Outline

Overview

This unit is the first of four units examining pedagogical practice and content in physical education. It takes into account the psychomotor, cognitive and affective domains as students learn about, in and through physical activity. Fundamental movement skills will be developed and rehearsed in practical workshops allowing students to transfer theories of movement and physical education pedagogy into practice. The 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 ?	EDHP1000 or EDHP1001
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Professional experience portfolio During the 10 day prof experience placement, you will gather evidence.	20%	Formal exam period Due date: 13 Jun 2024 at 23:59	Equiv 1000 words
Outcomes assessed:
Assignment	Peer teaching task - Presentation, lesson plan and reflection Peer teaching task, lesson plan and detailed reflection (individual).	40%	Multiple weeks	1750 words, Week 11.
Outcomes assessed:
Small test	Early Feedback Task #earlyfeedbacktask Teaching plan template forming part of Assessment 2.	0%	Week 03 Due date: 06 Mar 2024 at 11:59	Teaching plan (equiv 250 words)
Outcomes assessed:
Presentation	Peer teaching task – Group presentation Individual/team/group physical activities – Paired presentation	15%	Week 04 Due date: 13 Mar 2024 at 23:59	8-10mins presentation
Outcomes assessed:
Assignment	Peer teaching task – Lesson plan A 50 minute PE lesson plan.	25%	Week 08 Due date: 17 Apr 2024 at 23:59	50 minute lesson plan (1000 words).
Outcomes assessed:
= group assignment ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment 1: Early Feedback Task

To prepare you for the paired PE teaching presentation (Assessment 2), you will be asked to individually detail your teaching role and activity you will be teaching. This is called the EARLY FEEDBACK TASK. The detail should be no longer than 200 words and should include what you are going to say, your positioning throughout the teaching presentation, equipment distribution and collection and the activity you will be teaching. This is due on Wednesday 6th March (WEEK 3) on CANVAS by 11:59pm. You will receive individual feedback by the end of Week 3 (Sunday 10th March). The weighting for the EARLY FEEDBACK TASK in Assessment 1 is 0%.

Assessment 2: Peer teaching task – Individual/team/group physical activities paired presentation

In weeks 1-3, you will be introduced to PE practices, planning and teaching. You will receive feedback on your Early Feedback Task in Assessment 1, and you will use feedback to finalise your teaching plan for your peer teaching task. In Week 4, you will be expected to teach the specific plan that you and your partner put in place. This will be conducted in the Week 4 tutorial.

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.2.1, 3.1.1, 3.2.1, 3.3.1, 3.5.1, 4.1.1, 4.2.1, 4.4.1, 6.2.1, 7.1.1, 7.2.1.

Assessment 3: Peer teaching task – lesson plan: You will be expected to undertake research and design a 50 minute dance lesson plan.

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.2.1, 3.1.1, 3.2.1, 3.3.1, 3.5.1, 4.1.1, 4.2.1, 4.4.1, 6.2.1, 7.1.1, 7.2.1.

Assessment 4: Peer teaching task (individual/team/group physical activities) – Paired presentation, lesson plan and reflection: Presentations will be conducted in pairs during tutorials in Weeks 11. You will be allocated an individual/team/group physical activity and a week and design a lesson plan and teach one of the teaching/learning activities (from your lesson plan) to your peers. After you present (i.e. on the same day), you must also complete and submit a 500-word reflection.

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.2.1, 2.3.1, 3.1.1, 3.2.1, 3.3.1, 3.5.1, 3.6.1, 4.1.1, 4.2.1, 4.4.1, 5.1.1, 5.2.1, 6.2.1, 7.1.1, 7.2.1.

Assessment 5: Professional experience portfolio: In this task you are to develop, organise and present a professional portfolio for Standards 1-4 of the Australian Professional Standards for Teachers (AITSL, 2011).

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.2.1, 2.3.1, 3.1.1, 3.2.1, 3.3.1, 3.5.1, 3.6.1, 4.1.1, 4.2.1, 4.3.1, 4.4.1, 5.1.1, 5.2.1, 6.1.1, 6.3.1, 6.4.1, 7.1.1, 7.2.1, 7.4.1.

Minimum standards of performance in fundamental movement skills, dance and gymnastics: Students will be required to demonstrate mastery of a range of games and sports, gymnastics and dance skills.

GTS assessed through this task are: 2.1.1, 6.2.1, 6.3.1, 6.4.1, 7.4.1.

Professional experience: You 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 your pedagogical skills in Stages 4-5 Physical Education.

