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EDH1450 HPE Discipline Studies 1

Semester 2, 2022 Toowoomba On-campus
Units : 1
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

Staffing

Examiner: Anthony Ebbage

Requisites

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

Overview

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:

  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

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.

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.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Essay No 50 1,2,3
Assignments Practical Tech and/or scntific artefact No 50 3,4,5
Date printed 27 June 2022