EDX1450 HPE Curriculum and Pedagogy
|Semester 2, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||9 December 2013|
Examiner: Susan Wilson-Gahan
Moderator: Sharon Louth
The Hobart Declaration on Schooling (1989) recognised Health and Physical Education (HPE) as one of the eight key learning areas (KLAs) in school curricula around Australia. Education authorities Australia wide require that preservice teacher education provides foundation level Health and Physical Education training. This course provides an overview of the educational and philosophical basis of the learning and assessment focus of the current HPE curriculum. This course explores how HPE can be planned, taught and experienced by students. More children are now reliant on schools to be a key environment where their physical, emotional, social cognitive and spiritual health is supported. The capacity to meet this teaching challenge requires specialised HPE information and skills. The situation in schools is complicated by issues about time allocation and the actual teaching practice of HPE. Teachers are increasingly seeking support and additional ideas to provide for effective teaching and/or HPE related information to support the program of specialist teachers in schools. The relationships between educational theory and classroom practice will be central to the course as will the encouragement to develop a critically reflective approach to planning and teaching utilising the HPE curriculum documents.
This course explores pedagogical and curriculum aspects of teaching the current HPE curriculum. In doing so it provides a range of understandings and competencies for interpreting and managing the HPE environment for teaching and learning. This course presents an overview of the concepts, philosophy, language and culture of HPE generally. The focus of this course will be to present general and more specific, insights into appropriate pedagogical knowledge which can be considered in relation to the current HPE curriculum.Curriculum components as they apply to the planning, teaching and assessment of Health and Physical Education will be explored. Central to an understanding of the curriculum are the tenets of an inclusive curriculum that seeks to enhance the participation and learning opportunities for all children. Students are expected to engage with the mandatory social justice principles of equity, diversity and supportive environments. The design of relevant learning experiences and associated assessment processes, management of classrooms, the introduction of a variety of instructional strategies and technologies into the teaching and learning context, and the impact of these considerations on planning is valued in this course. There will be a particular focus on developing competencies needed for lesson and unit planning and teaching based on appropriate pedagogical practices. Students will have the opportunity to develop confidence and practice skills for effective teaching specifically related to teaching HPE. It is expected that students will become increasingly independent and reflective practitioners.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- develop pedagogical, subject area and curriculum knowledge related to HPE as a Key Learning Area (KLA) and interpret and evaluate the HPE curriculum documents through a variety of teaching approaches. (Assessment 1 and Assessment 2)
- identify principles and evaluate issues underpinning the development of current HPE education curriculum and pedagogy at the early childhood and Year 1-9 levels. (Assessment 1 and Assessment 2)
- demonstrate a core understanding of language, literacy and numeracy and curricular priorities in relation to the HPE curriculum. (Assessment 1 and Assessment 2)
- design, implement and evaluate effective learning experiences appropriate to the context of a particular school and the classroom and which may incorporate the use of communication and learning technologies. (Assessment 1 and Assessment 2)
- identify the elements of lesson and unit plans, design appropriate lesson plans and a unit plan for HPE and justify the selection of content. (Assessment 1 and Assessment 2)
- outline and incorporate some basic principles of assessment and reporting into lesson and unit plans. (Assessment 1 and Assessment 2)
- demonstrate practical performance and teaching skills and competencies in a range of movement settings and environments and identify resources appropriate to HPE teaching. (Assessment 1 and Assessment 2)
- explain and implement the safety procedures and policies associated with each physical activity taught. (Assessment 1 and Assessment 2)
- appreciate the degree of knowledge, planning, and commitment required to be an effective teacher and reflect on HPE teaching episodes utilising the information gained to adjust subsequent teaching performance. (Assessment 1 and Assessment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 1 and 2)
General Overview and Review of HPE Teaching Approaches and Competencies
Practical Aspects of Teaching HPE and Sport
Overview of Issues and Trends in HPE
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDX1450)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no set text for this course.
Colvin, AV, Egner Markos, NJ & Walker, PJ 2008, Teaching the nuts and bolts of physical education ages 5 to 12, Human Kinetics, Champaign IL.
Fronske, HA 2003, Teaching cues for sport skills, Benjamin Cummings, San Francisco, CA.
Landy, J & Brown, A 2010, Kids with more zip: A wellness resource for educators and parents to develop active children ages 3-12, Pearson Education, Frenchs Forest, NSW.
Metzler, MW 2000, Instructional models for physical education, Allyn & Bacon, Needham Heights, MA.
Mosston, M & Ashworth, S 2002, Teaching physical education, 5th edn, Merrill, New York.
Pangarzi R & Beighle, A 2009, Dynamic physical education for elementary school children, 16th edn, Benjamin Cummings, San Francisco, CA.
Queensland Studies Authority Web address: http://www.qsa.qld.edu.au.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||03 Sep 2012|
|ASSIGNMENT 2||50||50||22 Oct 2012|
Important assessment information
It is the students? responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Submit assignments via EASE.
Students will require access to e-mail and have Internet access to UConnect for this course.
NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
Risk Management: This course involves active participation in physical activity. The course examiner should be informed of any medical conditions which may be exacerbated by involvement in physical activity. Students must wear clothing and athletic shoes apropriate to the conditions. In many cases the practical sessions will be run in an outdoor environment. Appropriate sun safety behaviours are required. There are no other risks beyond the ordinary. Arrival in inappropriate attire will be considered as non-participation.