Outline

Overview

In this first PDHPE unit students will reflect on their physical activity and health status, values and attitudes, and explore the importance of leading active and healthy lives and imparting these to their future students. The unit examines the current requirements regarding K-6 PDHPE and students will design and evaluate a variety of pedagogies and skills for teaching. The Health Promoting School will be introduced in relation to the need for whole school planning for PDHPE. Specific subject matter will include K-6 PDHPE syllabus, instructional and pedagogical physical education models, safety and risk management, lesson planning and gymnastics, dance and fundamental movement skills.

Unit details and rules

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

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au
Demonstrator(s)	Louisa Peralta, louisa.peralta@sydney.edu.au
Lecturer(s)	Cassidy Kealy-Ashby, cassidy.kealyashby@sydney.edu.au
Tutor(s)	Craig Hassall, craig.hassall@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Peer teaching (Fundamental Movement Skills) 15min presentation in either Week 11 or 12 and a lesson plan.	40%	Multiple weeks	Equates to 1500 words.
Outcomes assessed:
Small test	Early Feedback Task #earlyfeedbacktask Teaching plan that will be used for Assessment 2.	0%	Week 03 Due date: 07 Mar 2024 at 11:59	Equiv to 250 words. 0% weighting.
Outcomes assessed:
Assignment	Dance teaching and evaluation Dance teaching and evaluation using research.	30%	Week 05 Due date: 22 Mar 2024 at 23:59	Equiv to 1250 words. 30% weighting
Outcomes assessed:
Assignment	Teaching Resource – Gymnastics Compile a teaching resource for gymnastics.	30%	Week 09 Due date: 26 Apr 2024 at 23:59	1500 words. 30% weighting
Outcomes assessed:

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

This task is compulsory. The teaching of this plan will occur in Assessment 2 which is scheduled for Week 4’s tutorial session and the research evaluation submitted at the end of Week 5.

You will be asked to find a partner or form a small group of three in Week 2. With your partner/group you will be given a dance or dance movement and the Early Feedback Task template. You will submit this individual teaching plan (Early Feedback Task) in Week 3 (on your tutorial day by 11:59pm).

The feedback from the Early Feedback Task will help you organise and finalise your teaching plan and will be incorporated into the grading of Assessment 2. That means your teaching plan will be taught as part of Assessment 2 scheduled for Week 4, as you will need to design a learning activity (activities) to teach the dance/dance movement to the appropriate Stage and Year group (using the NSW K-6 PDHPE syllabus).

Assessment 2 Dance Teaching and Evaluation

In Week 4, each partner/group will be given 8 minutes to teach your plan (Early Feedback Task) and the activity(ies) to the tutorial group (each tutorial group member must be engaged in the activity).

Once you have taught your learning activity (activities), your partner/group will reflect and evaluate your teaching performance. You will be given 600 words to do this, with your reflections and evaluations needing to be supported by appropriate literature. The evaluation is due Friday Week 5 by 11:59pm.

This assessment responds to Graduate Teacher Standards 1.1.1; 1.2.1; 1.3.1; 1.4.1; 1.5.1; 1.6.1; 2.1.1; 2.2.1; 2.3.1; 2.4.1; 3.3.1; 3.4.1; 3.6.1; 3.7.1; 4.1.1; 4.4.1; 6.2.1; 7.2.1; 7.3.1; 7.4.1.

Assessment 3 Teaching Resource – Gymnastics:

You will participate in PE pedagogy tutorials in Weeks 5-8 that focus on rhythmic and expressive movement (gymnastics portion). At the end of each tutorial session you will be asked to reflect upon these experiences and activities, the content and outcomes addressed, skills and relevant terminology. You will then compile a teaching resource that includes technical detail, evidence-based pedagogical considerations, safety and risk management guidelines for teaching gymnastics to students in K-6. Your resource must include strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities, and identify opportunities to embed numeracy, literacy and ICT into learning experiences.

In order to cover all the key components, a template will be provided.

This assessment responds to Graduate Teacher Standards 1.1.1; 1.2.1; 1.5.1; 1.6.1; 2.1.1; 2.2.1; 2.3.1; 2.5.1; 3.1.1; 3.2.1; 3.3.1; 3.4.1; 4.1.1, 4.4.1; 4.5.1; 6.2.1; 7.2.1; 7.4.1.

