Unit Outline

This is the second of four units that explores components of health education within an Australian school context. This unit provides students with the opportunity to undertake teaching and learning experiences structured 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 education for children in schools at levels K-10. In this unit students will develop teaching expertise needed to design and administer effective health education lessons. This will include planning units of work (including lessons plans) relevant to the health-related focus areas of the Australian HPE Curriculum and delivering innovative health education units to school students through work-integrated learning (WIL).

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	Use relevant curriculum documents, theory, teaching resources, and knowledge of student learning, assessment and reporting to plan sequential health education learning experiences for high school-aged students.
2	Implement safe, inclusive and sequential health education learning activities and experiences to high school-aged students through work-integrated learning.
3	Select appropriate strategies to differentiate teaching to meet specific needs of students.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESP170

Alterations as a result of student feedback

In response to the feedback from previous student cohorts, minor changes have been made to the structure of the content. As always, the teaching team will greatly appreciate your feedback both informally during the delivery of the unit in 2024, and formally through the University of Tasmania's eVALUate surveys following your completion of the unit.

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:	Individual Health Education Unit Plan with Appendix	Week 14	50 %	LO1, LO3
Assessment Task 2:	Integrated Health Education Lessons	Refer to Assessment Description	50 %	LO2, LO3

Assessment details

Assessment Task 1: Individual Health Education Unit Plan with Appendix

Task Description:

Your task is to develop a 6-10-week health education unit plan for a Year of your choice (7, 8, 9 or 10) within a high school setting. Your unit plan needs to reflect knowledge and understanding of contemporary health education within a high school context and should include the following (at least):
• Unit title, length of unit, number of lessons per week, length (time) of each lesson
• Overview of the unit and what it is about (including unit learning intentions)
• Topics/sub-topics to be covered in the unit (if any)
• Links to the Australian Curriculum
• Assessment tasks (including a brief explanation of assessment tasks)
• Outline of the lessons in the unit plan (including intended learning outcomes/ overview of learning tasks)
Your plan may also include focus questions, links to resources and teaching strategies and you may also like to include resources specific to your particular plan in the appendix e.g. assessment sheets, rubrics etc.
The unit plan does not need to follow a particular template, but examples of different unit plans will be shared throughout the semester.
At the end of the semester your unit plans will be collated and provided to all students undertaking this unit as a resource for the future.
More details of this assessment task will be provided throughout the semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.5, 2.2, 2.3, 3.2

Task Length:

3000 words

Due Date:

Week 14 (28/Oct/2024)

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Content knowledge: Demonstrates knowledge and understanding of contemporary health education in a high school setting	LO1, LO3
2	Content knowledge: Organises content into a coherent and well sequenced learning and teaching unit of work using curriculum documents, theory, teaching resources and knowledge of student learning	LO1, LO3
3	Learning and assessment tasks: Develops clear links between learning tasks, content descriptors and the Australian Curriculum	LO1, LO3
4	Learning and assessment tasks: Develops clear links between assessment tasks, learning tasks and the Australian Curriculum achievement standards	LO1, LO3
5	Differentiation: Uses a range of teaching strategies to differentiate teaching to meet student needs and a range of abilities, to facilitate learning tasks	LO1, LO3

Assessment Task 2: Integrated Health Education Lessons

Task Description:

In pairs you will be required to teach two (2) health education lessons (60 minutes each) to high school aged students. These lessons will be based upon a unit outline that the chosen school has provided. You will need to review and adapt the unit outline as you see fit. More information will be provided in Week 1 of the semester, but you should be thinking about the following when teaching your lessons:
1. Assessment, Curriculum and intended learning outcomes
2. Use of ICT
3. Differentiation for diverse learners
4. Safety of the students
5. Teaching strategies used
6. Content to be taught – is it appropriate?
Important: You will be assessed on the teaching and delivery of both lessons; however, you will receive specific feedback after your first lesson to reflect on and refine for your second lesson. Furthermore, while the lesson plans for these two (2) lessons will not be assessed directly, you must provide an outline of the lesson and/or a brief lesson plan to the unit coordinator and classroom teacher prior to each lesson. This will be important for the assessment of the delivery of each of your lessons.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.3, 1.5, 2.2, 2.6

Task Length:

Approximately 120 minutes (2 x 60 minute lessons)

Due Date:

Refer to Assessment Description

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Content knowledge: Demonstrates a range of technical teaching skills that reflects understanding of best practice HPE pedagogy – including use of ICT and differentiation for diverse learners	LO2, LO3
2	Content knowledge: Demonstrates knowledge and understanding of contemporary health education in a school setting	LO2, LO3
3	Content knowledge: Organises content into a coherent and well sequenced learning and teaching program	LO2, LO3
4	Presentation/Teaching skills: Uses a range of teaching strategies to differentiate teaching to meet student needs and a range of abilities	LO2, LO3
5	Presentation/Teaching skills: Organise activities and provide clear directions and instructions	LO2, LO3
6	Presentation/Teaching skills: Shows a professional manner in terms of speech, pace, language and use of resources	LO2, LO3
7	Presentation/Teaching skills: Identifies safety consideration across all activities	LO2, 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.

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.