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EDH3257 Advanced Curriculum Studies in Health and Physical Education

Semester 2, 2015 On-campus Fraser Coast
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ

Contents on this page

Staffing

Examiner: Susan Wilson-Gahan
Moderator: Dave Robinson

Requisites

Pre-requisite: EDX1450

Rationale

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 pedagogical information and knowledge to focus on program planning using a range of current P-10 and senior schooling curriculum and syllabus documentation.

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.

Synopsis

This course builds on specialist Health and Physical Education curriculum and pedagogical knowledge established through the completion of the suite of HPE specialisation courses and 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. Embedded in this course is a review of pedagogical practices outlined in curriculum and syllabus documents and in research literature as they contribute to effective HPE learning and teaching. The course has a focus on the design of relevant learning experiences, assessment, 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 curriculum and 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 are embedded in this course.

Objectives

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:

  1. interpret and evaluate relevant learning theories, pedagogical approaches, curriculum knowledge, understanding and skills and the capacity to effectively apply this to planning for teaching HPE (Assignment 1 and Assignment 2; Professional Standards 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.6, 4.1, 4.4, 4.5, 6.4, 7.1, 7.2, 7.4)
  2. design, implement and evaluate effective learning experiences appropriate to the context of a particular school and classroom incorporating the use of information and communication technologies to enhance learning (Assignment 1 and Assignment 2; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5)
  3. demonstrate a core understanding of the relationship between cross curriculum priorities and general capabilities from the Australian curriculum HPE F-10 (Assignment 1 and Assignment 2; Professional Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4)
  4. identify the elements of a school work program and units of work, design an appropriate unit plan for HPE and justify the selection of content (Assignment 1 and Assignment 2; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5)
  5. explain and incorporate principles of high quality assessment and reporting (Assignment 1 and Assignment 2; Professional Standards 2.1, 2.2, 2.3, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5, 7.1, 7.2, 7.3, 7.4)
  6. reflect on teaching episodes and utilise the information gained to adjust subsequent teaching performance and planning as a HPE professional (Assignment 1 and Assignment 2; Professional Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4)
  7. source and apply in planning the safety procedures and policies associated with physical activity and movement (Assignment 1 and Assignment 2; Professional Standards 3.2, 3.3, 3.4, 3.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4)
  8. incorporate social justice principles and legislative requirements in relation to inclusion and diversity into planning, including assessment (Assignment 1 and Assignment 2; Professional Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4)
  9. demonstrate knowledge and understanding of a range of teaching styles and instructional approaches in a variety of physical activity and movement and, personal, social and community health settings and environments (Assignment 1 and Assignment 2; Professional Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4)
  10. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 1 and Assignment 2; Professional Standards 2.5, 2.6)

Topics

Description Weighting(%)
1. Health and physical education curriculum and program planning
  1. Review of curriculum documents
  2. Plan effective learning experiences
  3. Work program and unit plan inclusions
  4. Assessment and reporting
  5. Integration, inclusion and language, literacy and numeracy, Indigenous perspectives
  6. Safe and supportive learning environments
40.00
2. Health and physical education pedagogical approaches
  1. Pedagogical models and HPE
  2. Instructional strategies (e.g., game sense and sport education)
  3. Teaching styles: Mosston and Ashworth
  4. Ensuring inclusion and catering for diversity
25.00
3. Preparation and practical aspects of teaching sport, health and physical education
  1. Scope and nature of health and physical education
  2. Modelling and teaching practice (micro-teaching)
  3. Teaching considerations: safety, effective questioning, pacing, observation, time on task
  4. Class management and behaviour
  5. Developing reflective practice
  6. Professional practice preparation and feedback
30.00
4. Professional issues related to sport, health and physical education
  1. Challenges, issues and trends in sport and HPE
  2. Research in HPE and professional literature
  3. Professional organisations
5.00

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=2015&sem=02&subject1=EDH3257)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Callcott, D, Miller, J & Wilson-Gahan, S 2015, Health and physical education: preparing educators for the future, 2nd edn, Cambridge University Press, Port Melbourne, Victoria.
    (Retained from EDX1250.)

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Fronske, HA 2008, Teaching cues for sport skills for secondary school students, 4th edn, Benjamin Cummings, San Francisco, California.
  • Hastie, PA & Martin, E 2005, Teaching elementary physical education: strategies for the classroom teacher, Benjamin Cummings, San Francisco, California.
  • Kirk, D, Burgess-Limerick, T, Kiss, M, Lahey, J & Penney, D 2004, Senior physical education: an integrated approach, 2nd edn, Human Kinetics, Champaign, Illinois.
  • Pangrazi, RP, Beighle, A & Pangrazi, D 2009, Promoting physical activity and health in the classroom, Benjamin Cummings, San Francisco, California.
  • Pickup, I & Price, L 2007, Teaching physical education in the primary school: a developmental approach, Continuum, London, UK.
  • Syllabus materials: Queensland Curriculum & Assessment Authority Web address: http://www.qcaa.qld.edu.au/.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information //www.usq.edu.au/library.

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 60 60 10 Sep 2015
ASSIGNMENT 2 40 40 29 Oct 2015

Important assessment information

  1. Attendance requirements:
    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.

  2. 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

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. 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.

  5. 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.

  6. Examination information:
    Not applicable.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. 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.

Assessment notes

  1. 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 at //www.usq.edu.au/library/referencing.

  2. Submit assignments electronically.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. 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.