EDX1450 HPE Curriculum and Pedagogy
|Semester 2, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Susan Wilson-Gahan
Moderator: Helmut Geiblinger
Health and Physical Education (HPE) is recognised as one of the five key learning areas (KLAs) which children must experience in school curricula around Australia. There is a requirement that preservice teacher education provides basic Health and Physical Education training. This course provides an overview of the educational and philosophical basis of the Prep to Year 10 used in Queensland schools and the direction the curriculum seeks to take. This course explores how HPE can be planned, taught and experienced by students. Schools are a key environment where physical, cognitive, emotional and social health is supported. The teaching skills to meet this challenge do not necessarily come easily to teachers and require 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 relationship between educational theory and classroom practice will be central to the course coupled with the encouragement to develop a critically reflective approach to planning and teaching utilising the HPE current curriculum documents.
This course explores pedagogical and curriculum aspects of teaching the current HPE curriculum and the Early Years Learning framework. 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 insights into appropriate pedagogical knowledge which can be considered in relation to the current HPE curriculum. It also gives an exploration of the basic curriculum components as they apply to the planning, teaching and assessment of Health and Physical Education. Central to an understanding of the curriculum will be the tenets of an inclusive curriculum that seeks to enhance the participation and learning opportunities for all children. Teachers will be expected to engage with the social justice principles of equity, diversity and supportive environments. Of particular importance in the course will be the design of relevant learning experiences and associated assessment processes, management of classes, the introduction of cross curriculum and general capabilities into the teaching and learning context, and the impact of these considerations on curriculum. There will be a particular focus on developing competencies needed for lesson and unit planning and teaching in Prep to Year 10, 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) (Assignment 1 and Assignment 2)
- identify principles and evaluate issues underpinning the development of current HPE curriculum and pedagogy. (Assignment 1 and Assignment 2)
- demonstrate a core understanding of literacy and numeracy and curricular priorities in relation to the HPE curriculum. (Assignment 1 and Assignment 2)
- design effective learning experiences appropriate to the context of a particular school and classroom, integrating cross curriculum priorities and general capabilities. (Assignment 1 and Assignment 2)
- create appropriate plans for teaching HPE and justify the selection of content. (Assignment 1 and Assignment 2)
- incorporate some basic principles of assessment and reporting into planning for teaching. (Assignment 1 and Assignment 2)
- demonstrate teaching skills and competencies in a range of movement settings and environments and identify appropriate resources. (Assignment 1 and Assignment 2)
- explain and implement the safety procedures and policies associated with each physical activity incorporated in planning. (Assignment 1 and Assignment 2)
- understand and apply principles of health promotion and a positive, strengths-based paradigm to planning for teaching the personal, social and community health strand of HPE. (Assignment 1 and Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and 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=2013&sem=02&subject1=EDX1450)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Callcott, D, Miller, J & Wilson-Gahan, S 2012, Health and Physical Education: Preparation for future educators, Cambridge University Press, Australia.
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 2005, Instructional models for physical education, 2nd edn, 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||02 Sep 2013|
|ASSIGNMENT 2||50||50||21 Oct 2013|
Important assessment information
It is the studentsí 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 ONLINE 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 appropriate 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.