Outline

Unit code	EDUF3023
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	42 credit points of units
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Coordinator	Steve Georgakis, steve.georgakis@sydney.edu.au
Lecturer(s)	Steve Georgakis, steve.georgakis@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Paired Presentations Paired Presentation (25 minutes)	25%	Multiple weeks Due date: 01 Oct 2020 at 23:00 Closing date: 01 Oct 2020	750 words
Outcomes assessed:
Assignment	Research Archive Portfolio Research archive portfolio	75%	STUVAC Due date: 01 Nov 2020 at 23:00 Closing date: 01 Nov 2020	3,750 words (four sections)
Outcomes assessed:
= group assignment ?

Result name	Mark range	Description
High distinction	85 - 100	You addressed all criteria at the HD level, your work is of an exceptional standard
Distinction	75 - 84	You addressed all the criteria at the D level, your work is of a very good level high standard
Credit	65 - 74	You addressed the criteria at the Credit level, your work is of a high standard.
Pass	50 - 64	You addressed criteria at the Pass level, your work is of a good standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Ongoing	19-24. Paired Presentation	Online class (6 hr)
Week 01	1. Introduction to unit, Unit of Study Overview, Assessment	Online class (1 hr)
2. Education (Ancient Greece)	Online class (1 hr)
3. Education (British Imperialism)	Online class (1 hr)
Week 02	4. Privileging of Australian Sport and links to Australian nationalism	Online class (1 hr)
5. From Captain Cook to Coronavirus: The Four Eras of Australian Sport	Online class (1 hr)
6. Australia's National: ANZAC Day and Australia Day	Online class (1 hr)
Week 03	7. The commercialisation of Australian sport - sport in the Deception Era	Online class (1 hr)
8. Commercialized Australia sport and its impact on youth	Online class (1 hr)
9. Media Sport: The Deception Era	Online class (1 hr)
Week 04	10. Minority and marginalized sport experiences (Disability and EAL/D)	Online class (1 hr)
11. Indigenous Sporting Perspectives	Online class (1 hr)
12. Colonialism and Black Lives Matters	Online class (1 hr)
13. Youth subcultures: the Australian beach; Surf lifesaving sports	Online class (1 hr)
Week 05	14. Gender identities and construction of femininity	Online class (1 hr)
15. The rise and consolidation of the women's national football competitions.	Online class (1 hr)
Week 06	16. Advertising (Alcohol, Junk Food, Sport Betting)	Online class (1 hr)
17. Politics and Sport: Chinese - Australian Sporting Competitions.	Online class (1 hr)
18. Post-Pandemic: Participation and Spectatorship	Online class (1 hr)

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 an understanding of the role educational institutions played in the fostering of physical education and school sport
LO2. apply an understanding of the role played by various policy stakeholders, such as government and educational organisations, in the development and promotion of youth sport
LO3. critically analyse the relationship of sport to society and the construction of identities, especially in relation to age, class, gender, ethnicity, ability and sexuality
LO4. analyse the meanings given to sports by a range of cultural and/or population groups
LO5. critique your own understanding of the complex relationship between sport, nationalism, politics and policy
LO6. analyse research examining the influence of sociological factors on the way youth participate in and value participation in sport
LO7. communicate relevant knowledge, attitudes, skills and behaviours to others in written and oral forms.

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. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6. Professional Engagement: Standard 6 - Engage in professional learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 5.5. Report on student achievement
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 3.1. Establish challenging learning goals 3.3. Use teaching strategies 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 7.1. Meet professional ethics and responsibilities 7.2. Comply with legislative, administrative and organisational requirements
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.4. Interpret student data 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5. Report on student achievement

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.
1.4.1		(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.
3.3.1		(Graduate) Include a range of teaching strategies.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
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.

