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Unit outline_

EDHP3003: Professional Practice for HPE 2

Semester 2, 2020 [Block mode] - Camperdown/Darlington, Sydney

This unit is the second of the three examining pedagogical and professional practices in K-12 HPE. It examines the current NESA requirements in years 11-12 (Stage 6) PDHPE for Board Developed Courses. Through an examination of the core and option modules, students will be afforded the opportunity to design creative, student-centred and challenging learning and teaching experiences and teacher support material. Students will also review policy, and refine planning and programming skills for years 7-10. By focusing on key syllabus concepts, the socio-cultural perspectives of health and physical activity, critical inquiry and practical application, creative and student-centred pedagogies, the unit deploys Quality Teaching (NSWDET, 2003) theories and practices. Throughout the unit students will participate in a number of small group and individual class based activities designed to encourage skill development, facilitate communication and research skills, and to promote critical reflection on learning and professional practices.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
114 credit points including EDHP2002
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

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 hurdle task Professional Experience
Integrated placement completed at a Secondary School in Weeks 11-14.
0% Formal exam period
Due date: 04 Dec 2020 at 17:00
20-days
Outcomes assessed: LO3 LO7 LO6 LO5 LO4
Assignment hurdle task Building a Professional Portfolio
Professional Experience Portfolio.
30% Formal exam period
Due date: 07 Dec 2020 at 23:59
1500-words
Outcomes assessed: LO5 LO6 LO7
Presentation hurdle task group assignment Seminar Presentation with teaching plan
Seminar Presentation with teaching plan (20% Group and 10% Individual)
30% Multiple weeks
Due date: 21 Sep 2020 at 08:00
1500-words
Outcomes assessed: LO1 LO7 LO6 LO4 LO3 LO2
Assignment hurdle task group assignment Stage 6 Program Design
Stage 6 Program Design (20% Group and 20% Individual)
40% Week 10
Due date: 06 Nov 2020 at 23:59
1500-words
Outcomes assessed: LO1 LO7 LO4 LO3 LO2
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

Seminar presentation (paired): 

You will research, plan and teach a lesson based on the Stage 6 CAFS (NESA) Syllabus (20%). You will be given an area of study from the CAFS syllabus and must plan a lesson which you will teach to your peers (scheduled across weeks 5-7). Your lesson plan must also include strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.  After you present (i.e. on the same day), you must also complete and submit a 500-word evaluation using the Australian Professional Standards for Teachers as a framework. This will be an individual component (10%).

GTS assessed through this task are:.1.1.1, 1.2.1, 1.5.1, 1.6.1, 2.1.1, 2.2.1, 2.3.1, 2.6.1, 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, 6.1.1, 6.2.1, 7.1.1, 7.2.1 and 7.4.1.

 

Stage 6 Program Design (paired): 

You will work in pairs to design an integrated and innovative Stage 6 PDHPE (NESA) Program (Preliminary and HSC Courses) including unit planning and internal assessment schedules (20%).

You will individually design one detailed lesson plan that promotes the physical, social and intellectual development and characteristics of students, embeds literacy, numeracy and ICT and is differentiated to meet the diverse learning needs of students (EAL/D, learning support, enrichment and extension activities must be included). You will also individually design one summative assessment task that is associated with the internal HSC assessment schedule and unit of work you develop with your partner (20%). 

 

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.3.1, 2.5.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 4.1.1, 4.2.1, 4.3.1, 4.4.1, 5.1.1, 5.3.1, 5.5.1.

Professional experience: 

You must complete 20 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 14-17) and will focus on developing your pedagogical skills in both PDHPE (Stages 4-6) and your second teaching subject area (Stages 4-5).

GTS assessed through this task are: 1.1.1, 1.2.1, 1.5.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1, 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, 5.1.1, 5.2.1, 5.4.1, 6.1.1, 6.3.1, 7.1.1, 7.2.1.

 

 

 

Building a Professional experience portfolio: 

In this task you are to develop, organize and present a professional portfolio for Standards 1-7 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, 3.4.1, 3.5.1, 4.1.1, 4.2.1, 4.3.1, 4.4.1, 6.1.1, 6.3.1, 7.1.1, 7.2.1, 7.4.1.

 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

:  

Marking criteria for each task will be available on CANVAS.

