028269 Personal Development, Health and Physical Education Teaching Methods 3

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): (028267 Personal Development, Health and Physical Education Teaching Methods 1 AND (72 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 72 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013429 Personal Development, Health and Physical Education Teaching Methods 3 AND C10209 Bachelor of Educational Studies

Description

New graduates entering the health and physical education (HPE) profession need to apply appropriate assessment strategies, including a sound working knowledge of the specialised content and assessment strategies for the Stage 6 Syllabus. Assessment that enhances learning recognises that learners use their current understanding to discover, develop and incorporate new knowledge, understanding and skills. In this subject, students learn the principles of assessment for learning, plan for effective assessment, design appropriate formats and incorporate assessment results into teaching design. They learn about the purpose of providing timely and appropriate formative feedback to students about their learning, and learn how to select, develop and evaluate assessment strategies for different contexts. Students increase their capacity to interpret student assessment data to evaluate student learning and use the information to inform their teaching practice.

Subject learning objectives (SLOs)

a.	Demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning in PDHPE, including the Stage 6 PDHPE Syllabus (GTS 5.1.1)
b.	Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. (GTS 5.2.1)
c.	Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. (GTS 5.4.1)
d.	Communicate professionally and academically, showing accuracy, clarity and cohesion in oral and written texts.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
• Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
• Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
• Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
• Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

This subject makes a contribution to the following National Graduate Teacher Standards:

• Professional Knowledge
  • Know the content and how to teach it – GTS 2.1, 2.2, 2.3, 2.5, 2.6
• Professional Practice
  • Plan for and implement effective teaching and learning – GTS 3.1, 3.3, 3.5
  • Assess, provide feedback and report on student learning – GTS 5.1

This subject also makes a minor contribution to the student’s capacity to:

• Create and maintain supportive and safe learning environments – GTS 4.1

This subject makes a contribution to the following Mandatory Areas of Study:

• Literacy – 2.1.1
• Teaching Students From Non-English Speaking Backgrounds – 2.3.2, 2.3.7, 2.3.8
• Special Education – 2.4.1, 2.4.5
• Classroom and Behaviour Management – 2.5.7
• ICT – 2.6.1, 2.6.2, 2.6.3, 2.6.5, 2.6.6, 2.6.7, 2.6.10

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)

1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS3)

6. Effective Communication

6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

Teaching and learning strategies

During the workshop, there will be input and scaffolding from the lecturer to enable student to work with the presented content. Group discussion and activities will be a major feature of the workshop as well as internet and library research, with an emphasis on the use of technological and online resources. The tutor will provide feedback on students’ analysis and development of ideas. Students undertake individual scholarly research to develop the ability to accurately explain pedagogical and personal development, health and physical education ideas.

Content (topics)

1. Assessment for Learning:
   • Understanding assessment strategies and approaches to student learning;
   • Designing strategies and making consistent and comparable judgements of student learning;
   • Purpose and design of timely and appropriate feedback to students.
   • Interpreting assessment data
2. Language of assessment and key concepts:
   • Types of assessments: diagnostic, formative, summative, informal, formal, feedback
   • Reliability and validity of assessment
   • Assessment moderation
   • Standards-based assessments versus comparative assessment
   • Inclusion and reasonable adjustment
3. Principles of Assessment for Learning PDHPE Years 7-10:
   • Planning for Effective Learning and Assessment;
   • Designing Effective Learning and Assessment;
   • Effective feedback and recording evidence of learning
   • Assessing for inclusion
4. Reporting and record management;
5. Impact of other assessment (eg NAPLAN)
6. HSC Assessment:
   • Structure and content of Stage 6 program and links to HSC requirements

