Outline

Overview

This unit of study is the first of three examining pedagogical and professional practices in K-12 HPE. This unit of study examines the current NESA requirements in years K-10 HPE for Board Developed Courses. In this unit students will explore the 7-10 PDHPE syllabus and other relevant support documents alongside an examination of current and teaching theories, practices and processes in HPE. Throughout class activities, assessment tasks and research, students will have the opportunity to develop and refine their programming and planning skills. This unit also examines current NESA requirements regarding assessments in 7-10 PDHPE, including relevant consideration of current assessment practices, theories and policy developments in secondary schools. This unit will assist students to design and implement an array of assessment strategies which cater for varying learning styles within the HPE context.

Unit details and rules

Unit code	EDHP2002
Academic unit	Education
Credit points	6
Prohibitions ?	EDUH2019
Prerequisites ?	48 credit points including EDHP1001
Corequisites ?	EDHP2001
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	Professional Experience PEX placement completed at a Secondary School in Weeks 13-16.	0%	Formal exam period Due date: 25 Jun 2021 at 17:00	20-days
Outcomes assessed:
Assignment	Building a Professional Portfolio Professional Experience Portfolio	30%	Formal exam period Due date: 28 Jun 2021 at 23:59	1500-words
Outcomes assessed:
Presentation	Online Seminar Presentation with teaching plan (paired) Seminar Presentation (paired) with teaching plan across Weeks 4-7.	30%	Multiple weeks	1500 words
Outcomes assessed:
Assignment	Professonal Experience Preparation (PEX Profile, Online Modules and Clearances) Professional Experience Preparation	0%	Week 07 Due date: 19 Apr 2021 at 23:59	N/A
Outcomes assessed:
Assignment	Stage 4/5 Program Design (paired) Stage 4/5 Program Design	40%	Week 12 Due date: 28 May 2021 at 23:59	1500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Seminar presentation (paired): 30%

In pairs students will research, plan and teach a lesson based on the NESA mandatory 7-10 PDHPE Syllabus (20%). Students will be given a syllabus strand and an area of study/subject matter from the mandatory 7-10 syllabus and must plan a lesson to teach to their peers online (scheduled across weeks 4-7). After presenting (i.e. on the same day), students must also complete and submit a 500-word evaluation. This will be an individual component (10%).

Professional Experience Preparation (PEX Profile, Online Modules and Clearances): PASS/FAIL

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

Stage 4/5 Program Design (paired): 40%

Students will work in pairs to design an integrated and innovative 7-10 PDHPE Scope and Sequence plan and develop one unit of work from this Scope and Sequence plan (20%).

Students 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 Year 7-10 students (EAL/D, learning support, enrichment and extension activities must be included).

Students will also individually design one summative assessment task that is associated with the unit of work they develop with their partner (20%).

Professional experience: PASS/FAIL

Students 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 13-16) and will focus on developing your pedagogical skills in PDHPE (Stages 4-5).

Building a Professional experience portfolio: 30%

In this task students are to develop, organize and present a professional portfolio for Standards 1-7 of the Australian Professional Standards for Teachers (AITSL, 2011).

Detailed information for each assessment can be found on CANVAS.

Assessment criteria

A detailed 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.

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

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

Academic integrity

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

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

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

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

Special consideration

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

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

Using AI responsibly

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

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Welcome 2. Unit and Assessment Overview 3. Professional Experience Profile 4. Professional Experience Online Modules and Clearances.	Online class (3 hr)
Week 01	Completion of Professional Experience Modules: Child Protection and NSWDoE Pre-placement Checklist - To be completed by Monday 19 April.	Independent study (3 hr)
Week 02	Stages 4-5 PDHPE Syllabus Overview (NESA)	Online class (3 hr)
Week 03	Stages 4-5 PDHPE Syllabus Overview (NESA)	Online class (3 hr)
Week 04	Stages 4-5 (Years 7-10) Programming and Planning - Task 1 Paired Presentations	Presentation (3 hr)
Week 05	Stages 4-5 (Years 7-10) Programming and Planning - Task 1 Paired Presentations	Presentation (3 hr)
Week 06	Stages 4-5 (Years 7-10) Programming and Planning - Task 1 Paired Presentations	Presentation (3 hr)
Week 07	Stages 4-5 (Years 7-10) Programming and Planning - Task 1 Paired Presentations	Presentation (3 hr)
Week 08	Assessment in Stages 4-5 (Years 7-10) PDHPE	Online class (3 hr)
Week 09	Stages 4-5 Content Endorsed Courses (Electives) 1: Physical Activity and Sports Studies (PASS) AND 2: Child Studies	Online class (3 hr)
Week 10	Australian Professional Standards for Teachers - AITSL (2011)	Online class (3 hr)
Week 11	Preparing for Professional Experience	Online class (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

Study commitment

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

Required readings

Syllabus Documents: (Essential)

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K-10 Syllabus. Sydney, Australia: Author.
NSW Education Standards Authority. (2019). Physical Activity and Sports Studies Years 7-10 Syllabus. Sydney: Author.
NSW Education Standards Authority. (2019). Child Studies 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. display an understanding of the importance of a developmental and sequential 7-10 PDHPE program through a thorough analysis and deconstruction of the 7-10 syllabus
LO2. engage, analyse and reflect upon key pedagogical issues at state and national levels and their impact on the HPE learning area
LO3. demonstrate a sound understanding of the 7-10 learning and teaching environment and the diverse needs and interests of 7-10 learners
LO4. plan for and design original, creative, challenging and student-centred units of work, lesson plans, and learning experiences that promote student engagement, educative outcomes and contribute to positive learning environments and make reference to research-based knowledge of pedagogies
LO5. design original, creative and challenging assessment tasks, and appropriate assessment schedules and marking guidelines which cater for a variety of student learning styles, are diagnostic and link specifically to learning experiences and outcomes
LO6. work collaboratively and co-operatively in a variety of group contexts
LO7. display generic attributes and skills in ICT, research and communication suitable for the students’ stage of professional development
LO8. demonstrate the capacity to organise classroom activities and provide clear directions, and to effectively implement HPE learning experiences within a 7-10 school environment during the professional experience placement.

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. 1.5.1. (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. 2.5.1. (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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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. 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) - 1.2.1. (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. 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. 6.1.1. (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) - 1.1.1. (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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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) - 1.2.1. (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. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (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. 4.3.1. (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.
	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. 2.5.1. (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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.

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.
1.5.1		(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.
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.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

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

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

Additional information

Expectations for written submissions:

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

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

Additional costs

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

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be 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.

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDHP2002: Professional Practice for HPE 1

Semester 1, 2021 [Block mode] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect