Unit Outline

In this unit, you will be introduced to the Teaching as Inquiry model as the basis for developing an understanding of effective teaching and learning principles and research, and how these apply to Health and Physical Education (HPE) contexts. You will also become conversant with the Australian HPE Curriculum, understand key elements of curriculum implementation, and learn to critically reflect on their teaching practice in HPE contexts.

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	Apply a Teaching as Inquiry Model to curriculum planning and implementation for HPE teaching and learning.
2	Discuss and explain principles of effective pedagogy that relate to teaching and learning in health and physical education (HPE).
3	Critically reflect on key elements of quality HPE teaching and learning.
4	Explore a range of methods and approaches for assessment in HPE, and design an assessment task for a learning sequence

Alterations as a result of student feedback

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:	Teaching as Inquiry Plan	Week 9	50 %	LO1, LO2
Assessment Task 2:	Reflection and Assessment Design	Week 13	50 %	LO2, LO3, LO4

Assessment details

Assessment Task 1: Teaching as Inquiry Plan

Task Description:

Using the Teaching as Inquiry model you need to plan a sequence of learning (three lessons) which will you then implement in your WIL at Riverside Primary School (a template provided on MyLO). The curriculum focus area of Fundamental Movement Skills (FMS) should be your priority for this sequence for the lower primary class and application of FMS through games in the upper primary classes.

This plan needs to be representative of and informed by principles of quality teaching and learning. It should have practical aspects and sound justification/explanation (references) of how your teaching will employ effective pedagogy.

Your teaching inquiry plan could include:
Focusing Inquiry
What do I know about the school context and the students I am teaching?
How did I find out this information?
What is the purpose (rationale) of the learning sequence?
What are my intended learning outcomes (and success criteria where appropriate)?
How does your plan link to the Australian Curriculum (Version 9) – HPE and general capability (numeracy) where appropriate?
Why this topic and approach?
How does it meet the learning needs of the students?

Teaching Inquiry
Describe the learning strategies and activities you will use to achieve the ILO's.
Explain how your teaching strategies & activities link to intended learning outcomes and curriculum. Explain why you think these teaching strategies and activities will promote the learning you are after (based on your intended learning outcomes).

Learning Inquiry
Provide a brief example of an assessment strategy or technique you could use to ascertain / measure learning that has taken place.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.5, 4.2

Task Length:

2000 words

Due Date:

Week 9

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Clarity and suitability of rationale, outcomes, and curriculum links	LO1
2	Suitability of teaching strategies and activities (including for embedding numeracy into HPE)	LO1
3	Quality of description of learning activities	LO1, LO2
4	Quality of explanation justifying choice of ILO's and learning strategies and activities	LO1, LO2
5	Applicability / and usability (can be picked up and used easily)	LO1, LO2
6	Demonstrate information literacy capabilities to identify, critically engage with, and communicate ideas with coherence and clarity	LO1

Assessment Task 2: Reflection and Assessment Design

Task Description:

PART A: Literature Engagement (500 words – 30% of task)
Drawing from academic literature and research covered in class (e.g., Burrows et al., 2013; Killen, 2013; Tinning & Bailey, 2009) this task requires you to explain and discuss key principles of effective pedagogy, which relate to developing and improving student performance/achievement (learning) in HPE contexts. You should consider the following points:
You should draw on literature from both HPE and the broader educational field to position educational theory, learning, performance, and achievement firmly at the centre of HPE experiences/activities.
You should outline why it is important for HPE to be based on sound pedagogical principles and theory.
You should elaborate/explicate how effective pedagogy principles would be applied in HPE contexts.
Include examples to illustrate effective pedagogy practice in HPE contexts and assist in explanation.

PART B: Critical Reflection (750 words – 35% of task)
This task requires you to critically reflect on your own pedagogy (teaching and learning strategies) during the three weeks of WIL. Use references and examples to support your points. Your reflection should be structured on critical reflection (feedback from self, peers, students, and scholarship/theory) and consider the following questions:
How did you perceive your teaching was informed by and utilised effective pedagogy principles? What did you put into practice? Did it result in quality learning? Why/why not? How do you know?
How did what you perceive align with literature on effective pedagogy?
What thoughts or critiques do you have about implementing aspects of visible learning in HPE contexts?
How did your teaching inquiry plan contribute to quality teaching and learning?
What are possible implications for your teaching in Professional Experiences and your future role as an HPE teacher? This could contribute to your portfolio evidence.

PART C: Assessment Design (750 words – 35% of task)
Following reflection on your teaching experience during the three weeks of WIL, you are required to design a form of assessment that could be incorporated for your three-week learning sequence. This assessment must be explained, contextualised, and the method used for assessment presented.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 4.4, 5.1, 5.2, 5.4, 6.3, 6.4

Task Length:

2000 words

Due Date:

Week 13

Weight:

50 %

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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