Unit Guide
  

EDF5171
Physical education in the secondary years A

Semester 1, 2019  

Table of contents
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
1
 Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration  6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 10
Assessment requirements 10

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Prescribed text(s) 10
Recommended resource(s) 10
Teaching team 12
Chief Examiner 12
Unit Coordinator(s) 12
Lecturer(s) 12
Teaching approaches 13
Unit in a nutshell 13
Teaching approaches for this unit 13
Bring your own device 13
Student evaluations of this unit 13
Unit schedule 15
Assessment summary table 19
Assignment submission 19
Returning assignments 19
Assessment feedback to you 19
Assessment tasks 20
Unit guide prepared by 31
Last updated 31

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/
 

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter
 

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.

Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.

For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html

Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html

Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:

● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
 
● Library Services:
​http://www.monash.edu/library/services/users/students

Your feedback to us 4
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
 

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration: 
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
 

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa

Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.

Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support

English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect

Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education

Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf

Special Consideration 
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration

eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students

Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems

● apply research skills to a range of challenges

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 2.

● apply research skills to a range of challenges

● communicate perceptively and effectively

http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf

Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme

Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.

Monash University Library

http://www.monash.edu/library

Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/

Student information:
     University: http://www.monash.edu/students
     Faculty of Education: http://www.monash.edu/education/current-students

Disability support services 7

EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.

● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Unit information
Mode of delivery
Clayton (On-campus)

Unit relationships
 
Prerequisites
72 credit points in physical education, including human movement (e.g. anatomy, physiology,
exercise physiology, biomechanics, growth and motor development, skill acquisition and psycho-
social aspects of physical activity), health and nutrition and study in the skill activity areas of
fundamental motor skills, ball handling, dance, games, fitness education, athletics, aquatics and
sport education; and current certificates in Emergency First Aid Level 2 and AustSwim Teacher of
Swimming and Water Safety

Prohibitions
EDF4887

Corequisites
Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Synopsis
This unit prepares students to teach school physical education from Years 7 to 12. It provides
students with the historical, philosophical and experiential foundations of physical education and
how these have shaped and continue to shape contemporary perspectives, paradigms of practice
and diverse student needs and how they learn in physical and movement culture. They learn how
teachers plan for and undertake educational projects and research as part of their professional
work. A focus for this unit is on students developing competencies and skills in professional
knowledge underpinned by local and international curriculum and how this is enacted in
professional practice. Students are provided with opportunities, in class and/or via related
professional experience (teaching practicums), to consolidate their content knowledge, develop
subject matter and pedagogical content knowledge and skills relevant to teaching in secondary
schools.

Learning outcomes
Upon successful completion of this unit students should be able to:

1. demonstrate and explain the historical, philosophical and experiential foundations of

physical education
2. justify the purposes and rationale for teaching physical education in the curriculum
3. develop content, design and plan lessons, units of work and curriculum that are
developmentally appropriate

4. demonstrate and develop knowledge of a range of resources and teaching/learning

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 4. demonstrate and develop knowledge of a range of resources and teaching/learning
activities which support student learning and engagement
5. plan for and undertake educational projects or research relevant to their work as
professional teachers
6. develop, discuss and incorporate various physical education specific assessment and
reporting practices.

Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

● 2-3 contact hours per week
(b.) Additional requirements:
● independent study to make up the minimum required hours per week

Assessment requirements
Essay and planning tasks (2000 words, 50%)
Reflective tasks (2000 words, 50%)

Prescribed text(s)
Dudley, D. et al. (2018) Teaching Quality Health and Physical Education. Melbourne: Cengage.

Recommended resource(s)
EVERY WEEK, PLEASE BRING THE FOLLOWING:

● whistle
● pen
● watch
● appropriate and professional clothing (i.e. clothing you would teach in/no singlets, thongs
etc.) 
● laptop/iPad/notepad
● vitality

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Websites

● Victorian Curriculum and Assessment Authority (VCAA)  http://www.vcaa.vic.edu.au

● Victorian Curriculum   http://victoriancurriulum.vcaa.vic.edu.au/health-and-physical-education
● PE Central  http://www.pecentral.org

