| Semester 3, 2021 Online | |
| Short Description: | HPE C&P |
| 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 : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: EDS4402 or EDS4403 or EDS4404 or EDS4405 or EDS4406 or EDS4407 or EDS4408 or EDS4410 or EDS4411 or ITD3200
Rationale
Teacher professional accreditation demands that secondary education graduates have a strong professional knowledge and understanding of discipline-specific concepts, substance and structure of both the curriculum content and teaching strategies of their learning areas.
This course explores contemporary curriculum, pedagogical and discipline specific research and knowledges. It strengthens the capacities of preservice educators to support safe and inclusive student engagement in class activities considered essential to developing healthy and active individuals enabled to contribute to the health and wellbeing of their communities and environments.
HPE specialists have significant opportunities to facilitate learning that empowers young people to make informed decisions that are positive for personal, social and community health, now and into the future. The embedding of health and physical literacies in this course enables preservice educators to critically reflect on information, resources and services that have the potential to contribute to the health and wellbeing of individuals, groups, communities and environments, and to share this learning through their everyday practices.
Synopsis
This course extends existing curriculum and pedagogical information and knowledge to focus on design of developmentally appropriate, sequenced and relevant teaching programs, utilising the full range of current curriculum and syllabus documentation in the Health and Physical Education (HPE) discipline. It enables preservice educators to develop advanced and effective skills, knowledge, processes and pedagogies relevant to the learning area, through concentrated attention on the dispositions that contribute to HPE learning and teaching.
Preservice teachers have the opportunity to strengthen and apply a range of competencies for interpreting and managing the HPE context as a complex social environment for teaching and learning. Compliance with legislative, administrative and organisational requirements in the preparation, monitoring and review of teaching programs and assessment is researched and analysed.
The relationships between educational theory and teaching practice is explored through interactive teaching experiences. The opportunity to plan, implement and review learning to further develop as independent and reflective practitioners is embedded in this course.
Objectives
On successful completion of this course preservice teachers should be able to:
- interpret, evaluate and apply contemporary theories about how students learn, and to plan safe and inclusive learning for students from a diverse range of linguistic, cultural, religious and socioeconomic backgrounds in HPE learning contexts (Australian Professional Standards for Teachers (APST) 1.2, 1.3, 4.1, 4.4);
- apply advanced knowledge and understanding of the concepts, substance and structure of content and teaching strategies in HPE contexts to organise content into an effective learning and teaching sequences including assessment and reporting of student learning (APST 2.1, 2.2. 2.3);
- demonstrate purposeful connection between learning from the Australian Curriculum Cross Curriculum Priorities and General Capabilities with learning from the Australian Curriculum HPE (APST 3.4);
- identify strategies to support inclusive student engagement and participation, wellbeing and safety, working within school, systemic, curriculum, legislative, administrative and organisational requirements (APST 4.1, 4.4, 7.2);
- engage with and understand the role of research, resources and practices from colleagues, professional networks, communities of practice, and engagement with broader community representatives to enhance professional knowledge and practice and improve student learning in Health and Physical Education contexts (APST 7.4);
- demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Contemporary theories of learning and practices for innovative, safe and inclusive learning experiences that challenge and engage a diverse range of students in HPE contexts | 20.00 |
| 2. | Advanced knowledge and understanding of the concepts, substance and structure of content and teaching strategies in HPE contexts to organise content into an effective learning and teaching sequences including assessment and reporting of student learning | 20.00 |
| 3. | Strategies to support inclusive student engagement and participation, wellbeing and safety, working within school, systemic, curriculum, and legislative, administrative and organisational requirements | 20.00 |
| 4. | Purposeful connection between learning from the Australian Curriculum Cross Curriculum priorities and General Capabilities with learning from the Australian Curriculum HPE | 20.00 |
| 5. | Understanding the role of research, resources and practices from colleagues, professional networks, communities of practice, and engagement with broader community representatives to enhance professional knowledge and practice and improve student learning in Health and Physical Education contexts | 20.00 |
Text and Materials
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDM8003)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 17 Dec 2021 | 1,2,3,4,6 | (see note 1) |
| ASSIGNMENT 2 | 50 | 50 | 25 Jan 2022 | 1,2,3,4,5,6 | (see note 2) |
Notes
- Research Task
- Critical Inquiry-based Learning Resource
Important assessment information
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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. -
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:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure . -
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
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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 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 .