 

 

 

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.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 1. Introduction - Unit and Assessment Overview 2. Stage 6 - Community and Family Studies (CAFS) - Syllabus Overview Lecture and tutorial (3 hr) LO1
Week 02 Stage 6 PDHPE: Preliminary Course Lecture and tutorial (3 hr) LO1
Week 03 Stage 6 PDHPE: HSC Course Lecture and tutorial (3 hr) LO1
Task 1 Preparation Independent study (2 hr) LO2 LO3 LO4
Week 04 Seminar Presentation Task 1 (Week 1) Stage 6 - Community and Family Studies (CAFS) Presentation (3 hr) LO2 LO3 LO4
Week 05 Seminar Presentation Task 1 (Week 2) Stage 6 - Community and Family Studies (CAFS) Presentation (3 hr) LO2 LO3 LO4
Week 06 Seminar Presentation Task 1 (Week 3) Stage 6 - Community and Family Studies (CAFS) Presentation (3 hr) LO2 LO3 LO4
Week 07 Stage 6 Assessment Lecture and tutorial (3 hr) LO1 LO3 LO4
Week 08 Review of Planning and Programming in 7-10 PDHPE Lecture and tutorial (3 hr) LO3 LO4
Task 2 Preparation Independent study (2 hr) LO2 LO3 LO4
Week 09 Review of Assessment in 7-10 PDHPE Lecture and tutorial (3 hr) LO3 LO4
Week 10 1. Preparing for Professional Experience: Class management and Professional Protocols 2. Using Reflective Practice to identify professional learning goals using the Australian Professional Standards for Teachers - AITSL (2011) Lecture and tutorial (3 hr) LO5 LO6 LO7
Professional Experience Preparation Independent study (2 hr) LO5 LO6 LO7

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

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

All readings for this unit can be accessed on the Library, available through Canvas.

 

Syllabus Documents: (Essential)

  • Board of Studies NSW. (2012). Personal Development, Health and Physical Education Stage 6 syllabus. Sydney: Author.
     
  • Board of Studies, Teaching and Education Standards NSW. (2016). Community and Family Studies syllabus. Sydney: Author.
     
  • NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K-10 Syllabus. Sydney, Australia: Author.
     

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. critically examine the pedagogical framework for the Stage 6 PDHPE and CAFS syllabi
  • LO2. formulate lessons, units of work and programs that are student-centred and reflect an understanding of current theoretical and practical aspects of teaching and learning, including an analysis of the processes of critical inquiry and practical application as key Stage 6 methodology
  • LO3. design creative, challenging and student-centred learning experiences that utilise technology and are outcomes based, and demonstrate the capacity to organize classroom activities and provide clear directions
  • LO4. apply the principles of quality teaching and learning in order to develop specific and practical examples of quality teaching practices in a broad range of contexts
  • LO5. engage with communities of learners and professionals by showing initiative and competence, and positively responding to feedback and instructions
  • LO6. identify desirable attributes of beginning teachers as a process of reflecting upon and evaluating personal teaching practice, and developing a personal philosophy of learning and teaching
  • LO7. display a range of graduate and professional attributes in line with University of Sydney Graduate Qualities and the Australian Professional Standards for Teachers.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
LO2
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
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.
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.
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
3.4.1. (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.
4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
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.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO4
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
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.
LO5
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
LO6
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
LO7
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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.
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.1 A P T (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1 A P T (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 A T P (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 A T P (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 A P T (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 A P T (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1 A P T (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1 A P T (Graduate) Organise content into an effective learning and teaching sequence.
2.3.1 A P T (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1 A T P (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1 A P T (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1 A P T (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1 A P T (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1 A P T (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1 A P T (Graduate) Include a range of teaching strategies.
3.4.1 A P T (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1 A P T (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1 A T P (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1 A T P (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1 A P T (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1 A P T (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1 A P T (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1 A P T (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1 A T P (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 A P T (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1 A T P (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1 A P T (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1 A T P (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1 A P T (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 A P T (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1 A P T (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1 P A T (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1 A P T (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1 A P T (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1 A P T (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1 A T P (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1 A P T (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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.

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. correctuse 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

There are no additional costs for this unit.

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 properly 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

There are no specific WHS requirements for this unit.

 

Disclaimer

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

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