Unit Outline
EMT695
Personal Development & HPE
Semester 1, 2024
Darren Pullen
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B

Unit Coordinator
Darren Pullen
Email: Darren.Pullen@utas.edu.au
 

What is the Unit About?
Unit Description
The unit aims to promote awareness of the importance of Health and Physical Education (HPE) in the curriculum from a generalist teachers perspective and provide confidence in teaching its concepts at a primary school level. It seeks to prepare primary school pre-service teachers to teach generalist level physical education and other physical activities to primary school children. It also aims to prepare primary school pre-service teachers to teach health education and health promotion to children, parents, staff and the wider school community whilst giving pre-service teachers knowledge of and develop their capacity to discuss and analyse contemporary aspects of health and wellbeing; as well an ability to work with others who may have health and well-being issues. Evidence based sources will be used to develop knowledge of the physical, social, emotional, spiritual and interpersonal dimensions will be applied to a range of topics covered in the health and physical education curriculum, for example: drugs, resilience, nutrition and safety issues. The interpersonal skills of communication and conflict resolution will also be developed. National, state and local perspectives relating to the focus, structure and content of HPE will also be critically examined. Skills that are emphasised in this unit are those that have been identified by the Teachers Registration Board (TRB), the ACARA HPE curriculum, as well as national teaching bodies, as important by the time you graduate with your teaching degree. These include demonstrating aspects of professional knowledge, professional relationships and professional practice.
Intended Learning Outcomes
As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.
On completion of this unit, you will be able to:
1.
explain key health and well-being debates and sources from a critical perspective.
2.
analyse and discuss through specific resources and teaching strategies contemporary aspects of health and well-being.
3.
critically reflect on the assumptions that underpin personal and professional practice as they relate to health, safety and well-being.
4.
analyse and evaluate current evidence-based sources to illustrate personal and social determinants of health and well-being.
Requisites
REQUISITE TYPE
REQUISITES
Pre-requisite
EMT502
Alterations as a result of student feedback
 
 
 

Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
Online
Lecture (Online)
All lecture materials are available online through MyLO regardless of study mode.
1
Weekly
Tutorial (Online)
All tutorial materials are available online through MyLO regardless of study mode.
2
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online, it is expected you will engage in all those activities as indicated in the Unit Outline, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
 
 
 

How will I be Assessed?
 
For more detailed assessment information please see MyLO.
Assessment schedule
ASSESSMENT TASK #
ASSESSMENT TASK NAME
DATE DUE
WEIGHT
LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:
Health and Wellbeing Resource Identification
Week 2
5 %
LO2, LO4
Assessment Task 2:
Health and Wellbeing Resource Analysis
Week 5
45 %
LO1, LO2, LO3, LO4
Assessment Task 3:
Health Learning Portfolio
Week 12
50 %
LO1, LO2, LO3, LO4
 
Assessment details
    
Assessment Task 1: Health and Wellbeing Resource Identification
Task Description:
You are to locate a wellbeing resource that you can use to teach a grade of your choosing, this is linked to your second assignment, and in the MyLO quiz answer two questions.
First, what is the name of the resource that you have chosen?
Second, what wellbeing area or issue will your chosen resource help to teach or address and for what grade (year) level?

Whilst it is intended that the resource and wellbeing area that you identify in this assignment will be the focus for your second assignment, we understand that you may change your mind about either the resource or the wellbeing area, or both, by the time you start the second assignment-and it is fine to change your mind about the chosen resource or wellbeing area from AT1 to AT2.

NOTE: Watch AT1 video in Assessment Tasks 1, 2 & 3 folder for additional details as well as assignment 2 & 3 assessment rubrics. Remember to also refer to MyLO AT1 Discussion Board for some example resources and a list of resources that you CAN NOT use for your assignment 1 or 2 resource.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 3.4

Task Length:
30 words
Due Date:
Week 2
Weight:
5 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Selection of a wellbeing resource and appropriate identification of how the chosen resource would educate on a selected wellbeing issue
LO2, LO4
 
Assessment Task 2: Health and Wellbeing Resource Analysis
Task Description:
Note for the purposes of this assignment, you are a registered teacher, and your school has asked you to prepare a report that examines a health and well-being resource that you can use to teach to a specific grade.

You need to also refer to the Assignment 2 Recording and Discussion Board in MyLO for additional information for this assignment.

Those interested in early childhood should look at a resource that most closely aligns with your year group for professional experience and with ACECQA requirements.

Find and evaluate a resource related to health and well-being issue for a grade of your choice. This may be from a text, a website, or a kit.

Refer to MyLO AT2 Discussion Board for some example resources and a list of resources that you CAN NOT use for your assignment resource.

You are to critically review the resource, using the following elements to guide you: NOTE: not all of these things may appear in your chosen resource.
• Year level and time frame
• Resources
• Learning Sequences
• Concepts to be developed
• Guiding questions
• Performance criteria
• Standards for assessment
• Assessment procedures
• Resource justification
• Links to other curriculum areas, including ICT and information literacy
• Inclusive strategies

In your resource, some of the dot points listed above may be called by other names, e.g., learning outcomes or additional materials. Simply equate what is used in the resource to the dot points above. If there is no equivalent title, then state this. Remember to provide enough information so that a school colleague could view your report and understand the resource exactly and why this topic needs to be taught. In your critical review, you need to read and engage with your selected resource in detail so that you can present a fair and reasonable review. To do this well, you should attempt to understand the topic from a different perspective (i.e., refer to related resources) and in relation to selected reference literature.

