Outline

Overview

This is the third of three Physical Education Units in the Master of Teaching (Health and Physical Education) degree. This specific unit focuses on inclusivity and differentiation during the planning and implementation of Physical Education lessons. The unit also has a strong focus on organisation and risk management. These key topics are taught through the sports of aquatics and track and field and are related, in part, to the Sport, Lifestyle and Recreational Studies and the Physical Activity and Sports Studies syllabi.

Unit details and rules

Unit code	EDMT6637
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	48 Credit points including EDMT5695
Corequisites ?	EDMT6636 and EDMT6500
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Marvell, claire.marvell@sydney.edu.au
Tutor(s)	James Barkell, james.barkell@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Micro Teaching Presentation	20%	Multiple weeks	1000 word equivalent
Outcomes assessed:
Assignment	Annotated Lesson Plan Lesson Plan	20%	Week 06 Due date: 28 Mar 2023 at 23:59	1000 word equivalent
Outcomes assessed:
Assignment	Unit of Work Submitted work	60%	Week 08 Due date: 21 Apr 2023 at 23:59	2500 eqivalent
Outcomes assessed:

Assessment summary

Assessment Title: Annotated Lesson Plan (20%)

Detail: Throughout the unit the focus on inclusive physical education will be a clear theme of lectures and practical sessions. The limitations of traditional approaches to teaching physical education will be explored with the aim to encourage students to reflect deeply on how such practices can marginalise some students and privilege others. This task encourages students to plan for more inclusive approaches to physical education.

Students are required to plan and prepare a 50-minute lesson plan on an activity of their choice. The lesson plan should be annotated with modifications/adaptations/approaches that have been specifically planned for to ensure that the lesson is inclusive of a diverse group of students.

The lesson plan and annotations should reflect the various principles and practices of inclusive physical education and should be evidence based ie. supported with literature.

Assessment Title: Micro Teaching (20%)

Detail: Students will be allocated an activity in week 1. Students are required to plan and deliver a 40 minute micro teaching activity related to this activity.

Within the teaching activity students must:

- adopt at least two different teaching styles;

- must promote learning in all four domains (social, cognitive, affective and psychomotor);

- reflect the principles of inclusive physical education (ie. non-threatening environment, mastery focus, student autonomy, differentiation, maximal participation etc).

At the conclusion of their teaching, students should justify and defend their lesson choices in terms of inclusive physical education.

Assessment Title: Unit of Work (PASS Syllabus) (60%)

Detail: Students are required to plan and prepare a unit of work for the Physical Activity and Sports Studies (PASS) syllabus.

In the unit, students must include:

- a 6 lesson overview

- 2 fully developed lesson plans with all required teaching and learning resources

- a fully developed summative assessment task with marking criteria and rubric

- a clear and sustained use of ICT based resources through the unit

In addition to the unit of work, students need to provide a 400-word rationale for the unit where they need to:

- discuss and explain the mix and variety of teaching and learning strategies through the unit;

- discuss and explain how the unit is inclusive of a range of students (students need to specifically discuss how at least 2 teaching and learning activities have been differentiated to meet a range of learning abilities);

- discuss and explain how ICT has been effectively integrated into the unit of work.

Further assessment details and full marking criteria are available via canvas.

Assessment criteria

Marking criteria and rubrics will be available 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.

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 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.

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	Monday Workshop Introduction to the unit content, expectations, assessments etc	Workshop (3 hr)
Week 01	Thursday Workshop: Games and Sports - Revision of principles of effective and inclusive physical education - Using models and teaching styles to create inclusive physical education	Workshop (3 hr)
Week 02	Monday - Practical Workshop	Workshop (3 hr)
Week 02	Thursday Workshop: Games and Sports - Applying the principles and practices of effective and inclusive physical education into learning activities	Workshop (3 hr)
Week 03	Monday Wrokshop: MicroTeaching	Workshop (3 hr)
Week 03	Thursday Workshop: Games and Sports - Using varied and authentic assessment in physical education	Workshop (3 hr)
Week 04	Monday Workshop: Micro Teaching	Presentation (3 hr)
Week 04	Thursday Workshop: Games and Sports - 8 - 11 am Micro Teaching Assessment (Games and Sports Groups)	Workshop (3 hr)
Week 05	Thursday Workshop: Effective Physical Education: - Aquatics	Workshop (3 hr)
Week 06	Thursday Workshop: Effective Physical Education: - Aquatics	Workshop (3 hr)
Week 07	Thursday Workshop - Practical	Presentation (3 hr)
Week 08	Thursday Workshop - Practical	Presentation (3 hr)

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

AustSwim. (2008). Teaching Swimming and Water Safety (2nd ed.). Mosby Lifeline.

Board of Studies NSW. (2004). Physical Activity and Sports Studies Years 7-10 Syllabus. Sydney: Author.

Board of Studies NSW. (2007). Sport Lifestyle and Recreation Studies Syllabus. Sydney: Author.

Buchanan, A., & Georgakis, S. (2015). The contemporary organisation and ethos of NSW Public School Swimming Carnivals. International Journal of Aquatic Research (in press)

Cortis, N. (2009). Social inclusion and sport: Culturally diverse women’s perspectives. Australian Journal of Social Issues, 44, 91-106.

Cotton, W. (2012). The place of laptops in physical education: Should they stay in the changing rooms? In J. O'Dea (Ed.), Current Issues and Controversies in School and Community Health, Sport and Physical Education. New York: Nova Science Publishers.

Domangue, E., & Carson, R. L. (2008). Preparing culturally competent teachers: Service learning and Physical Education Teacher Education. Journal of Teaching in Physical Education, 27(3), 347-367.

Dudley, D., Okely, A., Pearson, P., & Peat, J. (2009). Engaging adolescent girls from linguistically diverse and low income backgrounds in school sport: A pilot randomised control trial. Journal of Science and Medicine in Sport, 13, 217-224.

Foulds, H. J. A., Bredin, S. S. D., & Warburton, D. E. R. (2011). The effectiveness of community based physical activity interventions with Aboriginal peoples. Preventive Medicine, 53(6), 411-416.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Kirk, D., Nauright, J., Hanrahan, S., MacDonald, D., & Jobling, I. (1996). The sociocultural foundations of human movement. Melbourne: Macmillan.

Lee, J., MacDonald, D., & Wright, J. (2009). Young men’s physical activity choices: The impact of capital, masculinities and location. Journal of Sport and Social Issues, 33, 59-77.

O’Dea, J., & Peralta, L. R. (2011). Perceptions of the teaching practicum among Human Movement and Health Education pre-service teachers in Australia: The role of university coursework, university-school partnerships and e-learning. Waikato Journal of Education, 16, 1-27.

Santoro, N. (2007). ‘Outsiders’ and ‘others’: ‘different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice, 13(1), 81-97.

Santoro, N. (2013). The drive to diversify the teaching profession: Narrow assumptions, hidden complexities. Race, Ethnicity and Education.

Shilton, T. R., & Brown, W. J. (2004). Physical activity among Aboriginal and Torres Strait Islander people and communities. Journal of Science and Medicine in Sport, 7, S39-42.

Yancey, A. K., Ory, M. G., & Davis, S. M. (2006). Dissemination of physical activity promotion interventions in underserved populations. American Journal of Preventive Medicine, 31, 82-S91.

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. Demonstrate the capacity to organize safe classroom activities and provide clear directions.
LO2. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities, and identify strategies to support inclusive student participation and engagement in classroom activities.
LO3. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
LO4. Critically reflect on a Unit of Work, justifying the inclusion of specific pedagogies and learning activities in unit, with awareness on inclusivity and differentiation
LO5. Demonstrate teaching strategies for using ICT to expand curriculum learning opportunities for students

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. 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. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 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.
	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. 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. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 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.
	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. 1.3.1. (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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	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. 1.3.1. (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. 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. 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) - 1.3.1. (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. 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. 4.5.1. (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. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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

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 Title: Annotated Lesson Plan (20%)

Assessment Title: Micro Teaching (20%)

Assessment Title: Unit of Work (PASS Syllabus) (60%)

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6637: Physical Education 3

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment Title: Annotated Lesson Plan (20%)

Assessment Title: Micro Teaching (20%)

Assessment Title: Unit of Work (PASS Syllabus) (60%)

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect