Outline

Overview

This unit of study is the first of three examining pedagogical practice in physical education. The three units move pre-service teachers along a spectrum of styles for teaching physical education, ranging from teacher-centred to more student centred styles. This unit specifically focuses on the Year 7-10 PDHPE Syllabus, and future Australian Curriculum focus areas of challenge/adventure activities, movement fundamentals including fundamental movement skills, and minor games. A developmental PE approach (Gallahue and Ozmun, 2006) will be taken in delivering this unit which takes into account the psychomotor, cognitive and affective domains as youth learn through physical activity. Skills will be developed and rehearsed in tutorial sessions allowing students to acquire a level of mastery and to transfer the learning theory into practice in a supportive environment through both peer and instructor feedback. There will be an additional cost for the 2 day field trip -approximately $200. An alternative learning experience and assessment will be offered for those pre-service teachers who are not able to finance this trip.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	EDMT5695
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Written Responses Written Responses	30%	Multiple weeks	1500 word	AI allowed
Outcomes assessed:
Performance	Micro teaching and Reflection Micro Teaching and Reflection	20%	Multiple weeks	1000 words eq	AI allowed
Outcomes assessed:
Evaluation	Reflection on microteach -	10%	Multiple weeks	500 words	AI allowed
Outcomes assessed:
Practical skill	Minimum standards of performance in fundamental movement skills Physical competence	0%	Ongoing	Ongoing throughout the semester	AI allowed
Outcomes assessed:
Written work	Lesson Plan Sequence Lesson Plan Sequence	40%	Week 10 Due date: 08 May 2026 at 23:59	1,500 words eq	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1 - 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.

Assessment 2 - Micro Teaching and Reflection

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 500 word written reflection based around stimulus questions.

Assessment 3 - Lesson Plan Sequence

Students will be allocated an activity area and a specific teaching context and will plan and develop a 6 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.

NB: This same lesson sequence will form the basis of the assessment 3 in EDMT5695.

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 on each assessment task, including marking criteria and rubrics are located on Canvas. This unit of study adheres to the assessment policies of FASS inclusing late penalites.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

FASS late penalties apply

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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. Mteach students will particiapte, reflect and evaluate the peer teaching activities of the students in the EDHP2001 unit.	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. Mteach students will particiapte, reflect and evaluate the peer teaching activities of the students in the EDHP2001 unit.	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.

Learning outcomes

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

Outcomes
Graduate qualities

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

LO1. understand the relevant curriculum, legislative, administrative and organisational policies and processes required for teachers of physical education
LO2. demonstrate knowledge and understanding of the physical, cognitive and affective (social) development of children and the impact these have on learning in physical education
LO3. plan and implement learning experiences for physical education, using knowledge of student learning, curriculum, content and effective teaching strategies
LO4. demonstrate an understanding of assessment and reporting strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in physical education
LO5. analyse and critique various pedagogical approaches for challenge/adventure activities, fundamental movement skills, minor games, and their relationship to planning for teaching movement
LO6. demonstrate a standard of performance for a range of fundamental movement 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

Responding to student feedback

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

Student feedback on the unit is both welcomed and valued.

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

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT5694: Physical Education 1

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links