|Semester 2, 2022 Toowoomba On-campus|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||27 June 2022|
Examiner: Anthony Ebbage
Pre-requisite: Students must be enrolled in the following Program: BEDU or BSED
Enrolment is not permitted in EDH1450 if EDX1450 has been previously completed
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.
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.
Course learning outcomes
On successful completion of this course pre-service educators should be able to:
- 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);
- 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);
- 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);
- 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);
- 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).
|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
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Weighting (%)||Course learning outcomes|
|Tech and/or scntific artefact||No||50||3,4,5|