Helath and Physical education professional associations

Australia ACHPER  http://www.aahperd.org

USA American Alliance of Health, Physical Education, Recreation and Dance

(AAHPERD) http://www.aahperd.org

Canada Canadian Alliance of Health, Physical Education, Recreation and Dance

http://www.cahperd.ca

International International Council for Health, Physical Education, Recreation, Sport and
Dance http://www.ichpersd.org/
International Association for Physical Education in Higher Education  http://www.
aiesep.org
International Council for Sports Science and Physical Education  http://www.
icsspe.org

Teaching team 11
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Teaching team
Chief Examiner
Name: Dr Laura Alfrey
Campus: Peninsula
Email: Laura.Alfrey@monash.edu
Phone: +61 3 990 44421

Unit Coordinator(s)

Name: Dr Laura Alfrey
Campus: Peninsula
Email: Laura.Alfrey@monash.edu
Phone: +61 3 990 44421

Lecturer(s)
Name: Dr Laura Alfrey
Campus: Peninsula
Email: Laura.Alfrey@monash.edu

Teaching approaches 12
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Teaching approaches
Unit in a nutshell
This unit focuses primarily on the teaching of junior Health and Physical Education (Yr 7 -10) but
does lay the foundations for a deeper exploration into VCE Physical Education in semester 2
(EDF5172). You will work closely with the new Victorian Curriculum for Health and Physical
Education, and there will be multiple opportunities for you to explore how this might look in
practice. The knowledge and skills you will develop relate to, for example, pedagogy, planning,
assessment, classroom management and technology.

Teaching approaches for this unit

A range of teaching and learning activities will be used in order to cater for a range of learning
styles. Classes will take the form of interactive workshops that will include: problem-based
learning, role play, case-based teaching and more.

Bring your own device

Please note: This is a bring your own device unit. You will be expected to bring a web-connected
device to class to access specialist software. The applications for your class can be accessed at
the website move.monash.edu

For more information, visit monash.edu/move

Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:

● When taking on and re-developing this unit, I paid attention to student feedback on previous
iterations of this unit. Some students wanted to spend more time experimenting with the
practicalities of teaching so I have included  a practical element every week, there will be
opportunities for peer-teaching, I have organised an excursion to a local primary school
where you will teach small groups, and you will of course have your professional experience
/placement.

In response to previous SETU results of this unit, the following positive feedback has been
received:

● Student evaluations suggest that they value the practical element of this unit, as well as the
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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 ● Student evaluations suggest that they value the practical element of this unit, as well as the
focus on planning.

If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports

Unit schedule 14
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).

Week Topic Assignment/Activity

1 You and Health and Physical Education
4/3
This week we will cover the following:
• What are your biographies and
philosophies around HPE?
• Why should HPE be in the Australian
Curriculum?
• What do we know about the VC:HPE?
• What do we want to know about
teaching HPE?
• HPE teacher superpowers  Please be familiar with structure and
• Co-construction of Class Code of
Conduct (CCC)
Please complete the Google Form - 
https://goo.gl/forms
/mNMgYumr0MIO6dq52
  - before coming to class.
Please be familiar with the designated text
for this unit (Dudley et al., 2018).
Please read Chapter 1 and 2 of Dudley et
al. (2018) before coming to class.
content of the VCHPE.

2 Curriculum, planning and teaching in HPE Please read Chapter 3 of Dudley et al. 
11/3  (an episode of 15 minutes) (2018) before coming to class.

This week we will start to develop our Please be familiar with structure and
capacity to plan, teach and assess for content of the VCHPE.
and of learning. We will begin by planning
a 15 minute 'teaching episode'.
• The 5 'propositions' of the VC:HPE Practical - peer teaching episodes that are
• Strand and Sub-strands aligned with the VCHPE and the CCC,
• Focus areas and demonstrate HPE teacher
• Achievement standards superpowers.
• Content descriptions and elaborations
• Cross-curriculum priorities
• General Capabilities

 
Pedagogical content knowledge and skills:
• Planning for, teaching and assessing
within a teaching 'episode' (15 mins).

Through:
• Fundamental Movement Skills
• Teaching Personal and Social
Responsibility (TPSR)

3 Planning and teaching in HPE (lesson Please read Chapter 3 and 9 of Dudley et
18/3 and unit) al. (2018) before coming to class.

This week we will extend what you learnt Please be familiar with structure and
last week and begin to think about: content of the VCHPE.
• Scope and Sequence 
• HPE lesson and unit planning - in pairs
you will plan a lesson that will come

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Week Topic Assignment/Activity

together with others to form a unit.
 
Pedagogical content knowledge and skills:
• Planning for, teaching and assessing
within a 'teaching episode' (15 mins).
Practical - peer teaching episodes that are
aligned with the VCHPE and the CCC,
and demonstrate HPE teacher
superpowers.

Through:
• Cooperative learning 
• Teaching Personal and Social
Responsibility
• Creative PE

4 Teaching Styles and Pedagogical Models
25/3 in HPE
This week a variety of teaching styles,
strategies and pedagogical models will be
modelled, experienced and critiqued.
Pedagogical content knowledge and skills:
• Teaching styles and strategies
• Planning lessons for diverse learners
and abilities
• High Impact Teaching Strategies (HITS)
Please read as many of the following
chapters as you can (a lot, I know): 7, 8,
9,10 and 12 of Mosston & Ashworth
(2008) - Teaching Physical Education.
Also, please look at this: 
https://www.education.vic.gov.au
/documents/school/teachers/support
/highimpactteachstrat.pdf

• Pedagogical models in PE
 
Through:
• Small-sided games 
• Game Sense/Teaching Games for
Understanding

5 Community partnerships in HPE Please read Chapters 2,3 & 4 from

1/4
This week we will explore and analyse a
variety of classroom strategies which you
will be able to use in your Professional
Experience. We will pay attention to, for
example:
• Rights, rules, responsibilities, routines,
and relationships
• Preventative, Corrective, Supportive
Action
• Decisive discipline
Rogers, B. (2015 - or an earlier edition)
Classroom Behaviour
Chapter 2: New class, new year - the
establishment phase of behaviour
management
Chapter 3: The language of behaviour
management and discipline
Chapter 4: Effective teaching -
fundamental understanding and skills

Pedagogical content knowledge and skills:

• Teaching styles and strategies 
• High Impact Teaching Strategies (HITS)
• Classroom management

Through:
• Challenge and adventure activities

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Week Topic Assignment/Activity

This week we will have an EXCURSION

to a local primary school - please see
Moodle or Laura for more details.

6 Classroom Management in HPE Please read Chapter 3 of Dudley et al.

8/4  (2018) before coming to class.
This week we will explore, discuss and
experiment with a variety of assessment
options.

Pedagogical content knowledge and skills:

• Authentic assessment
• Summative and Formative assessment
• Assessment of and for learning
• Strategies to promote demonstration of
learning outcomes in HPE
• SOLO Taxonomy

Through:
• Rhythmic and expressive movement

7 Assessment in HPE Bring your lesson plan. Details will be

15/4 provided in class and on Moodle.
Assessment task 1 due Thursday 18th
April 2019, before 11.55pm

Mid-semester break (19-26 April 2019)

8 Professional Experience/ Placement

9 Professional Experience/ Placement

10 Professional Experience/ Placement

11 Reflection on Professional Experience  Please be ready to share at least one

20/5 resource that you find useful when
This week we will start by reflecting on planning your classes. 
your professional experience, discussing
what you learnt, what went well and what
you might need further support for. Then
we will focus on...

 
Technology and Resources for HPE
Teaching
There is an abundance of free resources
out there. Some are brilliant and some
are not. We will share and discuss some
resources that are available to support
our teaching, including ourselves,
colleagues, community and online
sources. We will discuss ways that we
can decide which resources are
appropriate or not.

12 Assessment Preparation Assessment task 2 due Friday 31st May

27/5 2019, before 11.55pm

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Week Topic Assignment/Activity

This week we will keep clear so that we

can co-construct a focus that responds to
your needs at the time. We will also
spend time discussing any questions you
might have regarding the assignment
which will be submitted this week.

SWOT VAC No formal assessment is undertaken in

Professional Experience/ Placement SWOT VAC.

Examination period Assessment in Coursework Units Policy

Professional Experience/ Placement

Assessment summary table 18

EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Assessment summary table
Assessment task Value Due date

Assessment task 1: Unit Planning and Supporting 50% Thursday 18th April 2019 at
Essay 11.55pm

Assessment task 2: Reflective tasks: An educational 50% Friday 31st May, 2019 at 11.55
project pm

Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.

Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be 
managed by Chief Examiners for Faculty of Education units.  For more information visit: 
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures​
 
Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.

Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures

Types of feedback you can expect to receive in this unit are:

✔ Informal feedback on progress in labs/tutes

✔ Graded assignments with comments

Assessment tasks 19
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Assessment tasks

Assessment task 1: Unit Planning and Supporting Essay

Due date: Thursday 18th April 2019 at 11.55pm

Estimated return date: ASAP and before 9th May 2019

Assessment task link to unit learning outcomes: 

1. Demonstrate and explain the historical, philosophical and experiential foundations of physical education
2. Justify the purposes and rationale for teaching physical education in the curriculum
3. Develop content, design and plan lessons, units of work and curriculum that are developmentally appropriate
4. Demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and
engagement
6. Develop, discuss and incorporate various physical education specific assessment and reporting practices.

Australian Professional Standards for Teachers​: 

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4.

For further APST information, please refer to:

https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: 

In pairs you will create and submit the following: 

1) Unit Overview (use template) – Complete the unit overview of 12 lessons for your chosen topic area (see list on Moodle) aimed at the
Year 7/8 band.
2) Lesson plans x 6 (use template) – Complete 6 sequential lesson plans (60 minutes each) that are contained within the unit overview
you have completed. Please ensure you plan for diverse learners.
3) Assessment – Create a rubric to be used by a teacher to assess one or more learning outcomes assigned to this unit of work. 
4) Essay (600 words) - should include:

● Introduction - What is the aim of this essay? What is the focus of your unit?
● Rationale – Why have you included your unit in your scope and sequence for the 7/8 band?
● Purpose – How does your unit map to the Victorian Curriculum? And how does it link to your students' lives beyond school?
● Justification of your method of assessment  – Why have you chosen these methods to assess the students? What are the
strengths and limitations of your method of assessment? Have you included formative? Summative? Peer? Self Assessment?
● Conclusion - What did you learn though this process of planning for learning and assessment?
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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 ● Conclusion - What did you learn though this process of planning for learning and assessment?

This assessment will be scaffolded in class, there will be plenty of time to ask questions, and you can always ask a question via Moodle. 

Word count/equivalent: 2000 words equivalent

Weighting/Value: 50%

Presentation requirements: All aspects of this assignment should be presented electronically. Please use the templates provided.

Individual assessment in group tasks: This is an individual assessment task.

Additional information: Not applicable.

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Criteria for marking: 

Criteria and N P C D HD
Weighting

Unit The unit overview is either The unit overview is The unit overview is The unit The unit overview is
overview missing, incomplete or completed in a completed to a good overview is completed to an
(year 7/8 does not map to the satisfactory manner. standard, however completed to a excellent standard
band) overall approach of the It is weakly aligned needed to map good standard. It and is clearly and
(15%) unit of work. It is not with the VC. directly to the unit of is clearly aligned strongly aligned
aligned with the VC. work. It is aligned to with the VC. It is with the VC.  The
some extent with very clear and language used
the VC. maps directly to makes it easy to
the unit of work. interpret and map
directly to the unit of
work.   

Lesson Learning outcomes lack Learning outcomes Learning outcomes Most learning Clear learning
plans clarity. Most activities are are present but more are present but outcomes are outcomes. All
X6 not linked to the learning clarity needed. Most more clarity needed. clear. Most activities are linked
(35%) outcomes. Less than 2 activities are not Some activities are activities are to the learning
teaching styles linked to the learning linked to the linked to the outcomes. At least
evident.  No attempts at outcomes. At least 2 learning outcomes. learning 3 teaching styles
linking to the curriculum. teaching styles At least 2 teaching outcomes. At evident. Clear links
No evidence of planning  evident.  Few styles least 2 teaching to curriculum.
for diverse learners.  attempts at linking to evident.  Attempts at styles Excellent planning 
Inadequate presentation. the curriculum. linking to the evident.  Links to for diverse learners. 
Evidences inadequate Adequate planning  curriculum. Good curriculum. Very Excellent
approaches to planning for diverse learners.  planning  good planning  presentation.
and teaching. Would not Adequate for diverse learners.  for diverse Evidences
be able to teach without presentation. Good presentation. learners.  advanced
considerable assistance. Evidences adequate Evidences sound Very good approaches to
approaches to approaches to presentation. planning and
planning and planning and Evidences teaching. Could be
teaching. Could be teaching. Could be interesting taught without any
taught with taught with approaches to assistance.
considerable assistance. planning and
assistance teaching. Could
be taught with
  little assistance.

Assessment

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 (10%) No links to the Lesson More links to the A few links to the Some clear links Clear links to the
Plans you developed. Lesson Plans you Lesson Plans you to the Lesson Lesson Plans you
Unclear communication of developed are developed. Good Plans you developed.
what is being assessed  needed. Clearer communication of developed. Very Excellent
and why communication of what is being good communication of
is needed. No links to what is being assessed communication what is being
curriculum.  assessed and why of what is being assessed and why.
Strengths and limitations and why i . Some links to assessed Strong links to
not explained  s needed. Weak links curriculum. and why curriculum.
 adequately. Represents to curriculum. Strengths and . Clear links to Strengths and
assessment of (not for) Strengths and limitations explained curriculum. limitations
learning. A rubric that limitations explained in some detail.  Strengths and explained in much
loosely articulates the but more detail Represents limitations detail. Represents
criteria. No links to needed.  assessment for explained in authentic, valid
Achievement Standards. Represents learning. Good detail.  assessment for
Much more clarity needed. assessment of (not rubric that Represents learning. Excellent
for) learning. A rubric articulates the authentic, valid rubric that
that articulates the criteria and assessment for articulates the
criteria. No/few links Achievement learning. Very criteria
to Achievement Standards well. good rubric that and  Achievement
Standards. Much More clarity needed. articulates the Standards well. 
more clarity needed criteria and
Achievement 
Standards well. 

Essay The essay presents an The essay presents a The essay presents The essay The essay presents
(600 words) unsatisfactory brief introduction. a sound presents a clear a clear and well-
(30%) introduction. Attempts are Attempts are made to introduction. The and well-written written introduction.
made to explain the explain the rationale rationale and introduction. The The rationale and
rationale and purpose of and purpose of the purpose of the unit rationale and purpose of the unit
the unit of work but much unit of work. The of work is explained purpose of the of work is explained
more detail needed. The method of to some extent. The unit of work is to a high standard.
method of assessment is assessment is method of explained to a The method of
explained to a minimal explained but more assessment is good assessment is
extent. There no/minimal detail would be explained but more standard.  The explained and
links to the VC. No links useful. There are detail would be method of justified to a high
 to other curriculum area. some links to the useful. There are assessment is standard. There is
 An adequate conclusion VC.  No links to other some links to the explained and clear and
is not presented. curriculum area. A VC.  Links to 1 other justified well. sophisticated links
conclusion is curriculum area. A There is clear to the VC. Clear
presented. conclusion is links to the VC. links to 2 or more
presented. Clear links to 1 other curriculum
or 2 other areas. Concise
curriculum areas.
 Concise

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 conclusion is conclusion is
presented. presented to a high
standard.

Structure The assignment is not Attempts have been The The The
and well made to structure the assignment assignment assignment
presentation structured.  Inadequate assignment is well structured but is well is well structured. 
(5%) presentation which does but improvements some improvements structured. Outstanding
not provide a suitable are needed.  could be made. Excellent presentation and
means for delivering the Satisfactory language Good presentation  presentation use of language
information. Poor spelling, which supports and use of language  and use of which provides an
punctuation, grammar presentation. which provides an language  excellent means for
and referencing.  Adequate spelling, adequate means for which provides a delivering the
Word count is not punctuation, delivering the suitable means information.
adhered to. Templates grammar and information. Mostly for delivering the Excellent spelling,
not used. referencing. A accurate spelling, information. punctuation,
number of punctuation, Accurate grammar and
improvements could grammar and spelling, referencing. Word
be made.  referencing. punctuation, count is adhered to. 
Word count is Word count is grammar and Templates used.
adhered to. adhered to.  referencing. 
Templates used. Templates used. Word count is
adhered to. 
Templates used.

Academic Little reading is evidenced Some reading is Relevant reading is Relevant Relevant reading is
references . Statements are not evidenced evidenced reading is evidenced
(5%) supported by academic     evidenced  through reference
references. through reference to through reference to   to a range of
a few relevant  a range of through relevant literature 
literature  literature reference to a (5)
(2). Not all (3). Some range of relevant . All statements are
statements are statements are literature supported by
supported by supported by  (4). Most academic
academic references  academic statements are references when
when relevant. references  supported by relevant.
when relevant. academic
references 
when relevant.

24
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Assessment task 2: Reflective tasks: An educational project

Due date: Friday 31st May, 2019 at 11.55pm

Estimated return date: ASAP and by 28th June 2019

Assessment task link to unit learning outcomes: 

Satisfactory completion of this assignment will evidence the following learning outcomes:
5.Plan for and undertake educational projects or research relevant to their work as professional teacher

Depending on their chosen topic, it may also link to the following learning outcomes:
2. Justify the purposes and rationale for teaching physical education in the curriculum
4. Demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and
engagement
6. Develop, discuss and incorporate various physical education specific assessment and reporting practices.

Australian Professional Standards for Teachers​: 

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: You will submit a report which records a small action research project which you will carry out whilst on professional
experience. The action research project will provide you with an opportunity to strengthen an aspect of your teaching that you have
identified.

Report

The report you will submit must have the following sections:
- Introduction - highlight the aspect of your teaching you aimed to strengthen. Link to relevant literature to evidence it's importance.
- Action Research and Research Methods - briefly introduce Action Research and link to relevant literature. Discuss what happened at
each stage of the research cycle, and what research methods/tools you used to collect data and measure change. 
- Analysis - provided some informed analysis and discussion on your findings (which will hopefully show a shift in practice).
- Conclusion - summarise and critically reflect on your action research. 

25
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Action Research

The Action Research cycle is typically involves 4 stages and is continuous. The four stages include: 1) Plan; 2) Act; 3) Observe; and 4)
Reflect.

Once your professional experience commences you will:

● formally observe another teacher/teachers teaching, and; 

● reflect upon that observation; 
● reflect on any teaching or professional duties you have enacted;
● combine your reflections (self and of others) identify an aspect of your teaching you would like to strengthen;
● plan how you will strengthen the aspect of your teaching you have identified;
● act out your plan;
● observe the impact  of your plan;
● reflect on observations;
● plan for further strengthening and so on;
● continue on the cycle as long as time allows.

In working through the action research cycle you can record your observations and reflections, and measure change, in a variety of
ways, including journal/diary, video analysis, audio analysis, observation schedule etc.

For example, if I wanted to improve the quality of my feedback to students then I might develop an observation tool that encompasses
frequency, amount of time, type of feedback etc. Then via video recording or live observation (by mentor teacher or other) I could teach
2-3 lessons and collect data on that and use that as the basis for reflecting on my teaching. Other aspects of your teaching that you
might consider strengthening include:

● introduction to the lesson (including articulation of learning intention and introductory activity)
● sequencing of activities
● classroom management 
● organisation, use and distribution of equipment
● student activity time/ time on task
● use of different teaching styles

● student safety
26
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 ● student safety
● communication (including voice projection, demonstrations and body language)
● reflecting and finishing the lesson
● something else entirely

Observation/s
When observing another teacher, there are a variety of observation schedules you could use, depending on your focus. Similarly, you
could ask another teacher to complete an observation schedule for you as a means of collecting feedback. A very basic one is
presented below.

During the lesson, I noticed… And I wondered… Notes on teacher insight

Word count/equivalent: 2000 words or equivalent

Weighting/Value:  50%

Presentation requirements: All aspects of this assignment should be presented electronically.

Individual assessment in group tasks: This is an individual assessment task.

Additional information: Not applicable.

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Criteria for marking: 
Criteria and N P
Weighting
Introduction No introduction or
(15%) introduction is too
brief in detail.
Action The Action Research
Research cycle is introduced
(30%) but not completely.
There is no
discussion on its
value or limitations.
There are no/limited
links to your chosen
topic and
Professional
Experience. Much
more detail is needed.
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
C D HD
A brief introduction that Introduction Purposeful Succinct &
describes the chosen describes the chosen introduction, thoughtful
topic. Reason for topic with clarity. Its describing chosen introduction that
selecting this topic is importance and topic with clarity. describes the
either not addressed or relevance in an Its importance chosen topic
too briefly answered. Australian teaching and relevance in (aspect of your
context is clear, an Australian teaching you are
but  more detail is teaching context strengthening) with
needed. is very clear. clarity. Its
Some links made importance and
to High Impact relevance in an
Teaching Australian teaching
Strategies (HITS). context is
extremely clear
and well
communicated.
Strong links made
to High Impact
Teaching
Strategies (HITS).
The Action Research The Action Research The Action The Action
cycle is introduced, and cycle is introduced, Research cycle is Research cycle is
its value is discussed and its value is introduced, and introduced, and its
but much more detail discussed but more its value is value and
needed. Each stage of detail needed. Each discussed. Each limitations is
the Action Research stage of the Action stage of the discussed. Each
cycle is discussed in Research cycle is Action Research stage of the Action
relation to your chosen discussed, to an cycle is Research cycle is
topic and Professional adequate standard, discussed, to a discussed, in
Experience but much in relation to your good standard, in detail, in relation to
more detail is needed. chosen topic and relation to your your chosen topic
Professional chosen topic and and Professional
Experience. More Professional Experience.
detail needed. Experience.
28
 Evidence of No/limited evidence Some evidence (>4) of A range of evidence Much evidence Much evidence
data of reflections, reflections, (>6) of reflections, (>8) of reflections, (>10) of reflections,
collection observations and observations and observations and observations and observations and
(20%) methods/tools used methods/tools used to methods/tools used methods/tools methods/tools
to collect data whilst collect data whilst on to collect data whilst used to collect used to collect
on Professional Professional on Professional data whilst on data whilst on
Experience.  Much Experience. Some Experience. Most Professional Professional
more detail needed. methods/tools are valid methods/tools are Experience. Experience.
and reliable (they valid and reliable Almost all Methods/tools are
measure your chosen (they measure your methods/tools are valid and reliable
topic) and allow for chosen topic) and valid and reliable (they measure
change to be allow for change to (they measure your chosen topic)
measured. Lacks in be measured. More your chosen and allow for
detail and clarity. detail needed in topic) and allow change to be
parts. for change to be measured. Plenty
measured. Lots of of detail provided.
detail provided.

Analysis Inadequate analysis Adequate analysis of Effective analysis of Insightful analysis Critical and
(15%) of either the topic or both the topic and the both the topic and of both the topic significant analysis
the data collected. data collected. Limited the data collected. and the data of both the topic
discussion of Balanced reasoning collected. and the data
implications. is presented, and Balanced collected.
implications of the reasoning is Balanced and
research are briefly presented, and insightful
discussed. implications of the reasoning is
research are presented, and
communicated implications of the
clearly. research are
communicated
clearly and
convincingly.

Links to Statements are not Points are satisfactorily Points are Points are often Points are always
literature supported by supported through sometimes supported through supported by a
(10%) academic references. reference to a few supported through reference to a wide range of
relevant journals and reference to a range range of relevant relevant literature
texts (>5).  of relevant journals journals and texts (>8). 
and texts (>6).  (>7). 

Presentation Inappropriate Satisfactory language Effective language Outstanding Outstanding

(10%) language interfering which supports which supports the presentation presentation which
with style of presentation. Adequate presentation. which provides provides an
presentation. Poor spelling, punctuation, Accurate spelling, effective means excellent means
spelling, punctuation, grammar and punctuation, for delivering for delivering the

29
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 grammar and referencing. Brief grammar and information. information.
structure of description of change referencing. Accurate spelling, Excellent spelling,
referencing. No occurring in practice. Satisfactory punctuation, punctuation,
description of change description of grammar and grammar and
occurring in practice. change occurring in referencing. referencing.
practice. Outstanding Excellent
description of description of
change occurring change occurring
in practice. in practice.

30
EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019
 Unit guide prepared by

Name: Dr Laura Alfrey
Campus: Peninsula
Email: laura.alfrey@monash.edu

Last updated
13 Feb 2019

  

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.

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EDF5171 Physical education in the secondary years A - Semester 1 (S1-01) - 2019