Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
This unit extends curriculum development in Health and Physical Education through a guided independent project to integrate components of the Health and Physical Education curriculum with other key learning areas in the K-6 primary curriculum, with an emphasis on movement and physical activity. The unit researches and investigates implementation strategies to ensure the recommended weekly hours of physical activity are met. Issues dealing with the implementation of the daily physical education program, the development of sport in schools, health initiatives and programming and organisational skills are included in the unit.
The aim of this unit is to assist pre-service teachers to further develop understanding of curriculum development in Health and Physical Education through integrating components of the Health and Physical Education curriculum with other key learning areas in the K-6 primary curriculum, with an emphasis on movement and physical activity.
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 - critique knowledge and understanding of the influences on children’s learning and development in Health and Physical Education (GA4, GA8; APST 1.1, 1.2, 1.5)
LO2 - appraise knowledge and understanding of pedagogical practices and current government guidelines and policies relevant to Health and Physical Education in school settings (GA4, GA5, GA8; APST 1.1, 2.1, 4.4)
LO3 - organise and implement Health and Physical Education content into effective learning sequences, lesson plans and programs which integrate other curriculum areas, specifically literacy, numeracy and ICT teaching strategies (GA4, GA5, GA8, GA9; APST 2.1, 2.2, 2.3, 2.5, 3.2, 3.4, 3.5)
LO4 - synthesise and demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities in Health Education and from diverse linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds (GA4, GA5, GA9; APST 1.1, 1.5, 2.4, 3.2, 3.5, 4.4).
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
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. |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
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. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective 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. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
Content
Topics will include:
- Curriculum planning, implementation and evaluation
- Inclusion of health initiatives
- Incorporating movement every day
- Activity breaks
- The health promoting school and classroom
- Teaching children from diverse backgrounds and with varying needs.
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. This elective consists of face-to-face workshops and online support while pre-service teachers work on guided independent projects developing an integrated approach to curriculum programming incorporating health initiatives and regular physical activity.
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.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers are required to submit or participate in all assessment tasks.
The total assessment tasks will amount to the equivalent of 5,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 HPE integrated program – see below | 40% | LO1, LO2, LO3, LO4 | GA4, GA5, GA8, GA9 |
Assessment Task 2: Choice - For the purposes of national moderation all campuses must select the same tasks Choose two of the options below.
| 60% | LO1, LO2, LO3, LO4 | GA4, GA5, GA8, GA9 |
Representative texts and references
Australian Institute of Health and Welfare (AIHW). (2014). Australia’s Health 2014. Australia: AIHW.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian curriculum: Health and physical education. Version 6.0. Australia: Creative Commons. www.acara.edu.au
Catholic Education Commission, NSW, (2004). Towards wholeness, A Catholic perspective: Personal development, health and physical education. http://www.cecnsw.catholic.edu.au/images/Towards%20Wholeness%20K-6.pdf
Kirk, D. (2010). Physical education futures. London, England: Routledge.
Martin, K. (2010). Brain boost: Sport and physical activity enhance children’s learning. School of Population Health: The University of Western Australia.
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. (2012). Dynamic physical education for elementary school children (17th ed). Glenview, IL: Pearson Education Inc.
Tinning, R., McCuaig, L., & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Pearson Australia.