Unit Outline

This is the second of two Health and Physical Education (HPE) units. The unit aims to promote awareness of the importance of Health and Physical Education in the curriculum from a generalist teachers perspective and provide confidence in teaching its concepts at a primary school level. It seeks to prepare pre-service teachers to teach health education and health promotion to children, parents, staff and the wider school/site community whilst giving preservice teachers knowledge of and an ability to work with others who may have health and wellbeing issues. 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.

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	ESH240 or EPR240

Alterations as a result of student feedback

In response to the feedback from previous student cohorts, changes have been made to the content in this unit - the content has been updated and restructured. As always, the teaching team will greatly appreciate your feedback both informally during the delivery of the unit in 2026, and formally through the University of Tasmania's unit 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:	Health and Wellbeing Resource Identification (MyLO Quiz)	Week 4	5 %	LO2, LO4
Assessment Task 2:	Health and Wellbeing Resource Analysis	Week 7	45 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Health Learning Portfolio	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Health and Wellbeing Resource Identification (MyLO Quiz)

Task Description:

You are to locate a Health Education 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 Health Education area (or issue) will your chosen resource help to teach or address and for what grade (year) level(s)?

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

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

Task Length:

30 words

Due Date:

Week 4

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:

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.

For this task, you need to find a resource related to health education for a grade of your choice. Examples of health education resources will be provided to you throughout the semester.

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. 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 distinct 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.
• An analysis of the quality of the resource for teaching purposes (which should include a judgement of the likely effectiveness of the resource for your chosen grade, and the overall effectiveness of the resource for teaching purposes). More information on what you need to cover for this point will be available on MyLO.
• Changes that you would make to modify the resource for your grade.

You need to refer to literature and use examples where appropriate to support your ideas and thoughts.

More information about this task will be provided throughout the Semester.

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 tables, figures, appendices and reference list)

Due Date:

Week 7

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:

When you begin your teaching career, you will need resources that are easily accessible and applicable to the classroom/learning environment.

Your task here is to create a Portfolio on Health Education 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.

Throughout the semester we will be analysing and discussing various aspects of Health Education and looking at specific resources and teaching strategies to help you to understand how you may teach Health Education in your context.

Your portfolio will need to include specific pieces of work that you will complete throughout the semester. More information on what needs to be include in your portfolio for this assessment task will be provided to you in Week 1 of the Semester.

Please Note: you will need to make your own portfolio using Pebble Pad+ (other options may be considered in consultation with your Unit Coordinator). For assistance with Pebble Pad search the UTAS website for “Pebble Pad” which will take you to several ‘How to’ guides.

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

Due Date:

Week 13

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.

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

Australian Curriculum, Assessment & Reporting Authority. (2023). Australian Curriculum- Health & Physical Education: Foundation to Year 10. Canberra, ACT: Author. Available online from: https://www.australiancurriculum.edu.au/f-10curriculum/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_australia.pdf

In addition to the above documents further required readings and course notes are available within MyLO.