Assessment

Assessment task 1: Report

Objective(s):	a, b and d
Weight:	50%
Length:	2000 words
Criteria linkages:	Criteria Weight (%) SLOs CILOs Accuracy and depth of knowledge of PDHPE curriculum as reflected in a professionally prepared Unit of Work 20 a 2.1 Clarity, validity and purpose of the assessment methods 60 a, d 1.1 Comprehensive information on inclusions, feedback and teaching points 20 b 6.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Oral presentation and written report

Objective(s):	a, b, c and d
Weight:	50%
Length:	15 minutes presentation and 2000 words report (containing written sample task, samples containing key feedback, marking schema)
Criteria linkages:	Criteria Weight (%) SLOs CILOs Clarity, accuracy and depth of PDHPE knowledge in relation to syllabus content (Part 1 Verbal presentation) 20 a, d The assessment strategy contains clear links to syllabus outcomes, HSC examination, is informed by and acknowledges scholarly references and related assessment and resource materials (Part 1 – Verbal). 25 a, b, c The assessment strategy contains clear links to syllabus outcomes, HSC examination, is informed by and acknowledges scholarly references and related assessment and resource materials (Part 2 – Written). 25 a, b, c 6.1 Integrity of sample criteria, marking guidelines and their ability to measure and differentiate student achievement towards the range of outcome/s (Part 2 – Written). 10 a, b, c 1.2 Appropriate explanation and academic insight applied to the range of sample feedback provided to students about their learning (Part 2 – Written). 10 b, c, d 6.1 The recommended modification for teaching or for future lessons based on potential outcomes is insightful, helpful, will likely improve future learning, and includes and acknowledges scholarly information and research (Part 2 – Written). 10 a, b, c 1.5 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

Attendance at workshops is important in this subject because it is based on a practical and collaborative approach which involves active, physical participation in simulated and peer-led micro-teaching, plus real-time movement experiences, and interchange of ideas with other students and the lecturer. An attendance roll will be taken at each workshop. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. Students who fail to attend 8 workshops may be refused to have their final assessment marked.

Recommended texts

NESA. (2018). NSW PDHPE K-10 Syllabus. Available from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

References

Breed, R. & Spittle, M. (2011). Developing Game Sense Through Tactical Learning. Cambridge University Press.

Browne, S. (2001). PDHPE: Application and inquiry. Preliminary course. Oxford University Press.

Browne, S. (2000). PDHPE: application and inquiry. HSC course. Oxford University Press.

Konza, D., Woodley, L. & Pond, L. (2010). Health & physical education. David Barlow Pub.

Lees, R. & Lees, A. (2002). Personal development, health and physical education. Preliminary and HSC Course. McGraw-Hill Book Co.

Lees, R. & Lees, A. (1998). Queensland health and physical education: an inquiry based approach. McGraw-Hill Book Co.

NSW Board of Studies (2003). Assessment for learning in a standards-referenced environment [electronic resource]: syllabus support materials. NSW Board of Studies.

NSW Department of Education. (2011). NSW Curriculum and Learning Innovation Centre Curriculum support for NSW Public Schools and for the Teaching of PDHPE. Department of School Education, Curriculum Directorate.
Retrieved from http://www.curriculumsupport.education.nsw.gov.au/

NSW Department of Education and Training (1997). Computer-based technologies in the PDHPE KLA: enhancing student learning. Dept. of Education and Training, Curriculum Support Directorate.

NSW Department of Education and Training (1997). Teaching literacy in PDHPE in year 7. Dept. of School Education, Curriculum Directorate.

Ruskin, R., Harper, K. & Fitzgibbon, L. (2010). Outcomes 1, Preliminary and HSC courses: Personal development, health & physical education. John Wiley & Sons.

Stasos, A. (2004). PDHPE Zone. Stage 5, Teacher's resource and assessment disk. Heinemann.

Tinning, R., McCuaig, L. & Hunter, L. (Eds.). (2006). Teaching health and physical education in Australian Schools. Prentice Hall, 2006.

Other resources

Classroom with electronic whiteboard and data projector, Clickers for use with electronic whiteboard