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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDH3257 HPE Curriculum Studies 3

Semester 2, 2020 On-campus Springfield
Short Description: HPE Curriculum Studies 3
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 : 070303 - Education Studies
Grading basis : Graded
Version produced : 11 July 2020

Staffing

Examiner: Susan Wilson-Gahan

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or BSED or MOLT (Secondary)
Pre-requisite: BEDU and BSED Only - EDX1450 and ESP2200
Co-requisite: MOLT Only - EDM5000

Rationale

Health and Physical Education (HPE) specialists need to develop higher level specific competencies in planning, assessment and practice while understanding socio-cultural agendas and reforms. This course builds on knowledge established through the suite of HPE specialist courses and thorough exploration of contemporary curriculum, pedagogical and discipline specific research. HPE specialists have significant opportunities to facilitate learning that empowers young people to make informed decisions that are positive for personal, social and community health, now and into the future.

Embedding of health and physical literacies in this course enables students to critically reflect on information, resources and services that have the potential to contribute to the health and wellbeing of individuals, groups and communities and to share this learning through their everyday practices. They consolidate their capacity to plan positive, engaging, inclusive and safe learning experiences that are essential to developing lifelong healthy and active individuals who can make a valuable contribution to their communities.

Synopsis

This course extends existing curriculum and pedagogical information and knowledge to focus on design of developmentally appropriate and relevant teaching programs, utilising the full range of current Foundation to Year 12 curriculum and syllabus documentation. It includes a review of pedagogical practices outlined in curriculum and in research literature as they contribute to HPE learning and teaching.

HPE specialists have the opportunity to further develop and apply a range of competencies for interpreting and managing the HPE classroom as a complex social environment for teaching and learning. Systemic requirements and procedures for the preparation, monitoring and review of teaching programs and assessment are analysed, particularly in the complex context of physical performance. Students have the opportunity to apply understanding of the relationship between educational theory and classroom practice through interactive practical experiences. The opportunity to plan, implement and review learning and teaching experiences and to further develop as independent and reflective learners are embedded in this course.

Objectives

On successful completion of this course, students should be able to:

  1. interpret, evaluate and apply relevant learning theories, curriculum knowledge, and a variety of teaching styles and instructional strategies in planning for a range of health and physical education learning contexts (APST 2.1, 2.3, 4.1, 4.4);
  2. design, implement and evaluate effective learning experiences appropriate to the context of a particular school and class demographic purposefully connecting learning from cross curriculum priorities and general capabilities with learning from the Australian Curriculum HPE P-7 to enhance learning (APST 2.1, 2.3, 4.1, 4.4);
  3. identify, include and justify the elements of units of work and teaching programs, incorporating legislative requirements for inclusion and diversity in addition to safety procedures and policies for HPE (APST 2.1, 2.3, 4.1, 4.4);
  4. explain and incorporate the principles of high quality assessment and reporting, including social justice principles, in planning accessible assessment for all learners, gathering and recording data and profiling student learning outcomes (APST 2.3, 5.1, 5.5, 7.2);
  5. critically reflect on teaching episodes and utilise feedback to adjust subsequent teaching performance and planning as a HPE professional (APST 3.4, 4.1, 4.4).

Topics

Description Weighting(%)
1.
  • Learning theories and curriculum content for health and physical education contexts
  • Performance activities
15.00
2.
  • Designing, implementing and evaluating learning experiences appropriate to the school context and class year level and demographics utilising a variety of teaching styles and instructional strategies
  • Performance activities
20.00
3.
  • Purposefully connecting learning from other learning areas, cross curriculum priorities and general capabilities with learning from the HPE curriculum
  • Performance activities
15.00
4.
  • Designing units of work and teaching programs that incorporate legislative requirements for inclusion, diversity and safety procedures and policies in HPE
  • Aesthetic activities
20.00
5.
  • Incorporating the principles of high quality assessment and reporting, including social justice principles, in planning accessible assessment for all learners
  • Aesthetic activities
15.00
6.
  • Practical application of pedagogy and planning
  • Reflecting on teaching episodes and utilising the information gained to adjust planning for subsequent teaching episodes as a HPE professional
  • Aesthetic activities
15.00

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=2020&sem=02&subject1=EDH3257)

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

Miller, J, Wilson-Gahan, S & Garrett, R 2018, Health and physical education: preparing educators for the future, 3rd edn, Cambridge University Press, Port Melbourne, Victoria.

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.
Relevant curriculum and syllabus documents as advised.

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 60 60 20 Aug 2020 (see note 1)
ASSIGNMENT 2 40 40 08 Oct 2020 (see note 2)

Notes
  1. Unit Outlines
  2. Take-Home Exam

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:
    There is no examination for this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    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. 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 http://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. The course objectives for EDH3257 define the student learning outcomes in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST) which need to be evident in education courses.

  3. 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.

Date printed 11 July 2020