| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Physical Education Curriculum 2 |
| Unit ID: | EDMAS6115 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6015) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
In this course, pre-service teachers will focus on senior school studies relevant to physical education. PSTs will develop an understanding of the various senior school certi?cates and question the place and scope of PE relevant studies. They will explore pathways from middle years curriculum, and to post-school studies and careers. PSTs will research and develop innovative, inclusive, student-centred, practical and inquiry-based curriculum and teaching strategies relevant to these certi?cates; including unit, lesson and assessment task plans. In teams, they will question the place of whole-school physical activity promotions, such as school sport, and propose alternatives. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| 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. | Review literature to develop a critical understanding of the theoretical foundations (e.g. societal discourses and learning theories) that underpin physical education (PE) and school sport. |
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| K2. | Build on and apply deep content knowledge relevant to teaching senior PE curriculum. |
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| K3. | Question and describe the nature and structure of VCE study design, and explore the senior PE course, content and teaching strategies relevant to each. |
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| K4. | Define the concept of, and requirements for inclusive, engaging, student-centred, practical- and inquiry-based senior PE and school sport. |
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| K5. | Comprehend and classify assessment types, functions and strategies to evaluate student learning, and provide feedback in senior PE. |
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| Skills: |
| S1. | Apply curriculum, assessment and reporting knowledge and frameworks to design and organise effective learning and teaching sequences, lesson plans and assessment tasks. |
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| S2. | Using knowledge of student learning, content and effective teaching strategies, construct learning goals, lesson sequences and activities that provide achievable challenges for students across a full range of abilities and diverse characteristics. |
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| S3. | Select a range of resources, including ICT, that support teaching and learning, and engage students in their learning. |
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| S4. | Identify strategies to support inclusive, engaging, student-centred, practical- and inquiry-based senior PE and school sport. |
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| S5. | Evaluate student performance on a summative assessment task and critically assess the task. |
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| Application of knowledge and skills: |
| A1. | Design and provide rationale for learning materials, including assessment, for senior physical education with a focus on embedding practical activities according to a HE curriculum framework. |
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| A2. | Critically analyse and assess an assessment piece, participating in and critiquing a grade moderation process. |
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| Unit Content: |
Topics may include:
1. Senior school PE class structured observations
2. Describe senior PE learners and teachers' dispositions and aspirations
3. Developing an effective senior year PE learning environment
4. Reviewing of senior PE content knowledge setting personal learning goals
5. Working with senior PE curriculum documents
6. Connections with the middle year and post school studies and careers
7. Nature and structure
8. Content analysis
9. Programming and assessment requirements
10. Teaching and learning approaches and core practices in the senior years
11. Inclusive, engaging, student-centred, practical- and inquiry-based approaches
12. Catering for students of varying abilities and characteristics
13. Design effective learning sequences taking a meaningful, thematic approach keeping the physical in PE
14. Critical evaluation of teaching and assessment resources
15. Assessment and feedback in PE designing, critiquing, marking, and moderation
16. Research and debate the place of physical activity promotions, such as school sport, in schools
17. Exploration of theoretical and social underpinnings, observations, personal experiences and assumptions. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4 S1, S2, S3, S4 A1, APST: 1.2, 2.1, 2.2, 3.2, 3.3, 3.4, 3.5, 4.2 | Design a senior PE unit that focuses on practical activity, and plan and present one lesson from the unit plan | Curriculum Design and Teaching Performance | 50% - 70% | | 2. | K2, K3, , K5 S1, S2, S4, S5 A2 APST: 1.5, 2.1, 2.3, 3.1, 5.1, 5.3 | Individually mark senior year students PE assessment task and critically analyse the assessment task. Participate in, critique and report on a grade moderation process Plan a learning task based on the student needs identified through the moderation process. | Assessment Analysis | 30%-50% |
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