Skip to main content
USQ Logo
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDH1450 HPE Discipline Studies 1

Semester 2, 2019 On-campus Springfield
Short Description: HPE Discipline Studies 1
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070105 - Teacher Education: Secondary
Grading basis : Graded

Staffing

Examiner: Susan Wilson-Gahan

Requisites

Pre-requisite: Students must be enrolled in the following Program: BEDU
Enrolment is not permitted in EDH1450 if EDX1450 has been previously completed

Other requisites

This course is only available to BEDU Secondary students undertaking a major or minor teaching area in Health and Physical Education.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

Health and Physical Education (HPE) is acknowledged as one of the five learning entitlements for all Australian school students from Foundation to Year 10 and, as such, it is an essential learning area in initial teacher education training. This course rationalises the inclusion of HPE in the school curriculum and enables all pre-service educators to develop the knowledge, understanding and skills required to include physical and health literacies into the daily lives of all students.

Schools are recognised as key environments for the development and support of emotional, social, cognitive and physical health and wellbeing. HPE contexts facilitate the acquisition of health and physical literacies necessary for informed decision-making that is positive for lifelong health and wellbeing and for healthy, active individuals and communities. The relationship between movement and health values, practices, attitudes and behaviours is coupled with the opportunity to develop a critically reflective approach to analysing and applying health related information and resources.

Synopsis

Students will experience and apply considerations for facilitating engaging, inclusive, developmentally appropriate and safe learning environments for diverse audiences. They develop a range of understandings and competencies for interpreting and managing the HPE environment to facilitate delivery of effective experiences and outcomes.

A central tenet of HPE is an inclusive curriculum that seeks to enhance the experiential opportunities for all children and incorporates the social justice principles of equity, diversity and supportive environments. Design of relevant learning experiences aligned with assessment processes; management of classes and environments; incorporating pertinent general capabilities into the learning context, and the impact of these considerations is explored.

Students have the opportunity to analyse, apply and evaluate skills and develop confidence through experiencing and presenting movement and health learning. Through engagement in course learning experiences, it is expected that students will become increasingly independent practitioners and develop competence is sourcing current, accurate information and appropriate resources for HPE.

Objectives

On successful completion of this course pre-service educators should be able to:

  1. explain the rationale for the inclusion of health and physical education (HPE) learning in educational settings while addressing parent/carer and other stakeholder interests and possible concerns (APST 2.1, 4.4, 7.3)
  2. create a developmentally appropriate sequence for teaching Traditional Indigenous Games (TIGs), applying safety policy and procedures, utilising relevant resources, behaviour management strategies and a variety of instructional strategies (APST 3.2, 3.4, 4.1, 4.3, 4.4)
  3. design or select effective learning experiences appropriate to a particular setting, incorporating social justice principles, systemic and legislative requirements in relation to participation of all students (APST 1.5, 1.6, 4.1, 7.1)
  4. apply principles of health promotion and a positive, strengths-based approach to planning for the personal, social and community health (APST 2.1, 3.4, 4.1, 4.4)
  5. plan for learning that will purposefully connect personal, social and community health with learning in movement and physical activity contexts and general educational capabilities (APST 2.1, 4.1, 4.4).

Topics

Description Weighting(%)
1. Effective, sensitive and confidential communication with parents/carers 10.00
2. The foundation of movement skills 10.00
3. Literacies for movement and physical activity 10.00
4. Planning for active play and minor games 10.00
5. Inclusivity in health and movement contexts 10.00
6. Instructional strategies for health and movement contexts 10.00
7. Literacies for personal, social and community health 20.00
8. Evaluating health and movement competencies 10.00
9. Purposeful connections with other areas of learning 10.00

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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDH1450)

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

Miller, Judith & Wilson-Gahan, Susan, (author) & Garrett, Robyne, (author) 2018, Health and physical education: preparing educators for the future, Third edn, Cambridge University Press, Port Melbourne, VIC.

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.
Australian Curriculum, Assessment and Reporting Authority 2016, Australian Curriculum, Health and Physical Education, ACARA, Sydney, NSW,
<https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/>.
Australian Institute of Health and Welfare 2018, Australia's health 2018: In brief, AIHW, Canberra,
<https://www.aihw.gov.au/getmedia/fe037cf1-0cd0-4663-a8c0-67cd09b1f30c/aihw-aus-222.pdf.aspx?inline=true>.
Metzler, Michael W 2011, Instructional models for physical education, Third edn, Holcomb Hathaway, Publishers, Scottsdale, Arizona.
Pangrazi, Robert P & Beighle, Aaron 2016, Dynamic physical education for elementary school children, Eighteenth edn, Pearson, Harlow, Essex, England.
Queensland Government 2018, Queensland Curriculum & Assessment Authority, Queensland Government,
<https://www.qcaa.qld.edu.au/p-10/aciq>.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 12 Sep 2019
ASSIGNMENT 2 50 50 10 Oct 2019

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 for that item

  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 obtain 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 items for the course.

  6. Examination information:
    NO EXAM: There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    NO EXAM: There is no examination in this course, there will be no deferred or supplementary examinations.

  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. Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the internal USQ accreditation/reaccreditation processes which include:
(i) stringent standards in the independent accreditation of its academic programs;
(ii) close integration between business and academic planning;
(iii) regular and rigorous review; and
the professional accreditation standards of the Queensland College of Teachers (QCT) and the Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

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

  2. Risk management: On campus study in this course may involve active participation in movement contexts. There are no other risks beyond the ordinary. Students are advised to wear appropriate clothing and footwear. Many of the movement sessions will be conducted in an outdoor environment and appropriate sun safe practices should be employed.

  3. 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.