GTS assessed through this task are: 1.1.1, 1.3.1, 1.5.1, 2.1.1, 2.2.1, 2.3.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.5.1, 4.1.1, 4.2.1, 4.3.1, 4.4.1, 4.5.1.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The description and marking rubrics for each Assessment will be placed on CANVAS.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Lecture: - Introduction – Unit and Assessment Overview - Unlearning PE - NSW PDHPE (K-10) Syllabus framework Tutorial - Minor Games 1: - Minor games for teaching and extending fundamental movement skills and practising sport-specific skills - Demonstrate knowledge and understanding of concepts, substance and structure of the content.	Lecture and tutorial (3 hr)
Week 02	Lecture 2: - Unpacking the NSW 7-10 PDHPE Syllabus Tutorial Minor Games 2: - Minor games for teaching and extending fundamental movement skills and practising sport-specific skills. - Demonstrate knowledge and understanding of concepts, substance and structure of the content. - Effective and inclusive practices when teaching minor games.	Lecture and tutorial (3 hr)
Week 03	Lecture 3: - PE instructional models/teaching styles and evidence of impact on student learning. Tutorial Minor Games 3: - Minor games for teaching and extending fundamental movement skills and practising sport-specific skills. - Demonstrate knowledge and understanding of concepts, substance and structure of the content. - Effective and inclusive practices when teaching minor games.	Lecture and tutorial (3 hr)
Week 04	Lecture 4: - Differentiation Tutorial Minor Games 4: - Minor games for teaching and extending fundamental movement skills and practising sport-specific skills. - Demonstrate knowledge and understanding of concepts, substance and structure of the content. - Effective and inclusive practices when teaching minor games.	Lecture and tutorial (3 hr)
Week 05	Lecture 5: - NSW PDHPE Years 7-10 Syllabus and lesson planning (includes safety and risk assessment). Tutorial 5 Dance 1 - (Elements of Dance, Creative Dance and Dance Building): - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. - Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.	Lecture and tutorial (3 hr)
Week 06	Lecture 6: - NSW PDHPE Years 7-10 Syllabus and lesson planning (includes safety and risk assessment). Tutorial 6 Dance 2 - (Elements of Dance, Creative Dance and Dance Building): - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. - Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements	Lecture and tutorial (3 hr)
Week 07	Lecture 7: - PE pedagogical models and evidence of impact on student learning. Tutorial 7 Dance 3 - (Social, cultural and modern dance): - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. - Effective and inclusive practices when teaching dance. - Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements	Lecture and tutorial (3 hr)
Week 08	Lecture 8: - PE pedagogical models and evidence of impact on student learning. Tutorial 8 Gymnastics 1: - Introduction to the Dominant Movement Patterns Approach: Statics, Landings and Swings - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. - Effective and inclusive practices when teaching gymnastics. - Describe strategies that support students’ wellbeing and safety working within school and/or syste	Lecture and tutorial (3 hr)
Week 09	Lecture 9: - Assessment for, as and of learning, the Common Grade Scale and Reporting, and assessment for PE content and contexts of learning. Tutorial 9 Gymnastics 2: - Introduction to the Dominant Movement Patterns Approach: Springs, Landings, Locomotion. - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. - Effective and inclusive practices when teaching gymnastics.	Lecture and tutorial (3 hr)
Week 10	Lecture 10: Behaviour management in Physical Education. - Designing assessment tasks and marking criteria. Tutorial 10 Gymnastics 3: - Introduction to the Dominant Movement Patterns Approach: Rotations, Movement sequencing. - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Lecture and tutorial (3 hr)
Week 11	Lecture 11: - Behaviour Management in PE Part 2 Tutorial 11 Peer teaching presentations: - Organise content into an effective learning and teaching sequence. - Set learning goals that provide achievable challenges for students of varying abilities and characteristics - Include a range of teaching strategies in teaching - Demonstrate a range of verbal and nonverbal communication strategies to support student engagement.	Lecture and tutorial (3 hr)
Week 12	Lecture 12: - Professional experience placement preparation. Tutorial 12 Professional experience placement organisation - Placement expectations - Placement questions - Mentoring (mentor will be Louisa Peralta) and organise mentoring sessions. - Assessment 4 portfolio information	Lecture and tutorial (3 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.

As this is a PE unit of study, you will need to wear appropriate clothing and footwear to be active in all tutorial sessions. Also bring your own water and sunscreen for use during tutorial sessions.

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

You will need to have electronic access to the NSW 7-10 PDHPE syllabus for all lectures and tutorial sessions. Weekly readings will be posted to CANVAS.

NESA (2018). NSW Years 7-10 Personal Development, Health and Physical Education (PDHPE) 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.

Outcomes
Graduate qualities

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 (1.1.1, 1.2.1).
LO2. Examine the classification and development of motor (movement) skills and their relationship to planning for teaching movement (1.1.1, 1.2.1, 2.1.1, 3.6.1).
LO3. Explore the relationship between inclusion, access and equity to identify strategies to support student participation and engagement in Physical Education (1.3.1, 1.5.1, 1.6.1, 4.1.1).
LO4. Understand the relevant curriculum, legislative, administrative and organisational policies and processes required for teachers of Physical Education (4.1.1, 7.1.1, 7.2.1, 7.4.1).
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 (5.1.1, 5.5.1).
LO7. Investigate and critique various pedagogical approaches to Physical Education (1.1.1, 1.2.1, 1.3.1, 1.5.1, 1.6.1, 3.3.1, 4.1.1).
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 (1.1.1, 1.2.1, 2.1.1, 2.2.1, 2.3.1, 3.3.1, 4.1.1, 4.2.1, 7.4.1).

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

Responding to student feedback

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

We do value your feedback to improve the design and delivery of this unit of study. As this is a new unit of study, please spend time completing the USS at the completion of semester.

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.

Additional costs

No additional costs.

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

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDHP1011: Physical Education 1

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect