Assessment Task 2 is comprised of twoparts.
• Part A: Rationale for the unit of work
• Part B: Unit Plan integrating the Personal, Social and Community Health strand and the Movement and Physical Activity strands of HPE (Years P-10)
HPE and one other learning area selected from English, Maths, Scienceor History(Years P-10) using the Australian curriculum.
Alignment with Relevant Course Objectives:
• Demonstrate competence in unit planning using selected curriculum.
• Demonstrate the ability to translate curriculum requirements and teaching knowledge and skills into a unit plan and outline for a sequence of learning for
teaching and learning.
Part A: Rationale:
Write a Rationale for the Health and Physical Educationunit of workfor an imaginary school. The rationale should build on the context of the unit plan, general
capabilities and school priorities. Address how you will teach the curriculum; what you will teach (theme/topic);and why you are teaching this unit (what do you want
the students to learn, how does it meet student needs?) Explain how the General Capabilities from the Australian Curriculumhttp://www.australiancurriculum.edu.au/ are
integrated into this unit of work. Demonstrate how your Unit Plan is consistent with the philosophies and concepts presented in the curriculum and in school education
generally. ‘Sell’ the inclusion of the unit in the yearly work plan or teaching program to your Head of Faculty, Head of Curriculum, and parents – rationalise.
Word length: 750 words
Part B: Unit Plan
? Develop a unit plan using the unit plan template provided in the assessment folder
? The unit is to be 5 weeks in length and based on 15x 30minute lessons.
? The unit plan should be relevant and useful for implementation in a school
Note: The unit plan is an overview of learning NOT a series of lesson plans or a lesson by lesson outline.
Identify the curriculum to be taught in the unit, for example –two strands of the Australian Curriculum HPE OR one strand of the Australian Curriculum HPEintegrated
with the Australian curriculum for English, Maths, Science or History, as explained below:
Option A – You must selecta minimum of one and a maximum of two,content descriptionsfrom each of the strands ofthe Australian Curriculum HPE – the Movement and
Physical Activity strand AND the Personal, Social and Community Health strand of the Australian Curriculum HPE
Option B – If writing an integrated unit of work for two key learning areas, you will be using theAustralian Curriculum HPE and the Australian Curriculum for one other
key learning area. You must selecta minimum of one and a maximum of twocontent descriptions from either the Movement and Physical Activity strand OR the Personal,
Social and Community Healthstrand of the Australian Curriculum HPE AND
then select a content description from the Australian curriculum English, Maths, Science or History, to integrate with the HPE curriculum already selected.
You will include one elaboration for each content description.
Equivalent to 1750 words total for Part B
Unit plan requirements – Part B.
• Identify Curriculum, for example, the Australian Curriculum HPE– what are students expected to know (declarative knowledge) show and do (procedural knowledge)
using curriculum documents
• Context -How will this unit of work be used to teach the curriculum? Whatyou will teach (theme/topic) and the concepts from the curriculum you identified as
being concepts the students need to learn ? Whyyou are teaching this unit – the objectives and purpose? What is it you want the students to learn, how does it meet
student needs and school priorities?
• School priorities – List some school priorities that you would need to consider when planning. You can create these- see example in unit plan template
• General capabilities – Include ICTs plus one other General Capability form the Australian Curriculum (demonstrated in unit plan template)
• Inclusion and Diversity –consider your school demographic and student rights, how will you meet the diverse learning needs of your students and be inclusive of
every student including one student with Developmental Coordination Disorder (DCD)?
• Resources – required, additional references, facilities, equipment, etc – list everything and match to learning focus
• Risk assessment andsafety considerations – find the appropriate risk assessment links and copy them in. Include other safety considerations as you did for the
• Assessment – what evidence is needed and what is the most appropriate method or methods of collecting that evidence of student learning? When will you assess
and what evidence of learning will you be looking for in student responses?
• Variety inTeaching Styles and Instructional Strategies– focus on learner centred approaches
• Higher Order Cognitive processes or Higher Order Thinking (HOT) embedded,for example, Bloom’s Taxonomy, and Gardner’s Multiple Intelligences, De Bono’s 6
Thinking Hats or Habits of Mind to cater to different intelligences and learning styles– use the words from these in the weekly overview e.g. students analyse,
students evaluate, students create
• Feedback – consider the type of feedback you will provide, when you would provide it and why – the purpose.
Note: Use the unit plan template provided in the assessment folder. Curriculumplanning resources for all KLAs can be found on the following
Additional notes on Part B:
A Unit Plan is anoutline of a unit of work based on a specified curriculum. A School or Faculty Work Program will typically consist of several Unit Plans.Unit Plans
may be for any year level (P -10), and will display your developing proficiency with regards to unit planning for the HPE KLA. You are encouraged to research and
develop ‘best practice’ in this process, bearing in mind that schools vary widely in the style and format of unit plans that are prepared.
