Assessment #1 

Submission instructions:

The Micro Teaching will be delivered in the tutorial (weeks 8,9 & 10) and the Lesson Plan should be submitted via Canvas in week 7) 

The individual written justification/reflection should be uploaded to Canvas one week after the Micro Teaching.

Detail:

This assessment is in three parts: 

Part A. Micro Teaching (20%)

In pairs, students will prepare and deliver a 45 minute teaching session on a given sport/game/activity (to be negotiated with Claire and dependent on equipment etc). Within the session students need to include one practice (or part practice) where there is some direct (explicit) teaching and one practice (or part practice) where there is some student centred learning. Thus students will be employing at least one reproduction teaching style and at least one production teaching style. 

Each session must clearly demonstrate teaching and learning and move beyond just activity.The learning outcomes should include skills/techniques of the game/sport/activity, strategies/tactical play and the syllabus skills (see movement skill domain). In this sense the lesson should promote learning across all domains and should reflect the concept of physical literacy. 

Part B. Lesson Plan (15%)

Prior to their micro-teaching, students will submit a fully developed lesson plan detailing all learning activities, the teaching and learning content and all teaching resources.

A proforma for the lesson plan will be available on Canvas. The detail in the lesson plan should be sufficient for a third person to deliver this lesson from only your lesson plan. 

Part C. Reflection (10%)

After the completion of the micro-teaching students present a 500 word written reflection of their lesson. The reflection should focus on the relevant professional teaching standards.

Assessment #2 

Submission instructions:

Students will present their oral reflection in an allocated time after week 10.

Detail:

Throughout the unit, students will have been introduced to a variety of contemporary pedagogical approaches to physical education. Further, students will have been encouraged to critically examine traditional approaches to physical education and reflect on the need to plan and prepare inclusive and effective physical education lessons for diverse student groups. Students would have had the opportunity to implement some of these during the professional experience. 

Using a series of stimulus questions, students will call on their knowledge and experience to respond to the overarching question: 

What makes an effective and inclusive Physical Education Program/Lesson?

Assessment #3 

Detail:

Students will develop a unit of work which is comprised of 6 lessons on a sport or physical activity which has not been covered in class. This unit of work should include both direct and indirect pedagogical approaches to teaching physical education, and must address the four domains of learning. The Unit of Work should be well sequenced and progressive and there must be clear evidence of how the learning activities have been differentiated and therefore would be inclusive of a diverse range of students.

Each unit of work must include the following:

1. Unit Overview (6 lesson unit)

2. Lesson plans (2 fully developed lesson plans)

3. Identification of resources required for the unit (eg texts/videos/worksheets etc)

4. A clearly identified and fully developed summative assessment task, marking criteria an fully developed marking rubric.

The unit should be supported by a statement as to how the activities reflect the four critical aspects of physical literacy: movement competencies; tactical movement; motivation and behavioural skills  and personal and social attributes.

A proforma for the Unit Plan and the Lesson Plans will be available on Canvas

A marking criteria and rubric for this task will be available on Canvas.