| Semester 1, 2020 On-campus Toowoomba | |
| Short Description: | HPE Curriculum Studies 2 |
| 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 : | 070303 - Education Studies |
| Grading basis : | Graded |
Staffing
Examiner:
Rationale
Pre-service educators strengthen their capacities to teach through investigating and practising the multiple roles of teachers and continuing to develop their knowledge of how children learn in health and physical education environments. Understanding how children learn enables teachers to identify diverse needs and make informed decisions for effective teaching, evidenced in planning.
Health and physical education (HPE) are dynamic areas where knowledge is fluid and constantly changing or evolving. It is crucial for health and physical education pre-service educators to develop thorough, current knowledge and skills in a range of instructional strategies and teaching styles.
Students will critique research and practices to determine the most appropriate instructional strategies and teaching styles for the demographic, content and context, in order to enhance pedagogy for improved instructional and performance outcomes.
Synopsis
Students will recognise the multiple roles of a teacher and learn how to apply a wide variety of instructional strategies and teaching styles to achieve specific targeted outcomes.
HPE pre-service educators and others will review, reshape, reconstruct, and apply current pedagogical practices revealed in relevant research. They will analyse, experience and evaluate traditional and contemporary theories and models relevant to inclusive teaching and learning in health and physical education that meets diverse student needs.
HPE pre-service educators will focus on developing knowledge and skills that promote understanding and effective teaching through planning. They will apply a variety of relevant pedagogical strategies for a diverse range of developmental levels, cultural backgrounds and age demographics whilst taking into account contextual factors and legislative requirements to ensure a safe and accessible learning environment for all learners.
Objectives
On successful completion of this course, students should be able to:
- evaluate current scholarship and traditional and contemporary pedagogical strategies to determine qualities and practices for effective teaching or coaching (APST 1.2, 2.1, 2.2, 2.3, 3.3);
- apply a variety of appropriate pedagogical strategies to planning and implementation in a range of sport, exercise, physical education and health promotion contexts and settings (APST 1.1, 2.2, 3.2, 3.3, 3.6);
- apply systemic and legislative safety and equity requirements (APST 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4);
- critically reflect on practice to receive and provide feedback and refine planning and instruction in a range of contexts and settings (APST 2.3, 3.2, 3.6, 6.3, 7.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. |
Research current scholarship and explore traditional and contemporary pedagogical strategies for effective teaching and coaching
|
10.00 |
| 2. |
Implementing effective pedagogical approaches
|
10.00 |
| 3. |
Analyse and evaluate the Spectrum of Teaching Styles Theory – Mosston and Ashworth
|
30.00 |
| 4. |
Analyse and evaluate Instructional Models for Physical Education – Metzler
|
20.00 |
| 5. |
Analyse and evaluate Teaching Games for Understanding (TGfU)/Games Sense, Play Practice and Constraints Based theories
|
20.00 |
| 6. |
Teaching personal and social responsibility in physical education - Hellison and Silverman
|
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=01&subject1=EDH2254)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
<>.
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 80.00 |
| Independent ¾«¶«´«Ã½app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 02 Apr 2020 | |
| ASSIGNMENT 2 | 50 | 50 | 28 May 2020 |
Important assessment information
-
Attendance requirements:
On-campus: 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.
Online: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion forums 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. -
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 achieve 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 assessment items in the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Not applicable. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
-
Assessment items are designed to determine the extent to which the course objectives have been achieved. A full assessment outline and appropriate assessment criteria will be provided.
-
APA style is the referencing system required in this course. Students should use APA style in their assignments 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 at .
Other requirements
-
Students will require access to e-mail and have Internet access to UConnect for this course.
-
The course objectives for EDH2254 define the student learning outcomes in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST) which need to be evident in education courses.
-
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.
-
Risk management: This course involves active participation in physical activity. The course examiner should be informed of any medical conditions which may be influenced by physical involvement. You need to wear clothing and athletic shoes appropriate to the conditions. In many cases the practical sessions will be run in an outdoor environment. Appropriate consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen, and sunglasses. There are no other risks beyond the ordinary. Incorrect gear will be considered as non-participation.