EDH3257 Advanced Curriculum Studies in Health and Physical Education
|Semester 2, 2013 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||20 June 2013|
Examiner: Susan Wilson-Gahan
Moderator: Kenneth Edwards
Health and Physical Education (HPE) specialist teachers in the primary and secondary school need to have deep understanding of curriculum and pedagogical issues and socio-cultural reform. Contemporary HPE teachers have the opportunity to initiate community wide leadership through application of their understanding of subject and curriculum knowledge and pedagogical practices. This course extends existing curriculum and pedagogy information and knowledge to a range of HPE syllabus documents and supporting materials and has a focus on program planning using the Senior PE Syllabus or the QSA Essential Learnings Syllabus, Early Years Curriculum Guidelines or Year 1 Learning Statements.
Positive experiences in sport and physical activity are important aspects for developing healthy and active people. For those involved in teaching sport and recreation related subjects and HPE there is a need to develop skills and confidence in effective teaching practices specifically related to teaching HPE and which will increasingly allow teachers to become independent and reflective learners.
The course will explore current issues and emerging and future trends in HPE, reflect on personal attitudes, and provide the opportunity to justify a commitment and evaluate the degree of openness to innovation and change in a HPE teaching career.
This course is the concluding course in the Health and Physical Education specialisation. It builds on curriculum and pedagogical knowledge established through the completion of the suite of courses in the HPE specialisation through detailed exploration of contemporary curriculum and pedagogical issues. Central to the course will be a detailed investigation of curriculum issues, and the social perspectives framing these issues that relate directly to the teaching of HPE in Queensland schools. A review of pedagogical practices outlined in syllabus documents and in research literature as they contribute to effective HPE will be completed.
This course will focus on the design of relevant learning experiences, assessment and reporting and reflective practices. The opportunity will be provided to further develop skills in a range of understandings and competencies for interpreting and managing the HPE classroom as a complex social environment for teaching and learning.
All aspects of work program, unit and lesson planning and the design of assessment instruments, teaching and evaluation will be presented using relevant syllabus documents. Information will also be provided with regards to procedures for preparation, monitoring and review of school work programs.
The course will further explore the relationships between educational theory and classroom practice through the use of tutorial and/or suggested practical experiences. The opportunity to experience, plan and implement practical teaching skills and display the ability to become an independent and reflective learner will be provided in this course.
Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
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:
- demonstrate an advanced understanding of HPE pedagogical, subject area and curriculum knowledge and the ability to effectively apply this to HPE. (Assessment 1 and Assessment 2)
- interpret and evaluate relevant curriculum documents and various teaching approaches and discourses in HPE. (Assessment 1 and Assessment 2)
- recognise, synthesise and incorporate an understanding of learning theories, pedagogical approaches and curriculum frameworks within the professional context of HPE teaching. (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 a school work program and units of work, design an appropriate work program and a unit plan for HPE and justify the selection of content. (Assessment 1 and Assessment 2)
- explain and incorporate principles of high quality assessment and reporting. (Assessment 1 and Assessment 2)
- reflect on teaching episodes and utilise the information gained to adjust subsequent teaching performance and planning role as a HPE teacher. (Assessment 1 and Assessment 2)
- recognise 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, reflect on HPE teaching episodes and utilise 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. (Assessment 1 and Assessment 2)
Health and Physical Education curriculum and Program Planning
1.1. Review of curriculum documents
1.2. Plan, organise and implement effective learning experiences
1.3 Work programs and unit plans
1.4. Assessment and reporting
1.5. Integration, inclusion and language, literacy and numeracy, Indigenous perspectives
1.6. Safe and Supportive Learning Environments
Relevant Health and Physical Education Planning and Teaching Approaches
2.1. Educational models and HPE (Bloom’s Taxonomy, Multiple Intelligences, Costa’s Habits of Mind, thinking skills, productive pedagogies)
2.2. Pedagogical models (e.g., Game Sense and Sport Education)
2.3. Teaching Styles: Mosston and Ashworth
Preparation and Practical Aspects of Teaching Sport, Health and Physical Education
3.1. Scope and nature of physical activities
3.2. Modelling and teaching practice (micro-teaching and teaching lessons)
3.3. Teaching considerations: safety, formations, modelling and teaching practice, effective questioning, pacing, observation, promote time on task
3.4. Class management e.g., formations/organisation and Behaviour
3.5. Developing a ‘Philosophy’ for teaching and Reflective Practice
3.6. Professional practice preparation and feedback
3.7. Other: (professional development, teaching resources, organisation and administration in sport and HPE)
Professional Issues related to Sport, Health and Physical Education
4.1. Challenges, Issues and Trends in Sport and HPE (state, national and international)
4.2. Organisation and administration in sport and HPE
4.3. Research in HPE and professional literature
4.4. Professional organisations
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=2013&sem=02&subject1=EDH3257)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no set text for this course.
Fronske, H. A (2008), Teaching cues for sport skills for secondary school students, 4th edn, Benjamin Cummings, San Francisco, CA.
Hastie, P. A., & Martin, E (2005), Teaching elementary physical education: strategies for the classroom teacher, Benjamin Cummings, San Francisco, CA.
Kirk, D., Burgess-Limerick, T., Kiss, M., Lahey, J., & Penney, D (2004), Senior physical education: an integrated approach, 2nd edn, Human Kinetics, Champaign, IL.
Pangrazi, R. P., Beighle, A., & Pangrazi, D (2009), Promoting physical activity and health in the classroom, Benjamin Cummings, San Francisco, CA.
Pickup, I., & Price, L (2007), Teaching physical education in the primary school: a developmental approach, Continuum, London, UK.
Syllabus materials: 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. The gateway to education resources is here ... http://www.usq.edu.au/library/faculties/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||60||60||02 Sep 2013|
|ASSIGNMENT 2||40||40||07 Oct 2013|
Important assessment information
ONC MODE: It is the students' responsibility to attend and participate appropriately in all activities 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.
ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion forums 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. No assignments will be accepted after model answers have been posted.
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.
Candidates complete the questions set for the Take Home Exam and submit the work through EASE at the designated time and manner.
Examination period when Deferred/Supplementary examinations will be held:
Any Deferred or Supplementary examinations for this course will be held during the next examination period.
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/portal/custom/search/category/usq_document_policy_type/Student.1.html.
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/help/referencing/apa
Submit assignments via EASE.
Students will require access to e-mail and have Internet access to UConnect for this course.
Risk Management: This course may involve active participation in physical activity. The course examiner should be informed of any medical conditions which may be exacerbated by involvement in physical activity. You need to wear clothing and athletic shoes appropriate to the conditions. In many cases the practical sessions will be run in an outdoor environment. You are required to use appropriate sun safety behaviours and to wear protective clothing – shirts with sleeves, headwear, sunscreen, and sunglasses. There are no other risks beyond the ordinary.