Assessment 4 Peer teaching (Fundamental Movement Skills) - presentation and lesson plan:

Peer teaching presentations will be conducted in pairs/groups of three during tutorials in Weeks 11-12. It is important to use your peer teaching experience from Assessment 1, your evaluation and reflection, and tutor feedback to enhance your teaching for this Assessment. You and your group will be allocated a Fundamental Movement Skill (FMS) and a week (either week 11 or 12). You and your partner will undertake research and plan a FMS lesson (that will be given to you in Week 9). You will select one of the teaching/learning activities from the body of your lesson plan. This will be the learning activity that you will teach to your peers. 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) in Week 11 or 12, you will submit the lesson plan.

In order to cover all the key components, a lesson plan template will be provided.

This assessment responds to Graduate Teacher Standards 1.1.1; 1.2.1; 1.5.1; 2.1.1; 2.2.1; 2.3.1; 3.1.1; 3.3.1; 3.5.1; 3.6.1; 4.1.1; 4.2.1; 4.4.1; 5.2.1; 6.1.1; 6.2.1; 6.3.1; 6.4.1; 7.1.1; 7.2.1

Detailed information for each assessment can be found on Canvas.

Assessment criteria

A marking rubric will be posted 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.

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: Overview of HPE 1, Content and Assessment. - NSW K-6 PDHPE Syllabus - Concepts, substance and structure of the content - Examining research into K-6 PDHPE and generalist teachers. Tutorial: PE Pedagogy Dance 1 (Foundations)	Lecture and tutorial (3 hr)
Week 02	Lecture: PDHPE Studies and Pedagogy 1 - Health Promoting Schools framework and principles (for teaching PDHPE and difficult knowledges). Tutorial: PE Pedagogy Dance 2 - Elements of dance	Lecture and tutorial (3 hr)
Week 03	Lecture: PDHPE Syllabus Study 1 - The five interrelated PDHPE propositions that guide teaching, learning and assessment: an educative purpose, a strengths-based approach, the value of movement, the development of health literacy and including a critical inquiry approach. Tutorial: PE Pedagogy Dance 3 – Creative dance and dance building	Lecture and tutorial (3 hr)
Week 04	Lecture: PDHPE Syllabus Study 2 - Organisation of Content, Skill Domains and Learning across the Curriculum - The relevant legislative, administrative and organisational polices and processes required for teachers according to school stage. Tutorial: PE Pedagogy Dance 4 – Assessment 1 Peer Teaching and Research Evaluation	Lecture and tutorial (3 hr)
Week 05	Lecture: Assessment in PDHPE - Assessment for, as and of learning, the common grade scale and reporting. - E.g., Informal and formal, diagnostic, formative and summative approaches to assess student learning. Tutorial: PE Pedagogy Gymnastics 1 (DMP, safety and statics)	Lecture and tutorial (3 hr)
Week 06	Lecture: Movement studies and pedagogy 1 – Physical literacy - Physical, social and intellectual development and characteristics of students and how these may affect learning - Examining research into how students learn and the implications for teaching. Tutorial: PE Pedagogy Gymnastics 2 (Locomotion, springing and landing).	Lecture and tutorial (3 hr)
Week 07	Lecture: Movement studies and pedagogy 2 – Wellbeing and safety management - Strategies to support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements. Tutorial: PE Pedagogy Gymnastics 3 (rotations and rhythmic gymnastics).	Lecture and tutorial (3 hr)
Week 08	Lecture: Strategies for differentiating teaching, learning and assessment to meet the diverse needs of students in Primary PDHPE - Strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Tutorial: PE Pedagogy FMS (static balance, sprint run, vertical jump, catch).	Lecture and tutorial (3 hr)
Week 09	Lecture: Lesson planning - The learning ecology framework: 1) managerial system; 2) instructional system; and 3) student social system. Tutorial: HOME-BASED LEARNING - PE Pedagogy FMS (hop, side gallop and skip). Assessment 2 (Gymnastics teaching resource DUE)	Lecture (3 hr)
Week 10	Lecture: Lesson Planning 2 - Elements of a PDHPE lesson plan - Quality teaching in PDHPE. Tutorial: Fundamental Movement Skills 2 - skip, overarm throw, leap, kick, two-hand strike and dodge	Lecture and tutorial (3 hr)
Week 11	Lecture: Models of pedagogy for teaching and assessing Primary PDHPE. Tutorial: Fundamental Movement Skills 3: Assessment 3 Peer Teaching and Lesson Plan	Lecture and tutorial (3 hr)
Week 12	Lecture: Supporting students with disabilities to access the Primary PDHPE curriculum and demonstrate achievement. Tutorial: Fundamental Movement Skills 4: Assessment 3 Peer Teaching and Lesson Plan	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

Practical Tutorial/Seminar Policy: Students must attend and participate in all practical workshops. Inability to comply with this subject requirement will result in a fail 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

Main texts:

Dudley, Telford, Peralta, Stonehouse & Winslade (2018). Teaching quality health and physical education. South Melbourne; Cengage Learning Australia Pty Ltd.

