Course specification for EDM5100

Staffing

Examiner:

Requisites

Pre-requisite: Students must be enrolled in the following Program: MOLT

Rationale

The Health and Physical Education and Languages learning areas use multiple ways of learning to engage learners in activities that encourage personal and collective responsibility. Experiential learning in these contexts facilitates the development of intellectual, emotional, social, physical, artistic, creative and spiritual potential. Pre-service educators are encouraged to think creatively and critically, to reason and to inquire. Through these learning areas Pre-service educators develop greater intercultural awareness and understanding.
Research in these learning areas is interpretive, it poses questions about common assumptions, uncovers new meanings and finds new ways to understand cultural interactions. This course will prepare pre-service educators to implement these two important and diverse learning areas in P 鈥� 6 classrooms. The course encourages educators to develop a strong sense of self through health and physical literacy competencies and to engage with the linguistic and cultural diversity of our interconnected world. Engagement with these learning areas will empower students to develop deeper understanding of the importance of a holistic perspective in education and enrich their learning and teaching interactions in the P 鈥� 6 classroom context.

Synopsis

The course focuses on the essential knowledge, understanding and skills necessary for educators to plan for, and implement, learning in the Health and Physical Education and Languages learning areas. Pre-service educators will develop their understanding of effective pedagogies and instructional strategies, through creating supportive and well scaffolded learning experiences to meet the diverse needs of learners in Health and Physical Education, and Languages in support of specialist teachers. The course will cultivate appreciation of, and competence in, establishing levels of challenge for diverse levels of developmental ability and needs. Pre-service educators will improve their professional practice and development through engagement with professional teaching networks and the broader community. While the focus in the course is on curriculum and pedagogy, implications for the development of effective teaching and learning strategies are clearly demonstrated.

Objectives

On successful completion of this course students should be able to:

use the Australian Curriculum for Health and Physical Education and Languages learning areas to plan for learning and teaching. (Assessment 1 and 2) (Australian Professional Standards for Teachers (APST) 2.1, 3.5);
evaluate and select appropriate curriculum content and pedagogical approaches for developing effective learning and teaching sequences; (Assessment 1 and 2) (APST 2.2, 5.2);
eesign learning episodes for Health and Physical Education and Languages that use ICTs effectively and provide sequenced challenges at different learner levels; (Assessment 1 and 2) (APST 2.6, 3.1, 3.2, 3.5, 4.4);
integrate safe, responsible and ethical practices in the use of ICTs across the HPE and Language learning areas (Assessment 1 and 2) (APST 4.4, 4.5);
apply professional learning from external sources to analyse, and make suggestions for improved practice in, approaches to learning and teaching in Health and Physical Education and Languages (Assessment 2) (APST 6.2, 5.2, 7.4);
engage with professional learning networks and the broader community to enhance knowledge, understanding and skills in the Health and Physical Education and Languages curriculum areas. (APST 7.4) (Assessment 1 and 2);
apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.

Topics

	Description	Weighting(%)
1.	Health and Physical Education and Languages in the Australian Curriculum Contributions of Health and Physical Education and Languages in the whole school curriculum Understanding and interpretation of the curriculum as a basis for learning and teaching Verbal and non-verbal communication strategies to enhance student engagement in HPE and Languages learning	12.50
2.	Designing and planning HPE learning opportunities that include: Instructional and communication strategies to engage students in movement and physical activity contexts and personal, social and community health contexts and support student safety. Verbal and non-verbal strategies and pedagogies that support student engagement in HPE learning environments including appropriate and timely feedback in physical performance contexts Formative and summative assessment considerations in HPE including demonstrated understanding of appropriate and timely feedback to improve student learning outcomes	12.50
3.	Languages Interpretation and ideas for implementation of the macroskills listening, speaking, reading and writing of non-verbal and verbal communication in the Languages Curriculum Assessment considerations in Languages education including demonstrated understanding of appropriate and timely formative and summative feedback to improve student learning outcomes Planning and designing learning opportunities in Languages	12.50
4.	Pedagogies for Health and Physical Education Planning HPE learning inclusive of system, curriculum and legislative requirements that support student wellbeing and safety Literacy and Numeracy in HPE learning and teaching	12.50
5.	Pedagogies for Languages Literacy and Numeracy in Languages learning and teaching Designing learning episodes for Languages learning that integrate ICTs safely, responsibly, ethically and effectively	12.50
6.	Authentic connectedness between HPE, and other learning areas, cross curriculum priorities and general capabilities	12.50
7.	Authentic connectedness between the Languages and other learning areas, cross curriculum priorities and general capabilities	12.50
8.	Connecting with and utilising information and resources from Professional Associations, communities of practice and professional development in HPE and Languages to inform teaching and learning	12.50

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=EDM5100)

Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Callcott, D, Miller, J & Wilson-Gahan, S 2018, Health and physical education: preparing educators for the future, 3rd edn, Cambridge 精东传媒app Press, Melbourne, VIC.

Liddicoat, AJ, Papademetre, L, Scarino, A & Kohler, M 2003, Report on intercultural language learning, sections 3.2 and 3.3, Department of Education, Science and Training, Canberra.
(Available at www.curriculum.edu.au/nalsas/pdf/intercultural.pdf.)

Pangrazi, R & Beighle, A 2015, Dynamic physical education for elementary school children, 18th edn, Benjamin Cummings, San Fransicso, CA.

Curriculum links: Australian Curriculum link for F-10 curriculum documents Qld Curriculum Assessment Authority Senior Secondary subjects.

Global Perspectives. A framework for global education in Australian Schools. .

Student workload expectations

Activity	Hours
Directed 精东传媒app	80.00
Independent 精东传媒app	85.00

Assessment details

Description	Marks out of	Wtg (%)	Due Date	Notes
ASSESSMENT 1	40	40	26 Mar 2020
ASSESSMENT 2	60	60	30 Apr 2020

Important assessment information

Attendance requirements:

There are no attendance requirements for this course. However, it is the students鈥� responsibility 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. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
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 items for the course.
Examination information:

There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:

Not applicable.
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

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 .
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.
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 Master of Learning and Teaching and is benchmarked against the:
鈥� 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, and (iii) regular and rigorous review.
鈥� professional accreditation standards of the Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF)

Other requirements

Computer, e-mail and Internet access: Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them

Semester 1, 2020 Online
Short Description:	Curr Ped Stud 1 (HPE Lang)
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 :	070100 - Teacher Education
Grading basis :	Graded

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