Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
To effectively teach Health and Physical Education, pre-service teachers must have an understanding of development and movement, as well as knowledge of factors that influence health, safety, wellbeing and participation in physical activity.
This unit provides opportunities for pre-service teachers to explore contemporary issues which support primary aged students to adopt lifelong healthy, active living. It encourages pre-service teachers to explore quality and effective teaching and learning practices of Health and Physical Education which investigates the knowledge, understanding and skills being taught in a primary school aligned with the Australian Curriculum: Health and Physical Education and other relevant state documents.
The aim of this unit is to assist pre-service teachers to develop understanding of quality and effective teaching and learning practices in Health and Physical Education in primary school settings
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate knowledge and understanding of the development and characteristics of students and their impact on learning, aligned with the content of current curriculum, guidelines and policies relevant to Physical and Health Education in school settings (GA4, GA5, GA9; APST 1.1, 2.1, 4.4)
LO2 - Organise, plan, implement and assess Physical and Health Education content into effective learning sequences, lesson plans and programs which integrate literacy, numeracy and ICT teaching strategies (GA4, GA5, GA7, GA9; APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.4, 4.1)
LO3 - Identify and demonstrate knowledge and understanding of strategies for differentiating teaching in Physical Education to meet the specific learning needs of students from diverse linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socio-economic backgrounds (GA1, GA4, GA5, GA9; APST 1.3, 1.4, 1.5, 3.2, 3.3, 4.1, 4.4)
LO4 - Demonstrate an understanding of timely and appropriate feedback to improve student learning, and apply a range of assessment strategies to assess and record student learning achievement (GA4, GA5; APST 5.1, 5.2)
LO5 - Manage behaviour in indoor and outdoor activities through incorporating a range of verbal and non-verbal communication strategies to support student engagement, including knowledge and understanding of the administrative principles and safety procedures in relation to Physical Education (GA4, GA5, GA9; APST 3.5, 4.1, 4.2, 4.4).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
Content
Topics will include:
- Mental Health, drawing on community based resources such as Response Ability and Mind Matters
- Growth and Development in the primary school student
- Interpersonal Relationships and Communication
- Personal Health Choices and Decision making
- The Australian Curriculum and programming issues – lesson planning, sequencing of activities, units of work, assessment and evaluation, integration of cross curriculum perspectives
- Fundamental Movement Skills and Effective Pedagogy for indoor and outdoor activities, including a range of non-verbal and verbal communication strategies to manage student learning eg gaining attention, hand signals for outdoor communication, use of whistles, perimeters for safety
- Student Wellbeing, safety and Physical Activity – the legal context for implementation of HPE learning
- The concept of integration for learning and teaching including ICT, literacy and numeracy
- The use of Direct instruction and the importance of explicit demonstration and teaching of content, clear directions, systematic and timely feedback for improved learning
- Individual and group differentiation including special needs students and Aboriginal Education
- HPE classroom management and strategies in a variety of contexts eg school camps, sport carnivals, classrooms/halls/outdoors.
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching and learning strategies to progress and demonstrate their understandings in this unit, including:
- Lectures – which will include some interactive learning situations
- Seminars or tutorials – which will include student-led discussions and group work and physical activity
- Reading guides – which will involve students in both directed reading for the unit as well as self-directed study materials.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Examination/Unit Test Extended response and short answer questions. Pre-service teachers will demonstrate understandings of developmental theories and topics covered in this unit in relation to HPE curriculum implementation in the primary school. Programming issues, student safety and wellbeing and an understanding of verbal and non-verbal communication strategies, the principles of direct instruction and timely feedback will be examined. A focus on the importance of assessment for improved learning and teaching will also be explicitly examined. | 50% | LO1, LO2, LO3, LO4, LO5 | GA1, GA5, GA7, GA9 |
Assessment Task 2: Choice: For the purposes of national moderation all campuses must select the same task. Design an effective learning and teaching unit/sequence of activities to develop HPE skills in students in a primary class/stage for a period of a school term. Incorporating:
OR Teaching Presentation that includes the use of ICT and active peer involvement throughout the presentation showcasing a sequence of activities drawn from one of the key strands of the HPE syllabus. Pedagogical underpinnings about the importance of these activities for students’ development and learning must be addressed. | 50% | LO1, LO2, LO3, LO4, LO5 | GA4, GA5, GA8, GA9 |
Representative texts and references
Relevant national, state and territory curriculum documents.
Australian Council of Health, Physical Education and Recreation. (2010). Professional standards for graduating teachers, primary generalist P-6 [Brochure]. Melbourne, Vic: ACHPER.
Commonwealth of Australia. (2009). Independent sport panel: Crawford report. Canberra: Government printers.
Darst, P.W., & Pangrazi R.P. (2009). Dynamic physical education for secondary school students (6th ed.). San Francisco: Pearson/Benjamin Cummings.
Department of Education and Early Childhood Development. (2009). Improving school sport and physical education in your school. Sydney, NSW: Department of Education and Training, NSW.
Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson Australia.
Pangrazi, R., & Beighle, A. (2013). Dynamic physical education for the elementary school (17th ed.). Minnesota: Burgess Publishing Company.
Tinning, R., M. (2001). Becoming a physical education teacher. Frenchs Forest, NSW: Pearson.
Tinning, R., McCuaig, L., & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Pearson Education.