Your review needs to contain:
• An overview of the resource you are reviewing.
• An analysis of how the resource links to evidence-based research.
• A judgement of the likely effectiveness of the resource for your chosen grade.
• Overall effectiveness of the resource.
• Planning and use of key questions to promote learning.
• Planning for organisation.
• Safety parameters.
• Changes that you would make to modify the resource for your grade.

NOTE: Watch AT2 video in Assessment Tasks 1, 2 & 3 folder for additional details as well as assignment 2 assessment rubric. Remember to also refer to MyLO AT2 Discussion Board for some example resources and a list of resources that you CAN NOT use for your assignment 1 or 2 resource.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 2.1, 3.4, 4.4

Task Length:
1500 words (excluding cover letter, table of contents, tables, figures, appendices and reference list)
Due Date:
Week 5
Weight:
45 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
 

1
Critical evaluation of effectiveness and relevance of the resource to teaching and in addressing the health issue
LO1, LO3
2
Analysis of the resource’s topic in relation to selected education and health literature
LO4
3
Appropriate academic writing conventions including APA referencing, punctuation, grammar, spelling, sentence – with particular attention to this being a report for school leadership
LO2
 
Assessment Task 3: Health Learning Portfolio
Task Description:
Note: you will need to make your own portfolio using Pebble Pad+ You need to also refer to the Assignment 3 Recording and Discussion Board in MyLO for additional information for this assignment. For assistance with Pebble Pad search the UTAS website for “Pebble Pad” which will take you to several ‘How to’ guides.

When you begin your teaching career, you will need resources that are easily assessable and applicable to the classroom/learning environment. Your task here is to create a Portfolio on Health and Well-being topics that will become an excellent teacher resource for your future. In addition, keeping a portfolio of work will assist you to meet several Australian Professional Standards for Teachers in relation to proving competency in your teaching practice and subject knowledge.

In your MyLO theory notes and tutorials for weeks 1-13 of the semester we will be analysing and discussing various aspects of Health and Well-being and looking at specific resources and teaching strategies to help you to understand how you may teach Health and Well-being.

Your portfolio will need to include work from the topics called: Safety, Communicable & Chronic Diseases and Nutrition & Exercise. In addition, you will need to critically review the work of ONE of your peers for ONE of the three designated topic weeks and provide critical and constructive feedback of their work which you add to YOUR own portfolio.

Complete a reflection of your own learning for each week. This should explore what you have learnt and/or how your thoughts have been challenged or were changed whilst participating in the viewing of the course materials, discussion and tutorial activities, making relevant links to the literature and school-based curricula and policy.

Provide ONE example of feedback and questions that you have given to a peer in relation to their reflection and activity of their learning.

You should consider the activity undertaken in week 13 to help you understand your learning in this unit.

The word count relates to your reflection for the weeks covering Safety, Communicable & Chronic Disease, Nutrition & Exercise and your critical and constructive feedback to ONE peer.

NOTE: Watch AT3 video in Assessment Tasks 1, 2 & 3 folder for additional details as well as assignment 3 assessment rubric. Remember to also refer to MyLO AT3 Discussion Board for additional Q&A.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 2.1, 3.4, 4.4

Task Length:
2500 words (Your reflection for topics SAFETY, Communicable & Chronic Disease, Nutrition & Exercise and ONE Peer Critical and Constructive Review) the rest of the portfolio is NOT in word count
Due Date:
Week 12
Weight:
50 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Critical analysis, explanation and evaluation of relevant determinants of Health and Well-being
LO1, LO3
2
Depth of reflection, explaining how understanding has been challenged/changed or guided.
LO4
3
Academically sound in terms of structure, terminology and referencing
LO2
 
 
 

How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.
 
Submission of assignments
Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.
 
Requests for extensions
If you are unable to submit an assessment task by the due date, you should apply for an extension.
 
A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.
 
The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.
Late penalties
Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.
 
Review of results and appeals
You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.
 
 
 

Required Resources
Required reading materials
Australian Curriculum, Assessment & Reporting Authority. (2020). Australian Curriculum- Health & Physical Education: Foundation to Year 10. Canberra, ACT: Author. Available online from: https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/ 
Department of Education, Employment and Workplace Relations. (2009). Belonging, Being & Becoming - The early years learning framework for Australia. Available online from: https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_austr alia.pdf 
 
 
Recommended reading materials
Callcott, D., Miller, J. & Wilson-Gahan, S. (2015). Health and Physical Education: Preparing educators for the future. Victoria: Cambridge University Press.  
Garvis, S. & Pendergast, D. (Eds). (2014). Health & Wellbeing in childhood. Victoria: Cambridge University Press.  
Hyndman, M. (2017). Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: findings from GET-PE study. Australian Journal of Teacher Education, Volume 42 Issue 7 (2017). Available from: https://search.informit.com.au/fullText;dn=984508746129449;res=IELAPA  
J-F., Pullen, D. & Carroll, A. (2013). Adolescent wellbeing trends, issues, and prospects. Hobart, TAS: Australian Clearinghouse for Youth Studies. Available online http://acys.info/resources/ysa/curated-collections/adolescent-wellbeing-trendsissuesandprospects/  
J-F; Pullen D; Swabey K; Carroll A & Lombard S, (2017). 'Lifespan Development in an Educational Context: Edited Book', John Wiley & Sons Australia, Ltd, Australia. 
 
 
Other required resources
On-campus students please bring a water bottle and a device that can take pictures i.e., mobile phone, iPad, camera etc. Please wear comfortable clothing in order for you to take part in some activities that may require physical activity and/or working on the floor or outside. Your tutor will let you know the week before about appropriate clothing.