| Semester 1, 2021 Online | |
| Short Description: | HPE Wellbeing Curr Ped Stud 1 |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070199 - Teacher Education not elsewher |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in one of the following Programs: MELT or MPLT
Rationale
In Health and Physical Education and Wellbeing contexts preservice teachers need to develop effective teaching strategies to engage a diverse range of learners in safe and inclusive personal, social and community interactions and create appropriate learning experiences to meet a range of objectives. They learn to interrogate assumptions about the health, wellbeing and safety of children through critical inquiry processes and strengths-based approaches. Utilising research and engaging in experiential learning, preservice teachers develop greater awareness and understanding of the holistic nature of education and are empowered to cater for the needs of learners in all dimensions of health and wellbeing. Engagement with the Early Years Framework, the Australian Curriculum HPE, child safety and trauma-informed frameworks, legislative requirements, and ethical and professional conduct expectations, develops a deeper understanding of the responsibilities of preservice teachers and the needs and rights of children. This knowledge empowers preservice teachers to promote the health, wellbeing and safety of children from birth to five years of age, and those in primary school educational settings.
Synopsis
The course focuses on the essential knowledge, understanding and skills necessary for preservice teachers to plan for, and implement, learning in Health and Physical Education and Wellbeing contexts. Preservice teachers will develop their understanding of effective teaching strategies through creating supportive and well scaffolded learning experiences to meet the diverse needs of learners. The course will cultivate appreciation of, and competence in, establishing levels of challenge for diverse developmental stages and needs. Preservice teachers will improve their professional practice and development through engagement with professional organisations, teaching networks and the broader community.
This course will prepare preservice teachers to engage with the Early Years Learning Framework, the Australian Curriculum HPE, child safety, trauma-informed frameworks, legislative requirements, and ethical and professional conduct expectations, while promoting the wellbeing and safety of children from birth to five years of age, and those in primary school educational settings.
Objectives
On successful completion of this course preservice teachers should be able to:
- analyse the concepts, substance and structure of the content, and teaching strategies of the Australian Curriculum Health and Physical Education, the Early Years Learning Framework, the Australian Student Wellbeing Framework and frameworks for trauma induced care, to support inclusive student participation and engagement in HPE and Wellbeing contexts (Australian Professional Standards for Teachers (APST) 2.1, 4.1);
- understand a range of strategies for working effectively, sensitively and confidentially with parents/carers, and the purpose of keeping accurate and reliable records of student achievement (APST 5.5, 7.3);
- select concepts, substance and structure of the content from the Australian Curriculum HPE and the Early Years Learning Framework to plan effective learning and teaching sequences that provide safe, achievable challenges and learning goals for a diverse range of learner needs and stages of development, and support student engagement using appropriate teaching strategies, resources, and verbal and non-verbal communication (APST 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5);
- integrate personal and social capabilities, critical and creative thinking, ethical and intercultural understanding, and safe and responsible use of ICTs, aligned with curriculum, systemic and legislative requirements, to enhance learning in HPE and Wellbeing contexts (APST 4.4, 4.5);
- apply principles of ethics and professional conduct, legislative requirements and professional learning from external sources, professional networks and the broader community, to enhance knowledge, understanding and skills and improve practice in HPE and Wellbeing contexts (APST 6.2, 7.1, 7.2, 7.4);
- apply advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and APA referencing (both in text and in a reference list).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. |
Australian Curriculum Health and Physical Education and the Early Years Learning Framework
|
30.00 |
| 2. |
Student Wellbeing and reporting student progress
|
10.00 |
| 3. |
Designing and planning HPE and wellbeing learning
|
15.00 |
| 4. |
Purposeful connection between HPE and General Capabilities
|
15.00 |
| 5. |
Engage professionally with colleagues and the community
|
15.00 |
| 6. |
|
15.00 |
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=2021&sem=01&subject1=EDM5100)
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 Study | 80.00 |
| Independent Study | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 40 | 40 | 25 Mar 2021 | (see note 1) |
| ASSIGNMENT 2 | 60 | 60 | 13 May 2021 | (see note 2) |
Notes
- Multi-modal - Research
- Lesson Plans
Important assessment information
-
Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ 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:
There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University 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 University’s 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:
• 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.
• professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF)
Other requirements
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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 .