Unit Outline

In the previous Unit of the HPE Pedagogy sequence, students have undertaken teaching and learning experiences to prepare them for forthcoming School Experience sessions, particularly in terms of understanding and planning for the nature, scope, content and experiences appropriate for Health and Physical Education programs for children in schools at levels K-12. The fourth Unit in the HPE Pedagogy series provides one final opportunity for students to refine their teaching and planning skills before undertaking their most important placement Professional Experience 4. In this Unit, students will be undertaking authentic learning tasks that will prepare them for the reality of the teaching profession.

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.	evaluate, and justify the use of ICT resources to engage students in their learning
2.	use relevant legislative, administrative and organisational policies and processes to identify, analyse and plan to manage hazards/risks in a range of learning environments
3.	select, justify and provide appropriate feedback to students about their learning in a timely and professional manner.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESP231

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:	Justification	Week 5	30 %	LO1
Assessment Task 2:	Risk Assessment and Management Plan	Week 9	35 %	LO2
Assessment Task 3:	Video Presentation – The Role of Feedback on Student Learning	Week 14	35 %	LO3

Assessment details

Assessment Task 1: Justification

Task Description:

You are required to select and justify the use of a digital teaching resource (app/website/etc) to help develop your students’ ICT capability.
Your justification can be presented as a 5-minute video (maximum, with no pauses) or 1250-word maximum written document.
Your justification should be supported by references where appropriate. It must include the following elements:
Focus class:
A brief explanation of the context of your chosen class. This context should be based on an actual class you have taught during a work integrated learning or professional experience placement. Describe the school/class but do not use the actual names of students or schools. You can use pseudonyms if required.
The resource (app/website/etc):
An explanation of the resource including an evaluation of its strengths and weaknesses;
A justification of the appropriateness of your chosen resource for engaging and developing the ICT capability of students in your chosen context (grade, location, student population etc);
A justification of how your chosen resource develops the ICT capability of your chosen students in at least 1 element and 1 sub element;
A justification of why you chose this resource instead of other comparable resources, and identify 2 other resources you considered before deciding on your chosen resource;
An explanation of relevant ethical issues and the strategies you will use to ensure the safe, responsible and ethical use of ICT in your teaching;
An explanation of how this resource could facilitate links between HPE and one other learning/subject area (not ICT).
*This assessment task is suitable for inclusion in your portfolio as evidence against relevant APST – see Assessment Schedule above

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

Task Length:

1250 words equivalent

Due Date:

Week 5

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evaluation and justification of resource (70%)	LO1
2	Explanation of links between learning areas (20%)	LO1
3	Ideas presented in coherent and logical fashion with appropriate language (10%)	LO1

Assessment Task 2: Risk Assessment and Management Plan

Task Description:

Complete a detailed Risk Assessment & Management Plan for taking a group of students on either a full day or overnight excursion within Tasmania. You may choose the context and focus of the excursion and intended learning outcomes. This could include (but is not limited to): curriculum based field trips / excursions, Outdoor and adventure education, environmental education, sports excursions.

You will need to cover the following aspects:
• Establishing the context: Trip planning form, including learning outcomes
• Identify hazards/risks
• Analyse and evaluate hazards/risks
• Have effective strategies to manage/control the hazards/risks
• Have a clear emergency response plan
• Include all relevant documentation e.g. consent forms, medical forms (these forms can be included as an appendix)

A pro-forma will be supplied for this task

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 7.2

Task Length:

1500 words equivalent

Due Date:

Week 9

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply knowledge of legislative, administrative and organisational policies to the risk management process (80%)	LO2
2	Ideas expressed in coherent and logical fashion with appropriate language (20%)	LO2

Assessment Task 3: Video Presentation – The Role of Feedback on Student Learning

Task Description:

This task is based on a four-week Work-Integrated Learning experience undertaken at a Tasmanian High School. In a small group, you will be assigned a small group of high school students who you will work with in a face-to-face capacity once per week.
The High School students that your group are assigned to work with have identified a health and physical education-related skill, task, or topic that they want to know more about, or want to develop and improve (for example learn how to juggle, play lacrosse, hit a golf ball, improve cardiorespiratory fitness, become more flexible, improve their nutrition etc). Your primary role is to work with your allocated students over a four-week period to assist them to achieve their goal. More specifically, you are required to:
Plan, implement, and evaluate a four-week learning sequence to help your students achieve their learning goals.
Alter this sequence as required in response to student progress and feedback.
Provide your assigned students with weekly feedback in relation to their learning, their performance, and their progress. Evidence of the feedback provided must be recorded.
Design and use multiple forms of assessment to measure learning and improvement. You must use more than one form of assessment.
Request weekly feedback from your assigned student in relation to your pedagogical approach, learning sequence content, communication skills, and on the feedback you have provide them with. Evidence of this feedback must be recorded.
You will need to produce a (maximum five minute with no pauses) video, detailing and justifying your planning, teaching and feedback, and how this helped your students achieve their learning goals. Make sure you refer to specific examples of the impact you had on your students.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.6, 3.1, 5.2

Task Length:

1250 words equivalent

Due Date:

Week 14

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explanation of four week learning sequence and pedagogical approach (10%)	LO3
2	Rationale for choice of assessment methods and how feedback was communicated to the student based on these (20%)	LO3
3	Evidence of Australian Curriculum links in relation to planning of the learning sequence and assessment of learning (15%)	LO3
4	Justification of feedback method(s) utilised, and how these were informed by scholarly literature (30%)	LO3
5	Explanation of how you sought feedback from your student, and how you used this to inform your teaching practice (15%)	LO3
6	Ability to incorporate ICT to promote and enhance student learning and student feedback (10%)	LO3

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