Outline

Overview

This unit is a core unit of study and the second of four examining pedagogical practice and content in physical education. Students explore various pedagogical approaches to teaching Games and Sports and Athletics. These PDHPE syllabus and curriculum content areas are also linked to the NESA Priority Areas: Aboriginal and Torres Strait Islander Education, Classroom Management, Students with Disability and Teaching students with English as an Additional Language or Dialect (EAL/D). Building on Physical Education 1, students further explore models-based practice and physical literacy and move from planning single lessons towards lesson sequences with embedded assessment.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	42 credit points including (EDHP1000 or EDHP1001 or EDHP1011) and (EDUH1016 or EDHP1012) and ((EDHP1013 and EDHP1014) or (12 credit points of EDGU 1000-level units))
Corequisites ?	EDHP2002
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au
Tutor(s)	Claire Marvell, claire.marvell@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Micro teaching and reflection Micro Teaching and Reflection	30%	Multiple weeks	1,500 words eq
Outcomes assessed:
Small test	Quiz #earlyfeedbacktask	10%	Week 03 Due date: 10 Mar 2025 at 13:00	30 mins (500wd equivalent)
Outcomes assessed:
Assignment	Lesson Plan Sequence Lesson Planning Sequence	30%	Week 08 Due date: 14 Apr 2025 at 23:59	1,200 words eq
Outcomes assessed:
Assignment	Written Responses Stimulus Responses	30%	Week 11 Due date: 16 May 2025 at 23:59	1300 words total
Outcomes assessed:
Skills-based evaluation	Minimum standards of performance in games and sports Physical competence.	0%	Weekly	N/A
Outcomes assessed:
= group assignment ? = AI allowed ? = early feedback task ?

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: Quiz (10%)

For the Early Feedback Task students will complete a Canvas Quiz on the first three weeks of content around the syllabus and pedadogy.

Assessment 2: Micro Teaching and Reflection (30%)

In pairs students will peer-teach a 25 minute main component (not warm-up or conclusion) of a lesson based on an allocated syllabus content area. After the micro-teaching students will be required to submit a 400 word written reflection based around stimulus questions.

Assessment 3: Lesson Plan Sequence (30%)

Students will be allocated an activity area and a specific teaching context and will plan and develop a 4 lesson learning sequence. In the learning sequence students will need to use annotations to explain and justify key aspects of programming such as differentiation, pedagogical variety, progression and sequencing etc.

A scaffold and full task details will be made available on Canvas.

Assessment 4: Written Responses (30%)

Throughout the unit, students will be introduced to a range of pedadogical approaches to teaching physical education. Students will be provided with bi-weekly questions/discussions that aim to deepen their engagement with the unit's content and ideas. Students must select three of these questions/discussions and provide written responses to them as part of their assessment.

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

Detailed information, including full marking rubircs, for each assessment can be found on Canvas.

Assessment criteria

Please see Canvas for assessment criteria and rubrics

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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:

As per university policy.

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.

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 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. 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	Introduction to the unit of study and assessment tasks	Lecture (1 hr)
Week 01	Practical workshop - Athletics 1	Tutorial (2 hr)
Week 02	Teaching athletics - traditional and performative approaches and inclusive approaches (applying the spectrum of teaching styles)	Lecture (1 hr)
Week 02	Practical workshop - Athletics 2	Tutorial (2 hr)
Week 03	Programming within Physical Education - developing progressive and sequenced learning (scaffolding of assessment task)	Lecture (1 hr)
Week 03	Practical workshop - Net and Court Games (badminton)	Tutorial (2 hr)
Week 04	Physical Education - growth and development and ability and inclusion considerations	Lecture (1 hr)
Week 04	Micro Teaching Assessment - Athletics	Tutorial (2 hr)
Week 05	Physical literacy - developing lessons that address the multiple domains of learning in physical education (pyschomotor, cognitive, social and affective learning)	Lecture (1 hr)
Week 05	Practical workshop - Invasion games (frisbee and soccer)	Tutorial (2 hr)
Week 06	Embedding assessment within physical education	Lecture (1 hr)
Week 06	Practical workshop - Striking games (cricket)	Tutorial (2 hr)
Week 07	Introducing Models Based Practices - Teaching Games for Understanding Approaches	Lecture (1 hr)
Week 07	Practical workshop - developing activities for games sense approaches - identifying key tactical ideas and developing deductive questioning	Tutorial (2 hr)
Week 08	Inclusive Physical Education - addressing the needs of students with disabilities (core principles and practices).	Lecture (1 hr)
Week 08	Micro Teaching Assessment - Games and Sports	Tutorial (2 hr)
Week 09	Physical Education - specific behavioural support considerations and safety	Lecture (1 hr)
Week 09	Practical workshop - striking games (cricket)	Tutorial (2 hr)
Week 10	Physical Education - syllabus changes 2027 and beyond	Lecture (1 hr)
Week 10	Practical workshop - Net games (volleyball)	Tutorial (2 hr)
Week 11	Models Based Approaches - Student Designed Games (promoting autonomy anc choice in physical education)	Lecture (1 hr)
Week 11	Practical workshop - autonomy and choice in physical education lessons	Tutorial (2 hr)
Week 12	Unit reflection - key learnings and moving into professional practice	Lecture (1 hr)
Week 12	Student led practical	Tutorial (2 hr)

Attendance and class requirements

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

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 eReserve link available on Canvas.

Required text: Board of Studies NSW. (2003). NSW Years 7-10 PDHPE syllabus. Sydney: Author.

Learning outcomes

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

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

LO1. understand the relevant curriculum, legislative, administrative and organisational policies and processes required for physical education teachers
LO2. demonstrate knowledge and understanding of the physical, cognitive and affective development of school aged youth and the impact these have on learning in active play and minor games; fundamental movement skills; and invasion and striking games
LO3. plan and implement learning experiences for physical education, using knowledge of student learning, curriculum, content and effective teaching strategies in the games and sports curriculum area
LO4. demonstrate an understanding of assessment and reporting strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in both direct and indirect approaches
LO5. analyse and critique various pedagogical approaches for games and sports; active pay and minor games; and fundamental movement skills
LO6. discuss how tactical knowledge can be transferred within game categories and how curriculum planning should account for this with units in schools
LO7. plan and implement effective age appropriate games and sports games lesson plans according to curriculum content adopting both a direct and indirect approach
LO8. demonstrate a standard of performance for a range of fundamental movement and health related physical activities skills.

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) - 1.3.1. (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. 3.3.1. (Graduate) Include a range of teaching strategies. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (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. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in 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) - 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. 5.5.1. (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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student 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) -

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.
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.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

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

Student feedback is both encouraged and welcomed on the unit

Additional information

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.

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

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

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

Site visit guidelines

Disclaimer

On this page

Useful links

EDHP2001: Physical Education 2

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

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

Site visit guidelines

Disclaimer

On this page

Useful links