NESA Priority Area Elaborations -

Competency code	Taught, Practiced or Assessed	Competency standard
1-ATSI		Priority Area One: Aboriginal and Torres Strait Islander Education
1a-ATSIPD.01		Structure: The relevant content may be incorporated into specific units/courses, as well as being taught across all years of the program and embedded within all curriculum areas. Aboriginal and Torres Strait Islander cultures, perspectives, histories and experiences are incorporated into areas of the curriculum which are not explicitly historical or sociological.
1a-ATSIPD.02		Resources: Staff members and external personnel responsible for the delivery of content have appropriate qualifications and/or knowledge in this area. Program documentation includes reference to the teaching and learning materials, knowledge and information source, and human and information resources provided to Teacher Education Students to support their learning in Focus Area 1.4.1 and 2.4.1. Resources are appropriately acknowledged, developed and/or endorsed by respected Aboriginal and/or Torres Strait Islander stakeholders, (e.g. those provided by AITSL such as the Respect, Relationships, Reconciliation resource (3Rs), the AITSL Illustrations of Practice and ACARA resources).
1b-ATSICO.01		the similarities and/or diversities of local Aboriginal and Torres Strait Islander knowledge and knowledge sources, spirituality, beliefs and values, and concepts of kinship and culturally sensitive issues
1b-ATSICO.04		how media representations and personal histories and experiences shape and influence perceptions of and assumptions about Aboriginal and/or Torres Strait Islander Peoples and their community life
1b-ATSICO.05		what constitutes racism and anti-racism strategies, policies and legislation
1b-ATSICO.06		what it means to act in a culturally appropriate/inclusive way
1b-ATSICO.07		what cultural safety and inclusivity are
1b-ATSICO.08		the skills and knowledge to engage with Aboriginal Peoples and Torres Strait Islander Peoples
1c-ATSIPEX.01		build effective relationships with Aboriginal and/or Torres Strait Islander learners
1c-ATSIPEX.02		create a positive learning environment that engages Aboriginal and/or Torres Strait Islander learners effectively
1c-ATSIPEX.03		demonstrate knowledge of and respect for Aboriginal and Torres Strait Islander cultures
1c-ATSIPEX.04		make evident commitment to and devise strategies for implementing and nurturing the cultural safety, identity and diversity of learners
1c-ATSIPEX.05		apply culturally inclusive practices in relation to curriculum, classroom teaching and assessment
1c-ATSIPEX.06		identify communication strategies to develop genuine inclusive educational partnerships with Aboriginal and/or Torres Strait Islander students, families and communities
1c-ATSIPEX.07		demonstrate their ability to provide learning opportunities that are culturally appropriate and responsive to all students’ needs
1c-ATSIPEX.08		record their reflections on how they recognise and acknowledge Aboriginal and/or Torres Strait Islander students in their classes, including those who may not identify, and respond appropriately and knowingly to the learning needs of these students
1c-ATSIPEX.09		apply EALD (English as an additional language or dialect), including Aboriginal English methodologies and strategies into literacy programs
1c-ATSIPEX.10		reflect on relevant international, national and local jurisdictional educational priorities and policies that impact on Aboriginal and Torres Strait Islander education
1c-ATSIPEX.11		include local Aboriginal and Torres Strait Islander perspectives and knowledges in their lessons across all curriculum areas
1c-ATSIPEX.12		review the classroom and school environment and reflect on whether the curriculum is relevant, inclusive of Aboriginal and Torres Strait Islander cultures and whether Aboriginal and/or Torres Strait islander students can see themselves reflected in their schooling
1d-ATSIASS.01		demonstrate knowledge and understanding and commitment in relation to the importance of histories, cultures, contributions, perspectives, and reconciliation/recognition to contemporary Aboriginal Peoples and/or Torres Strait Islander Peoples and their communities
1d-ATSIASS.02		demonstrate a sound knowledge of the many and varied Aboriginal and/or Torres Strait Islander languages and Language Groups
1d-ATSIASS.03		demonstrate their understanding about the impact of the above on the education of students from Aboriginal and/or Torres Strait Islander backgrounds
1d-ATSIASS.04		demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures and languages
1d-ATSIASS.05		discuss the ways in which social justice, anti-racism and multicultural education have been conceptualised
1d-ATSIASS.06		have the opportunity to consider the extent to which their gender, social class or cultural background has played a part in shaping them in specific ways to be a unique individual and the impact this has on their interactions with others
1d-ATSIASS.07		reflect on what it means to be culturally competent, e.g. ‘Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences (rrr.edu.au)
2-CM.01		Understanding of how effective teaching, including curriculum rigor, engagement, participation and inclusion, is a key factor in effective classroom management
2-CM.03		Understanding of anti-bullying strategies and how to identify and respond to bullying, including cyber bullying, in different contexts and cohorts
2-CM.04		Ability to enact appropriate strategies that respond to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
2-CM.05		Ability to design and implement plans and strategies that can be used within classrooms and other school settings to facilitate a positive classroom climate. This should include conceptual frameworks that emphasise evidence-based practises and support a proactive approach to classroom management (e.g. Positive Behaviour Interventions and Supports (PBIS) or Response to Intervention (RTI)). These strategies could include (but not be limited to): a. the promotion of positive student behaviour and positive relationships within the classroom b. support of students with disability within the classroom and wider school settings, including practical strategies to facilitate the students’ success c. effective communication with parents/care-givers and communities d. intervention to manage disruptive student behaviour e. discipline/crisis/emergency response for disruptive student behavior
2-CM.06		Ability to successfully manage student behaviour, as demonstrated within the professional experience component of the program
2-CM.07		Ability to work with colleagues to develop and implement practical approaches to managing students with challenging behaviours in a whole-school context
2-CM.08		Ability to develop strategies to minimise physical and emotional bullying, and to support students who have been victims of bullying and to respond to perpetrators