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

Reading List

Department of School Education NSW. (1996). Towards a health promoting school. Sydney: Author.

Hyde, M., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools. Melbourne: Oxford University Press.

McCuaig, L. (2006). HPE in the Health Promoting School. In R. Tinning, L. McCuaig, & L. Hunter (Eds.), Teaching Health and Physical Education in Australian Schools (pp. 56-69). Frenchs Forest, NSW: Pearson Education Australia.

Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Sydney: Pearson.

Mitchell, D., Davis, B., & Lopez, R. (2007). Teaching FUNdamental gymnastics skills. Champaign, IL: Human Kinetics.

New South Wales Department of Education and Training. (2007). Fundamental Movement Skills. Retrieved January 29, 2010, from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/prolearn/fms_001.htm

New South Wales Department of Education and Training. (2003a). Quality teaching in NSW public schools. Sydney: Author.

New South Wales Department of Education and Training. (2003b). Quality teaching in NSW public schools: A classroom teaching guide.Sydney: Author.

Schembri, G. (2007). Aussie Gym Fun. Melbourne: Australian Gymnastics Federation.

Tinning, R., & McCuaig, L. (2006). Whose responsibility is HPE anyway? In R. Tinning, L. McCuaig, & L. Hunter (Eds.), Teaching Health and Physical Education in Australian Schools (pp. 49-55). Frenchs Forest, NSW: Pearson Education Australia.

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. Understand the significance of the Health Promoting Schools framework for effective teaching and learning in PDHPE; and use this framework to examine a range of sensitive issues/difficult knowledge relevant to a particular school community and/or learning environment (GQ1, GQ2, GQ6, GQ8).
LO2. Collect and evaluate learning and teaching resources that enhance students' learning in PDHPE specifically in relation to risk management protocols (GQ1, GQ4).
LO3. Sequence concepts and learning experiences for specific stages of learners in PDHPE by considering contemporary pedagogies (direct and indirect), applying inquiry-based learning theory and engaging with syllabus content to develop lesson plans (GQ1, GQ3, GQ4, GQ5).
LO4. Design and implement student-centred, inclusive, creative, safe and challenging learning experiences which cater for a variety of student learning styles and abilities, and directly link to student learning outcomes and assessment for PDHPE (GQ1, GQ3, GQ4, GQ5).
LO5. Demonstrate an understanding of the mechanical principles and pedagogies of moving our body, understanding movement and learning through movement, by performing skills and routines specifically in dance, gymnastics and fundamental movement skill development, which will encourage primary students to participate in recreational activities outside of lesson time (GQ1).
LO6. Display confidence and competence in teaching K-6 PDHPE subject matter (specifically fundamental movement skills), providing feedback and employing reflective practice to enhance their performance (GQ1, GQ3).
LO7. Consider the needs and interests of students from a variety of social, ethnic and cultural backgrounds including Aboriginal and Torres Strait Islander histories and cultures when planning for learning and teaching, especially when addressing sensitive issues/difficult knowledge in the PDHPE classroom (GQ1, GQ3, GQ6, GQ8).
LO8. Display an understanding of relevant school policies related to K-6 PDHPE subject matter (GQ1, GQ3, GQ4, GQ8).

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. 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. 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. 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. 3.7.1. (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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 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) - 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. 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. 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. 3.6.1. (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. 4.5.1. (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. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	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. 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. 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 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. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	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. 1.5.1. (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. 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. 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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	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. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 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. 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. 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. 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. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 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.
	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. 1.4.1. (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. 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. 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. 4.4.1. (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. 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) - 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.3.1. (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. 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. 4.3.1. (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. 5.5.1. (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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 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.

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.
2.4.1		(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.

Responding to student feedback

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

This is a new unit in the new BEd (Primary) program. We look forward to working with you to implement this unit for the first time in 2023. 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/

Work, health and safety

Students please note that the Sydney School of Education and Social Work dress policy operates in regard to 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

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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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

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EDUP1013: Health and 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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect