Unit Outline

This introductory course in inclusive physical activity prepares pre-service educators to meet the needs of diverse learners by requiring candidates to effectively demonstrate the application of pedagogical strategies to teach individuals with disabilities physical activity, the use of appropriate assessment strategies, and the ability to reflect on practice to improve their professional performance. Students will examine various types of disabilities to learn how to create developmentally appropriate physical education lessons for all of the individuals they may encounter in their professional life.

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.	differentiate between selected categories of disability and describe ways in which typical symptoms, traits, and outcome behaviours may hinder a student’s motor development and motor skill acquisition
2.	critically reflect on including students with disabilities in physical education lessons that utilise contemporary pedagogical approaches
3.	critique the preparation and delivery of inclusive physical education lessons
4.	evaluate the inclusive properties of a school physical education program

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:	MyLO Discussions.	Week 8	40 %	LO1, LO2
Assessment Task 2:	Reflection - Inclusive Student Teaching	Week 11	40 %	LO2, LO3
Assessment Task 3:	Evaluation and Reflection - Practicum Experience	Refer to Assessment Description	20 %	LO3, LO4

Assessment details

Assessment Task 1: MyLO Discussions.

Task Description:

In weeks 1-8 you will be presented a new topic on inclusive physical activity to consider within MyLO. Here you will be provided a variety of discussion threads to stimulate class discussion about inclusive physical activity best practice. All students are expected to read, analyse, and respond to discussion threads posted by your tutor and comments posted by your peers before the Interactive Workshop on Wednesday.
Some threads will require you to explore the web for information. Utilising your information research skills attempt to source valid information to share with your peers and tutor. Please reference your sources appropriately. The aim of this formative assessment task is to allow you to share your informed perspective on the weekly lecture and reading materials.
Discussion thread responses should reflect critical thought. Whenever possible, try to relate the course content to real world applications that you have previously experienced. Unlike more formal written assignments, not all discussion posts are required to adhere to specific formatting requirements. Nonetheless, please make sure to proofread carefully before posting.
Scoring: Not all discussion posts are created equal. While class discussion, whether online or face to face, can be characterised by free-flowing conversation there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality. To encourage class participation all relevant discussion posts will be scored by the tutors. The tutors will judge each post as either:
1) scant contribution (1 point), or
2) knowledge enhancing contribution (worth up to 5 points).
Scant contribution posts and positive feedback are acceptable but do not move the conversation forward like knowledge enhancing contribution posts. These posts exhibit a critical perspective. At their highest level they are referenced with relevant and current literature.
The tutors will also look for poorly referenced contributions (perhaps even plagiarised). These types of posts will result in a loss of points at the discretion of the unit coordinator. It is OK to borrow ideas from others, just reference them appropriately.
At the end of the semester, the tutors will tally the points for all of the discussions. These points will be rank ordered into quartiles to provide marks for this assessment task (HD >75%; DN 74-51%; ^CR 50-26%; *PP <25%).
*In order to be considered for a “Pass” mark you must post four original knowledge enhancing contribution posts, and at least four contributions to fellow classmates’ postings. Students who do not complete these 8 posts by the due date will fail this assessment task.
^For “Credit” mark you must post early in the week on a weekly basis, allowing adequate time for other students to provide timely feedback.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST)1.5, 1.6, 4.3, 5.1

Task Length:

Students are expected to make weekly contributions to the discussion boards. Contribution time for this AT is estimated at 2 x week for 30–45 minutes per session = ~480-720 minutes

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Ability to reason a perspective (25%)	LO1
2	Ability to justify a perspective (25%)	LO1
3	Ability to critique arguments posted by others: provide feedback (25%)	LO2
4	Ability to critique arguments posted by others: accept feedback (25%)	LO2

Assessment Task 2: Reflection - Inclusive Student Teaching

Task Description:

During the interactive workshops you will gain several opportunities to learn inclusive teaching strategies from a certified adapted physical educator (USA). To consolidate this learning, you will design and team teach your own inclusive physical education lessons with your peers.
Student teaching preparation and delivery training sessions will be held before the student teaching rotations (see unit schedule for dates).
As this is a reflection exercise, you will not be assessed directly on your teaching. However, if you do not participate in the teaching rotations, you cannot reflect on the experience. Thus, attendance to these teaching rotations is compulsory.
At the conclusion of the teaching rotations you will be provided an individual reflection assessment task (AT2) by the unit coordinator. This AT is due by Wednesday class start time in week 11.
*To help prepare for AT2, students are strongly encouraged to maintain a weekly reflection journal to take notes after attending each interactive workshop.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 4.4, 5.1

Task Length:

Students are expected to prepare, deliver and reflect on delivering an inclusive physical education lesson. Contribution time for this AT is estimated at: • Lesson preparation (90-120 minutes) • Lesson delivery (20-30 minutes) • Weekly journal reflections (15-30 minutes each week) Final reflection assignment = 1000 words

Due Date:

Week 11

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Group and Individual Lesson Preparation Contribution	LO2
2	Group and Individual Lesson Delivery Contribution	LO2
3	Self-Reflection	LO2
4	Peer-Reflection	LO3

Assessment Task 3: Evaluation and Reflection - Practicum Experience

Task Description:

Australian standards indicate that every child enrolled in formal schooling programs has the right to participate in HPE. In week 12, Year 3 HPE students begin their practicum experience in Tasmanian schools. To extend your newly gained knowledge in ESP307 in your final AT you will evaluate and reflect on your professional teaching experience through the lens of an inclusive physical educator.
The evaluation portion, which includes sections on Curriculum, Instruction, Personnel, Facilities, and Administrative Procedures, is NOT part of your School of Education practicum procedures therefore do not complete the evaluation or reflection forms during your actual practicum hours.
Further, your AT responses will NOT be shared with your practicum supervisor or staff. This AT is for ESP307 purposes only and should be completed outside of your practicum hours.
Thus, the AT evaluation and reflection forms can be submitted any time before the last day of the semester 1 invigilated exam schedule. If more time is needed this can be negotiated with your unit coordinator, as it is important that this AT does not interfere with your practicum placement responsibilities.
The week 11 interactive workshop will provide you with further details about this AT.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.6

Task Length:

Students are expected to evaluate and reflect on their Year 3 practicum experience through the lens of an inclusive physical educator. Contribution time for this AT is estimated at: Evaluation = 500 words Reflection = 600 words

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evaluate the inclusive properties of a school physical education program	LO3
2	Critique the inclusive properties of the preparation and delivery of physical education	LO3
3	Reflect on your learning experiences throughout ESP307 and your practicum experience to discuss implications for future practice	LO4

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.

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