2-CM.09		Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships
2-CM.10		Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based
3-ICT.01		Understanding of the underlying social and pedagogical implications of ICT and their application to education
3-ICT.02		Knowledge of responsible and ethical use of digital information including in relation to plagiarism, copyright, censorship, bullying and privacy
3-ICT.03		Understanding of innovative use of information and communication technologies in enhancing student learning
3-ICT.04		Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking
3-ICT.05		Ability to select and evaluate ICT-based learning materials and software and integrate them into their teaching
3-ICT.06		Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes
3-ICT.08		Understanding of the collaborative and student led nature of effective ICT-mediated learning
3-ICT.09		Understanding of the issues of appropriate access to, and verification of, information gained from a variety of sources including the Internet and other digital resources
3-ICT.10		Ability to critically evaluate, retrieve, manipulate and manage the information from a range of digital sources including social media
3-ICT.11		Understanding of the range of applications and adaptive technologies available to support students with disability
3-ICT.12		Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning
3-ICT.13		Ability to use appropriate digital resources for student profiling and reporting, lesson preparation and class/faculty administration
3-ICT.14		Ability to safely and effectively use ICT in online collaborative environments
4-LAN.02		Understanding of the pervasive nature of literacy and numeracy and their role in everyday situations, and of the importance of home and community literacy and numeracy practices
4-LAN.03		Awareness that all students can be literate and numerate
4-LAN.04		Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs
4-LAN.05		Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching
4-LAN.06		Sound knowledge of mathematics appropriate to their level and area of teaching
4-LAN.07		Knowledge of contemporary understandings of research evidence related to teaching reading, writing, speaking, listening and mathematics appropriate to their level and area of teaching
4-LAN.08		Knowledge of a range of resources to support students’ literacy and numeracy learning, appropriate to their level and area of teaching
4-LAN.09		Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs
4-LAN.10		Ability to analyse the literacy and numeracy demands of the subjects and curriculum in their teaching areas
4-LAN.12		Ability to develop units of work and teaching plans that embody a literacy and numeracy focus and incorporate the effective use of literacy and numeracy strategies and assessment tasks to inform teaching and the selection of subject matter
4-LAN.13		Ability to analyse student work samples to identify areas of literacy and numeracy need
4-LAN.14		Ability to provide accurate written and oral feedback for students in relation to their literacy and numeracy development
4-LAN.15		Ability to develop specific strategies to cater for students requiring additional support
4-LAN.16		Ability to interpret data (school-based and system) to make informed decisions about student literacy and numeracy needs in the context of their subject and in a broader whole school context
4-LAN.17		Ability to teach reading and writing, speaking and listening and mathematics appropriate to their level and area of teaching using approaches based on knowledge and evidence
4-LAN.19		Where relevant, ability to sequence reading, writing and mathematical learning experiences appropriately
5-SWD.04		Ability to identify individual learning needs and, with appropriate specialist support, apply strategies to address such needs in the school and classroom environment
5-SWD.06		Ability to use curriculum based assessment and monitoring procedures for identifying prior achievement and making differentiated assessment and learning decisions, including the reasonable adjustments required to enable students to meet curriculum outcomes
5-SWD.07		Ability to plan, implement and evaluate programs in order to include the specific learning needs of students
5-SWD.08		Broad understanding of how programs and resources can meet specific learning needs of all students, including inclusive education practices, specialist support and government and community services
6-EALD.01		Understanding of multiculturalism as a social policy response to cultural and linguistic diversity, and its influence on policy and legislation in the areas of migration, citizenship, anti-discrimination and human rights
6-EALD.02		Understanding of current multicultural, anti-racism and ESL education policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education
6-EALD.03		Understanding of the concepts of culture, identity and cultural diversity with regard to education and the impact of cultural and linguistic factors on the performance of students in schools
6-EALD.04		Understanding of the impact of culture, cultural identity and diversity in schooling, specific culture and language learning needs of students and appropriate teaching strategies
6-EALD.05		Knowledge of the cultural and language demands and biases of classroom resources and modified and used them appropriately
6-EALD.06		Understanding of the strategies and issues in relation to the education of linguistic minority students including the nature and duration of second language and literacy learning; outcomes of schooling for different cultural/linguistic groups; ESL education; bilingual and community languages education
6-EALD.07		Development of effective teaching and learning strategies for teaching second language learners in the context of the mainstream classroom and the range of key learning areas, and for working with ESL and Community Language teachers
6-EALD.08		Ability to work collaboratively with specialist teachers and school community liaison personnel supporting students from culturally and linguistically diverse backgrounds and establish an inclusive and collaborative classroom culture
6-EALD.09		Knowledge of Development of skills in applying culturally inclusive practices in relation to the curriculum, classroom teaching and assessment
6-EALD.10		Development of strategies for the establishment of partnerships with parents and community for the education of students from culturally and linguistically diverse backgrounds
6-EALD.11		Understanding of ethical issues related to education in a culturally and linguistically diverse society, and developed strategies in the areas of values education, civic and citizenship education, and the comparative study of religion

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