Outline

Overview

In this second unit of study focusing on Personal Development, Health and Physical Education (PDHPE), students will continue to gain experience in planning, teaching and reflecting upon the four mandatory Physical Education strands in the current NSW K-6 PDHPE Syllabus: Active Lifestyle, Gymnastics, Dance and Games and Sport. In light of national changes, students will also be introduced to the emerging F-6 Health and Physical Education Australian Curriculum. Emphasis will be placed on participating in a variety of gymnastics, dance activities and fundamental movement skills that will enable students to develop teaching confidence and competence in these areas. Particular attention will be given to developing the pedagogical knowledge, understanding and skills to plan and implement appropriate teaching and learning strategies for the PE subject matter and integrating the PE curriculum within a K-6 Health Promoting Schools context.

Unit details and rules

Unit code	EDUP3001
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Louisa Peralta, louisa.peralta@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Peer Teaching Experience Teaching presentation in pairs. Week 6 (gymnastics); Week 9 (dance).	30%	Multiple weeks	10min presentation (equiv. 800 words).
Outcomes assessed:
Assignment	Peer Teaching (sports skill) and lesson plan Peer Teaching (Sports skill) and lesson plan (Weeks 12 or 13).	50%	Multiple weeks	2000 words
Outcomes assessed:
Assignment	Gymnastics Teaching Resource Teaching Resource	20%	Week 07 Due date: 01 Apr 2022 at 23:00 Closing date: 01 Apr 2022	1200 words
Outcomes assessed:
= group assignment ? = group assignment with individually assessed component ?

Assessment summary

Gymnastics Teaching Resource: 20%

Across Weeks 2-6 students will be given opportunities to learn and experience a range of activities and skills framed by the dominant movement patterns approach to teaching gymnastics.
Students will be asked to reflect upon and document these experiences, activities, the syllabus content, and outcomes addressed, skills and relevant terminology to construct a teaching resource for use in a K-6 school setting.

Peer teaching experience: 30%

Across Weeks 1-9 students will be given opportunities to examine and develop a range of teaching capabilities for gymnastics and dance that are critical for developing future students’ specialised skill development. Students will be given an opportunity to choose to research and teach a dance (presentation will be in Week 9) or gymnastics movement pattern/skill (presentation will be in Week 6) through a 10-minute peer teaching activity/presentation. The whole class will need to be engaged in the peer teaching presentation, but the aim is to use learning experiences that will be appropriate for K-6 students.

Peer teaching and Lesson plan: 50%

Using feedback received from the tutor for Assessment 2, students will be expected to deliver a peer teaching experience (10 minutes in duration) that will aim to teach K-6 students a sport-specific skill. The teaching and learning experiences/activities must come directly from the body of one of the student’s (in the pair/group of three) 60-minute lesson plan that will need to accompany the teaching presentation and support the development of their specialised sports skill. That means that the teaching presentation will be organised and planned for as a group (of 2 or 3) but the lesson plan must be individually planned and submitted by each group member (and should not be the same lesson plan as others in the group). This will be due in Week 12 or Week 13 (the week you will choose to present).

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 02	Gymnastics 1: Statics AND Introduction to K-6 PDHPE Syllabus (NESA, 2018)	Workshop (2 hr)
Week 03	Gymnastics 2 - Locomotion and Spring and Landing AND K-6 PDHPE Syllabus mapping	Workshop (2 hr)
Week 04	Gymnastics 3: Rotation AND K-6 PDHPE Syllabus mapping	Workshop (2 hr)
Week 05	Gymnastics 4: Swing and Building Gymnastics Circuits AND K-6 PDHPE Syllabus mapping	Workshop (2 hr)
Week 06	Rhythmic Gymnastics AND K-6 PDHPE Syllabus mapping. The second hour will be allocated to Assessment 2: Peer teaching experience (gymnastics).	Workshop (2 hr)
Week 07	Dance 1: Dance building AND K-6 PDHPE Syllabus mapping. Assessment 1 submitted online.	Workshop (2 hr)
Week 08	Dance 2: Creative dance AND K-6 PDHPE Syllabus mapping. THIS TUTORIAL WILL BE CONDUCTED ONLINE DUE TO THE PUBLIC HOLIDAY.	Independent study (2 hr)
Week 09	Dance 3: Social/Cultural and Modern dance AND K-6 PDHPE Syllabus mapping. The second hour will be allocated to Assessment 2: Peer teaching experience (dance).	Workshop (2 hr)
Week 10	Fundamental movement skills 1: static balance, sprint run, vertical jump, catch, hop, and side gallop AND K-6 PDHPE Syllabus mapping.	Workshop (2 hr)
Week 11	Fundamental movement skills 2: skip, overarm throw, leap, kick, two-hand strike, and dodge AND K-6 PDHPE Syllabus mapping	Workshop (2 hr)
Week 12	Fundamental movement skills 1: Assessment 3 Peer teaching experience and written component.	Presentation (2 hr)
Week 13	Fundamental movement skills 2: Assessment 3 Peer teaching experience and written component.	Presentation (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

Practical Tutorial/Seminar Policy:

Students must attend and participate in all practical workshops. Inability to comply with this subject requirement will result in a fail grade. If injury or illness will prevent you from actively participating in this unit of study, this needs to be brought to the attention of the Unit of Study Coordinator prior to the commencement of the unit.

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 4 credit point unit, this equates to roughly 80-100 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.

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. Sequence concepts and learning experiences for specific stages of learners in PDHPE by engaging with syllabus content
LO2. Design creative and challenging learning experiences which cater for a variety of student learning styles and special needs and directly link to learning outcomes
LO3. Understand and apply the concept of a health promoting school and how it influences the teaching of HPE
LO4. Provide a safe and challenging environment for K-6 students to participate in PE and to explore alternative activities that encourage engagement outside of lesson time.
LO5. Demonstrate an understanding of the the principles and pedagogies for learning through movement in RHYTHMIC AND EXPRESSIVE MOVEMENT, and GAMES AND SPORTS contexts and display satisfactory confidence in teaching activities, providing feedback and performing skills and routines.

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) - 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. 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.
	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. 1.3.1. (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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.1.1. (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. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
	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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.

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.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(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.
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.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
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.
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.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
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.
7.4.1		(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

There are no additional costs for this unit.

Work, health and safety

Students please note that the Sydney School of Education and Social Work dress policy operates in regard to units involving practical workshops. Appropriate clothing and footwear are essential for various reasons including your health and safety. Sunscreen should also be applied before participating in outdoor physical activity.

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP3001: PDHPE 2: Active Healthy Primary Schools

Semester 1, 2022 [Normal day] - 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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect