Unit rationale, description and aim
This unit is designed to establish a knowledge base for pre-service teachers in the areas of curriculum, pedagogy and assessment in Physical Education for secondary students in the junior and middle years of schooling (Years 7-10). An understanding of the national curricula which is specific to Catholic, State and Independent schools will provide the focus of this unit. The unit is also designed to develop pre-service teachers’ understanding of contemporary theory, concepts and skills in Physical Education studies as applied in the junior secondary classroom context. A range of curriculum perspectives will be explored, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special needs and effective teaching. There is a focus on effective teaching and classroom management, including student engagement, participation and inclusion.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Plan, implement and evaluate a range of Physical E...
Learning Outcome 01
Explain, develop and evaluate a variety of classro...
Learning Outcome 02
Examine the relationships between student learning...
Learning Outcome 03
Demonstrate the capacity to practically manage beh...
Learning Outcome 04
Content
Topics will include
- factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Physical Education in Years 7-10
- the concepts, substance and structure of the content and teaching strategies of Physical Education, in particular the Movement and Physical Activity Strand of the Australian Health and Physical Education Curriculum, including the sub-strands Moving our body, Understanding movement, and Learning though movement.
- specific professional practices related to teaching and learning in Physical Education (eg. risk management and safety policies and procedures)
- behaviour management in outdoor settings
- an understanding of how effective teaching, including curriculum rigour, engagement, participation and inclusion, is a key factor in effective classroom management
- students’ well-being and safety working within school and/or system, curriculum and legislative requirements
- the integration of Health and Physical Education content
- general capabilities and cross curriculum priorities including the integration of literacy, numeracy and ICT and local, state, territory and national perspectives in Physical Education.
- planning sequences of learning activities in Physical Education relative to specific school context and identified factors impacting teaching and learning
- inclusive student participation and engagement in classroom activities
- focus areas will include active play and minor games; challenge and adventure skills; fundamental movement skills; games and sports; lifelong physical activities; and rhythmic and expressive movement.
- the relationship between reflexive learning and effective concept formation to build higher order thinking in Physical Education
- teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds in Physical Education
- discipline specific teaching strategies and issues related to Indigenous students in Physical Education
- effective use of resources for teaching, including ICT’s and technologies specific to Physical Education
- pedagogical strategies to promote problem solving and critical thinking in Physical Education
- feedback, assessment strategies and reporting in Physical Education
- extending and challenging learners in Physical Education.
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
Assessment Task 1: Physical Education Curriculum...
Assessment Task 1:
Physical Education Curriculum / Lesson planning demonstrating an understanding of sequencing, a variety of appropriate pedagogical approaches, behaviour management, safety considerations and resources in response to particular student learning needs in a nominated educational setting. This lesson plan must address general capabilities and cross curriculum priorities. The lesson must include examples of ICT resources to engage students in their learning and also highlight evidence of literacy and numeracy teaching strategies that have been applied to the Physical Education lesson.
50%
Assessment Task 2: Pre-service teacher implement...
Assessment Task 2:
Pre-service teacher implementation and evaluation of a sequence of learning and teaching activities within which provision is made for assessment of student learning and feedback.
OR
Examination, assessing curriculum content and pedagogy and assessment practice in Physical Education.
OR
Critical reflection on Physical Education related topic and implications for curriculum and teaching practice in Physical Education.
50%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Physical Education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities