Unit Outline

This unit is the first of two Health and Physical Education units, undertaken in sequence. One purpose of this unit is to develop your knowledge in relation to a variety of pedagogical considerations which are not only pertinent to Health and Physical Education teaching but also general classroom teaching, ensuring each student is catered for not only physically but also emotionally, socially, mentally, and spiritually. Another purpose is to develop your knowledge and skills for planning, teaching, and learning across the health and physical education curriculum including being able to integrate it with other curriculum areas. Skills that are emphasised in this unit are those that have been identified by the Teachers Registration Board (TRB), 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	Demonstrate knowledge in relation to the national curriculum and contemporary literature relevant to teaching health and physical education programs in the contemporary school curriculum context.
2	Demonstrate knowledge of teaching approaches appropriate for health and physical education
3	Critically reflect on how past practices have positioned you as a HPE educator in the present day, and demonstrate strategies that you will apply to future practice that will assist you in either adopting or critically these past experiences.
4	Design a range of HPE teaching approaches that cater for student diversity as well as their spiritual; emotional; social; mental and physical health.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EDU102 OR ESH102

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:	Quiz	Week 3	5 %
Assessment Task 2:	Written Piece	Week 7	35 %	LO1, LO2, LO3
Assessment Task 3:	Infographic	Week 7	35 %	LO1, LO4
Assessment Task 4:	Openbook, Multichoice Online Quiz	Week 13	25 %

Assessment details

Assessment Task 1: Quiz

Task Description:

This open-book, self-paced quiz will have a total of five questions, and you will be required to select the correct answer from several possible responses (i.e., multiple choice). The questions will only be based on the Australian Curriculum- Health & Physical Education: Foundation to Year 10. The purpose of this first assessment quiz is for you to orientate yourself with the Australian Curriculum- Health & Physical Education: Foundation to Year 10. It is important to have the above curriculum link open during the quiz, so you can look for the answers to the questions. Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1

Task Length:

Due Date:

Week 3

Weight:

5 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

Assessment Task 2: Written Piece

Task Description:

a) First, you will need to describe the concept of embodiment and draw on relevant scholarly embodiment literature (e.g., from reading list, course material and/or other scholarly sources that you may have found) to support your response (This section should be around 350 words including in-text references).
b) Second, you will need to discuss how the concept of embodiment (i.e., what you have embodied) has the potential to influence your practice as a future classroom/HPE teacher using scholarly literature to support (This section should be around 350 words including references).
c) Third, using a narrative style of writing, you will need to reflect on one (1) embodied experienced from either a HPE, sport, or general education context which has really impacted you (it could be positive or negative). In your storied account, you are required to use a deep level of reflection to outline information about the incident including information such as: what exactly happened; who (people/stakeholders) was involved; how the experience made you feel at the time; how it may have affected your health; what pedagogy was used by the instructor etc. This is about reflecting deeply on a past embodied education experience. Your narrative (part c) should not include any references and should be approximately 700 words.

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

Task Length:

1400 words (not including reference list).

Due Date:

Week 7

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate critical knowledge of the concept of embodiment and how it comes to impact upon your teaching practice (33.3%)	LO2
2	Demonstrates an ability to identify and reflect deeply on a profound embodied experience in a HPE, sport and/or general education context (33.3%)	LO3
3	Demonstrate knowledge of academic writing skills including grammar, spelling, punctuation, and APA referencing (33.3%)	LO1

Assessment Task 3: Infographic

Task Description:

In this assessment task, you will be required to create an infographic poster. An infographic poster can be described as a visual representation containing information, data, knowledge, personal experience/s etc.

In your Infographic poster, you will need to:
a) Use visual representations with minimal accompanying text to illustrate what HPE, inclusive pedagogical practices and/or teaching approaches you intend to adopt as a future HPE teacher and briefly outline why.
b) Outline how you will cater for your students’ five dimensions of health (i.e., physical, emotional, social, mental, and spiritual).
c) Include citations from current HPE literature and course materials (i.e., readings) to support your proposed use of these pedagogical practices/teaching approaches.

*It is important to remember that your infographic poster should present your information in a highly visual manner.

Task Length:

Equivalent to 700 words (note, this does not mean that you need to include 700 words on your infographic poster).

Due Date:

Week 7

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Future teaching approaches (i.e., pedagogy) in health and physical education have been considered with reference to relevant HPE curriculum and literature (33.3%).	LO1, LO4
2	Demonstrate knowledge of academic writing skills including grammar, spelling, punctuation and APA referencing (33.3%).	LO1
3	Demonstrates how proposed teaching/pedagogical approaches in HPE cater for the social; emotional; mental; spiritual and physical health of students (33.3%).	LO4

Assessment Task 4: Openbook, Multichoice Online Quiz

Task Description:

An open-book, online quiz made up of 50 multiple choice questions will be held during the final week of the semester. The quiz will be made up of theoretical and practical concepts covered in lectures, tutorials and drawn from recommended readings.

The quiz will be 50 minutes in total length. Pre-service teachers will be provided with ample preparation, including the specific key readings which quiz questions will be based on, as well as the specific theoretical concepts that will be covered by week 11 of semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.3, 2.1, 2.3, 4.4

Task Length:

50 minutes

Due Date:

Week 13

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Required Resources

Required reading materials

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.