Unit Outline

Physical activity plays an important role in contemporary Australian society, with the learning of skills and techniques essential for effective participation, teaching and coaching. Whatever your area of interest, it is important that you have knowledge and skills that enable you to work with people in a range of physical activities. A study of various physical activities enables better decision-making by you in understanding what is required when planning sequences of learning experiences. It is important that you develop both a personal understanding of the structures (such as techniques, skills, and maintaining a safe learning environment) of the physical activities, as well as the pedagogical knowledge required to teach these physical activities in any context. This is the first physical activity laboratory unit in the sequence of three. This physical activity laboratory is a theory informed practical unit and is designed to develop your ability to teach athletics, aquatics and outdoor education. There is a need not only for the acquisition of knowledge and the understanding of how skills develop, but also for the study of strategies appropriate for the teaching/learning of these activities to people of varying ages.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Design learning activities that utilise a range of teaching strategies to enhance safe, inclusive and efficient movement in a variety of environments
2	Organise activities by providing clear directions
3	Organise outdoor learning activities that demonstrate understanding of the pedagogical and transformative potential of outdoor education
4	Engage with colleagues/peers to create a professional learning community to develop an inquiry stance
5	Plan and communicate outdoor activities that comply with legislative, administrative and organisational requirements

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Plan and Instruct - Athletics	Week 5	30 %	LO1, LO2, LO5
Assessment Task 2:	Lesson Suite - Aquatics	Week 10	35 %	LO1, LO2, LO5
Assessment Task 3:	Outdoor Education	Week 13	35 %	LO3, LO4, LO5

Assessment details

Assessment Task 1: Plan and Instruct - Athletics

Task Description:

You will complete this task in pairs.

This task comprises of two equally weighted elements.

1. Design a lesson plan for your allocated event for either grades 5/6 or grade 7/8 (50% of total marks available in this AT).

Design a lesson plan which you will implement in part 2 of the task. In the 45 minute lesson plan, you will be required to plan to teach an athletic skill. As per the lesson template, you will need to consider aspects such as: The appropriate age level, appropriate warm up, links to the HPE curriculum, appropriate equipment, higher order thinking questioning and teaching adjustments to ensure inclusion of diverse abilities eg; highly skilled, injured, learning support.

2. Presentation (50% of total marks available in this subunit).

You will then be required to teach a 15 minute segment of your lesson plan which you created for part 1 of this task.
In this part of the task, you will be assessed on: Your pedagogical approaches, safety considerations, capacity to organise classroom activities and provide clear directions.

Your lesson plan is due before you present. On either week 4 or week 5, a schedule will be posted on the homepage for you.

You will need to submit your lesson plan 2 x A4 pages (maximum) online MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 4.2

Task Length:

1000 words

Due Date:

Week 5

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Use teaching strategies applicable to age and ability within an athletic context (25%)	LO1, LO2
2	Illustrate knowledge of strategies to support inclusive student participation and engagement in athletic activities (25%)	LO1, LO2
3	Use communication skills and demonstrate the capacity to organise classroom activities and provide clear directions (25%)	LO1
4	Identify issues that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements (25%)	LO1, LO2, LO5

Assessment Task 2: Lesson Suite - Aquatics

Task Description:

Devise a suite of three (3) lessons that teach one or more discrete aquatic skills and that utilise pedagogies suitable for children undertaking lessons in water skills – stages 1-3 (See Tasmanian Department of Education - Swimming and water safety program: Teachers handbook, 2021).

Your lesson suite must demonstrate: Strategies that augment the teaching challenges faced in aquatic environments. Approaches specific to aquatic instruction.

Individual lessons should focus on one stroke or skill, show the progression through each stage and include a range of strategies to achieve these outcomes. Individual lessons will utilise a range of teaching strategies to engage students and enhance efficient movement in the water. Your lessons must also cater for the diverse range of abilities encountered across the three stages of water skills.

Include diagrams and links to show correct movement sequences.

All plans should document how student wellbeing and safety requirements are addressed before, during and after the lesson. Your suite of three lesson plans comprising of six A4 pages (maximum)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 3.3

Task Length:

1500 words - including template wording not referencing

Due Date:

Week 10

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Illustrate knowledge and understanding of the concepts, substance and structure of aquatic education (25%)	LO1, LO2
2	Use a range of teaching strategies applicable to age and ability in the aquatic context (25%)	LO1, LO2
3	Illustrate knowledge of strategies to support inclusive student participation and engagement in aquatic activities (25%)	LO1, LO2
4	Identify issues that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements (25%)	LO1, LO2, LO5

Assessment Task 3: Outdoor Education

Task Description:

Design an outdoor education lesson plan (utilising the Outdoor Education sub-unit template provided) that addresses the following four elements:

Lesson outline which includes key learning outcome/s and a task/activity description.

Robust links to the links to the Australian curriculum for HPE Identified risks/hazards and associated management strategies that you will apply

Rationale – A scholarly rationale that explains and justifies the transformative potential of your activity.

Your outdoor learning experience must aim to achieve specific outcomes for students based on one or more of the following seven outdoor learning contexts: Cross curriculum learning, Sustainability development, Local landscapes, Harnessing curiosity, Taking responsibility, Community partnerships and Adventure education.

What you will need to submit:

Your lesson plan 2 x A4 & Your rationale (Maximum 2 x A4)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 7.2

Task Length:

1200 words

Due Date:

Week 13

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Illustrate knowledge and understanding of the concepts, substance, structure and transformative potential of outdoor education (33%)	LO3, LO4
2	Describe the relevant legislative, administrative and organisational policies and processes relating to this task (33%)	LO3, LO4
3	Identify issues that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements (33%)	LO3, LO4, LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials