| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Physical Education Curriculum 1 |
| Unit ID: | EDBED3044 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 3 Physical Education content units) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to prepare students to teach Physical Education (PE) with an emphasis on junior and middle secondary years learning. Students will develop knowledge, skills and understanding of all aspects of contemporary curriculum design and delivery of inclusive, student-centered learning experiences in PE. Students will critically engage with evidence-based approaches to teaching, learning and assessment in the PE discipline through both theoretical and practical experiences. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Connect research and practice related to student development and the impact this has upon learning and engagement in Physical Education. |
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| K2. | Illustrate a depth of understanding of current curriculum approaches and requirements for Physical Education. |
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| K3. | Compare and contrast contemporary pedagogical approaches in Physical Education. |
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| K4. | Comprehend and classify assessment types, functions and strategies to evaluate student learning, and provide feedback in PE. |
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| K5. | Identify and appraise strategies to support inclusive student participation, safety and engagement in Physical Education. |
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| K6. | Develop understanding of reliable, evidence-based resources suitable for use in Physical Education. |
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| Skills: |
| S1. | Design an effective Physical Education learning sequence, informed by current curriculum requirements and knowledge of student learning. |
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| S2. | Apply assessment and reporting knowledge and frameworks to design effective learning sequences, lesson plans and assessment tasks. |
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| S3. | Select and implement a range of contemporary teaching and assessment strategies. |
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| S4. | Coordinate Physical Education activities to ensure a safe, effective learning environment for students with a range of abilities. |
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| S5. | Model core teaching practices, including verbal and nonverbal communication strategies to support student engagement and learning. |
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| Application of knowledge and skills: |
| A1. | Design and evaluate a sequential unit of work using the junior/middle school (H)PE curriculum. |
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| A2. | Research a contemporary PE teaching model. |
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| Unit Content: |
- Middle years school PE class structured observations
- Physical activity behaviours and needs of young people and the role of PE and sport in their world Factors that affect engagement and learning in PE
- What should be taught in school and when? PE programme models Exploring (H)PE curriculum, policies and resources
- Contemporary assessment approaches in education and PE. Developing safe, inclusive, engaging and educative PE
- Unit and lesson planning for learning in PE
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, S1, S2, S3, A1, A2 | Develop, and reflect upon, a sequential unit of work that aligns with the current junior/middle years (H)PE curriculum, is informed by contemporary pedagogical approaches, includes an effective assessment plan, a range of reliable resources and caters for students with a range of abilities. | Curriculum Design | 40-60% | | 2. | K1, K2, K3, K4, K5, S3, S4, S5 | Research a contemporary PE teaching model. Based on the model, design and teach a lesson, and plan an assessment task for a specific cohort | Curriculum Design and Teaching Performance | 40-60% |
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