applied before participating in outdoor physical activity.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDHP1000: Physical Education 1

Semester 1, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect