| Semester 2, 2020 On-campus Springfield | |
| Short Description: | HPE Discipline Studies 1 |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in the following Program: BEDU or BSED
Enrolment is not permitted in EDH1450 if EDX1450 has been previously completed
Other requisites
This course is only available to BEDU Secondary students undertaking a major or minor teaching area in Health and Physical Education.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Rationale
Health and Physical Education (HPE) is acknowledged as one of the five learning entitlements for all Australian school students from Foundation to Year 10 and, as such, it is an essential learning area in initial teacher education training. This course rationalises the inclusion of HPE in the school curriculum and enables all pre-service educators to develop the knowledge, understanding and skills required to include physical and health literacies into the daily lives of all students.
Schools are recognised as key environments for the development and support of emotional, social, cognitive and physical health and wellbeing. HPE contexts facilitate the acquisition of health and physical literacies necessary for informed decision-making that is positive for lifelong health and wellbeing and for healthy, active individuals and communities. The relationship between movement and health values, practices, attitudes and behaviours is coupled with the opportunity to develop a critically reflective approach to analysing and applying health related information and resources.
Synopsis
Students will experience and apply considerations for facilitating engaging, inclusive, developmentally appropriate and safe learning environments for diverse audiences. They develop a range of understandings and competencies for interpreting and managing the HPE environment to facilitate delivery of effective experiences and outcomes.
A central tenet of HPE is an inclusive curriculum that seeks to enhance the experiential opportunities for all children and incorporates the social justice principles of equity, diversity and supportive environments. Design of relevant learning experiences aligned with assessment processes; management of classes and environments; incorporating pertinent general capabilities into the learning context, and the impact of these considerations is explored.
Students have the opportunity to analyse, apply and evaluate skills and develop confidence through experiencing and presenting movement and health learning. Through engagement in course learning experiences, it is expected that students will become increasingly independent practitioners and develop competence is sourcing current, accurate information and appropriate resources for HPE.
Objectives
On successful completion of this course pre-service educators should be able to:
- explain the rationale for the inclusion of health and physical education (HPE) learning in educational settings while addressing parent/carer and other stakeholder interests and possible concerns (APST 2.1, 4.4, 7.3);
- create a developmentally appropriate sequence for teaching Traditional Indigenous Games (TIGs), applying safety policy and procedures, utilising relevant resources, behaviour management strategies and a variety of instructional strategies (APST 3.2, 3.4, 4.1, 4.3, 4.4);
- design or select effective learning experiences appropriate to a particular setting, incorporating social justice principles, systemic and legislative requirements in relation to participation of all students (APST 1.5, 1.6, 4.1, 7.1);
- apply principles of health promotion and a positive, strengths-based approach to planning for the personal, social and community health (APST 2.1, 3.4, 4.1, 4.4);
- plan for learning that will purposefully connect personal, social and community health with learning in movement and physical activity contexts and general educational capabilities (APST 2.1, 4.1, 4.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Effective, sensitive and confidential communication with parents/carers | 10.00 |
| 2. | The foundation of movement skills | 10.00 |
| 3. | Literacies for movement and physical activity | 10.00 |
| 4. | Planning for active play and minor games | 10.00 |
| 5. | Inclusivity in health and movement contexts | 10.00 |
| 6. | Instructional strategies for health and movement contexts | 10.00 |
| 7. | Literacies for personal, social and community health | 20.00 |
| 8. | Evaluating health and movement competencies | 10.00 |
| 9. | Purposeful connections with other areas of learning | 10.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EDH1450)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
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Student workload expectations
| Activity | Hours |
|---|---|
| Directed 精东传媒app | 80.00 |
| Private 精东传媒app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 20 Aug 2020 | |
| ASSIGNMENT 2 | 50 | 50 | 08 Oct 2020 |
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must obtain at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
NO EXAM: There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
NO EXAM: There is no examination in this course, there will be no deferred or supplementary examinations. -
精东传媒app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the 精东传媒app鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the internal USQ accreditation/reaccreditation processes which include:
(i) stringent standards in the independent accreditation of its academic programs;
(ii) close integration between business and academic planning;
(iii) regular and rigorous review; and
the professional accreditation standards of the Queensland College of Teachers (QCT) and the Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Students will require access to e-mail and have Internet access to UConnect for this course.
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Risk management: On campus study in this course may involve active participation in movement contexts. There are no other risks beyond the ordinary. Students are advised to wear appropriate clothing and footwear. Many of the movement sessions will be conducted in an outdoor environment and appropriate sun safe practices should be employed.
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NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the online offering and advised of this change before semester commences.