Developing a unit plan is the intermediate stage of development for a beginning teacher, where you learn about the mechanics of unit planning and the relationship with
lesson planning. (Many experienced teachers are able to teach from unit plans with some brief lesson by lesson notes, but this requires experience and expertise and is
not a habit we would encourage in this course of study).
Your work in this total assessment should be equivalent to an essay that is 2500 words in length.
1. Appropriate information to support with the assessment is included in course materials including lectures and tutorials. Additionally all students will have
the opportunity to share questions and receive support via the on campus tutorials and online tutorials and forum discussions.
2. Refer to the assessment rubric for guidance in your work.
3. In all assessment you are expected to display an understanding and a degree of mastery of Professional Standards for Teachers – 1, 2, 3, 4, 5 and 10.
4. Follow the style guide as requested.
All Assignments need to be submitted via EASE in Word file format – no PDF files can be submitted.
EDX1450 Course Team expectations of students
The assessment will not be assessed unless it meets minimum standards of academic literacy, including referencing.
It is imperative that you conduct a spell and grammar check prior to submission.
Avoid use of colloquial language and be professional and objective in your writing. Always back up your argument with sound researched information. Below is the link
to a site that will help you familiarize yourself with the correct style of communicating. (accessed 26th February 2010)
The usual practice of accepting assignments that are 10% over or under the stated word limit will apply.
Assignment extension policy – any extension to the due dates needs to be approved by the Course Examiner and applications must be submitted in advance on the correct
Style guide: Insert page numbers and a footer which must include your name, student number, the course code and assessment task 2. You will not need an assignment
cover sheet to submit via EASE. Save as a word document.
USQ Plagiarism policy: http://www.usq.edu.au/plagiarism/
Includes an extremely persuasive, logical, comprehensive and well-supported rationalisation of inclusion of unit within school program with explicit links to
proposed demographic Includes an verypersuasive, logical, comprehensive and/or well-supported rationalisation of inclusion of unit within school program with
explicit links to proposed demographic Includes a logical and persuasive,supported rationalisation of inclusion of unit within school program with links to proposed
Includes a sound rationale with most appropriate details. Some links to proposed demographic.
Rationale is descriptive
and below requiredstandard.
Logical and progressive sequencing of unit plan requirements
Alignmentbetween curriculum, pedagogy and assessment.
Variety of learning experiences and teaching styles
Includes all unit plan requirements at an advanced level in an extremely logical and coherent sequence
Demonstrates alignment between curriculum, pedagogy and assessment
Includes an excellent
variety of teaching styles, instructional strategies and contextualised learning experiences insightfully developed using high calibre research to inform planning
Includes all unit plan requirements at a high level, using a logical and coherentsequence
Demonstrates alignment between curriculum, pedagogy and assessment
Includes a highly developed variety of teaching styles, instructional strategies and contextualised learning experiences using quality research to inform planning
Includes all unit plan requirements, using an appropriate sequence
Demonstrates alignmentbetween curriculum, pedagogy and assessment
Includes a variety of teaching styles, instructional strategies and contextualised learning experiences using appropriate research to inform planning Includes most
unit plan requirements and generic sequencing
Alignment between curriculum, pedagogy and assessment needs tightening
Includes a satisfactory variety of teaching styles, instructional strategies and learning experiences using some research evidence to inform planning Major
requirements of unit plan are omitted.
Evidence of alignment is lacking
Fails to include a variety of learning experiences and teaching styles
Adjustments for diverse needs of learners and learning styles including one student with DCD
Comprehensive and insightful adjustments and highly appropriate selection of activities for diverse needs of learners including one student with DCD
Thorough adjustments and appropriate selection of activities for diverse needs of learners including one student with DCD Credible adjustments and mostly
appropriate selection of activities for diverse needs of learners including one student with DCD Satisfactory adjustments and selection of some appropriate
activities for diverse needs of learners including one student with DCD Inadequate or inappropriate adjustments and selection of activities for diverse needs
of learners and the student with DCD
Innovative and engaging activities including higher order cognitive processes and consideration of student learning styles
Evidence of a exceptionally high level of innovative and engaging activities authentically incorporating ideas such as Bloom’s taxonomy, Multiple
Intelligences, 6 thinking hats and Habits of Mind Evidence of a very high level of innovative and engaging activities integrating ideas such as Bloom’s Taxonomy,
Multiple Intelligences, 6 Thinking Hats and Habits of Mind
Evidence of a good level of innovative and engaging activities including ideas such as Bloom’s Taxonomy, Multiple Intelligences, 6 Thinking Hats and Habits of
Evidence of a some innovative and engaging activities includingreferences to Bloom’s taxonomy, Multiple Intelligences, 6 Thinking Hats or Habits of Mind
Insufficient evidence of attempting to engage students with few if any,references to Bloom’s Taxonomy, Multiple Intelligences, 6 Thinking Hats and Habits of
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