EDHP290 - Health and Physical Education Curriculum, Pedagogy and Assessment (F-6)

Year

Credit points

Campus offering

Prerequisites

Nil

Incompatible

EDPH241 Health and Physical Education 1: Curriculum, Pedagogy and Assessment ; EDPH366 Personal Development, Health and Physical Education

Unit rationale, description and aim

In an increasingly complex, sedentary and rapidly changing world it is critical that pre–service teachers learn how to teach children to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. 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.

In this unit, pre–service teachers will acquire knowledge, skills and understanding of national and relevant state curricula which is specific to Catholic, State and Independent schools necessary to teach health and physical education. Pre–service teachers will develop communication, planning and problem–solving skills relevant to this curriculum area as they learn about the importance of Health and Physical Education in primary school settings. Pre–service teachers will engage in both practical and theoretical workshops to learn both about and through movement, along with participating in face–to–face lectures, independent reading and engagement with online materials.

This is an introductory level unit that provides the relevant knowledge, skills and understanding needed for pre–service teachers to be able to teach health and physical education in the primary school context.

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 - Identify knowledge of the physical, social and intellectual development characteristics of students and explain how these may affect learning in Health and Physical Education (GA5, GA8, GA9; APST 1.1, 1.2, 3.1; ACECQA A1)

LO2 - Demonstrate knowledge of the content of current curriculum, guidelines and policies relevant to Health and Physical Education and Child Protection legislation in school settings (GA4, GA5, GA9; APST 2.1, 4.4; ACECQA A4, E2, E3)

LO3 - Organise and plan Health and Physical Education content into effective learning sequences, lesson plans and programs which integrate literacy, numeracy and ethically apply ICT teaching and assessment strategies (GA4, GA5, GA9; APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 5.1; ACECQA B2, B3, B8, B9)

LO4 - Formulate Health and Physical Education learning sequences and lesson plans and demonstrate strategies for differentiating teaching in Health and Physical Education to meet the specific learning needs of students from diverse linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds, and students with disabilities (GA1, GA4, GA5, GA9; APST 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.3, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4, 5.1; ACECQA A6, C4, C5, C6, D2, D3, D4, D5)

LO5 - Create behaviour management in health and physical education activities through incorporating a range of verbal and non-verbal communication strategies to support student engagement, including knowledge and understanding of addressing sensitive issues, the administrative principles and safety procedures in relation to Health and Physical Education (GA4, GA5, GA9; APST 3.5, 4.1, 4.2, 4.4; ACECQA A4, C3)

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

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:

ACECQA CURRICULUM SPECIFICATIONS

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

Content

Topics will include:

• Health and Physical Education curriculum development, implementation and assessment including risk management and safety policies and procedures; health promotion and child protection and the involvement of parents/carers in the educative process
• Exploration of the Health and Physical Education curriculum including content strands and sub-strands and relevant national and state-based curricula documents
• Exploration of child development (specifically motor skill development)
• Health and Physical Education curriculum development, implementation and assessment including risk management and safety policies and procedures; health promotion and child protection and the involvement of parents/carers in the educative process
• Health focus areas will include alcohol and other drugs; food and nutrition; health benefits of physical activity; mental health and wellbeing; relationships and sexuality; healthy choices; and child safety, including sexual abuse, physical abuse, domestic violence and bullying (including cyberbullying)
• Physical Education focus areas will include active play and minor games; challenge and adventure skills; fundamental movement skills; ball handling skills; games and sports education; lifelong physical activities; and rhythmic and expressive movement such as dance and gymnastics
• Strategies to manage Health and Physical Education activities in varying learning contexts, with a range of verbal and non-verbal communication strategies to support student engagement
• Consideration of a range of curriculum perspectives, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special education needs, and behaviour management in outdoor settings, will be applied to the Health and Physical Education components of the curriculum
• Exploration of the context of prevention and the implementation of teaching and management practices to reduce risk and enhance protective factors
• Development and understanding of strategies to engage with parents/carers in order to work effectively, sensitively and confidentially to build strong partnerships
• Legislation and policy in the area of child protection and duty of care is addressed within the context of prevention and the pre-service teachers are prepared as mandatory reporters of students at risk or harm

Learning and teaching strategy and rationale

Pre-service teachers will undertake a range of teaching and learning strategies, due to the nature and practical demands of the unit. These will include lectures, individual and group work, workshops, problem-solving, from both a school and university perspective. Practical activities will be a feature of this unit, whereby you will be able to put into practice health and physical education theory you have learnt. The unit is specifically designed to provide reflective learning experiences for students to construct their own understandings of effective pedagogy meeting students’ needs, underpinning the learning required to complete the assessment tasks and meet the learning outcomes of the unit.

Technology Enhanced Learning

Technology will be used throughout the unit. Lectures will be recorded and accessible for review via the Learning Management System. Practical workshops and tutorials are not possible to record.

Assessment strategy and rationale

Assessment in this unit is designed to allow students to demonstrate that they have the required knowledge, and understanding of the Health and Physical Education curriculum to plan effective teaching and learning sequences in health and physical education. The assessment also provides the opportunity to measure students’ ability to implement their planning. This is done by demonstration of their pedagogical skills relevant to health and physical education via peer teaching.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.

In order to pass this unit, students are required to submit all assessment tasks and achieve a cumulative mark of more than 50%. In addition, assessment in EDHP290 includes a Critical Task: Assessment Task 3 Lesson Plans/Unit of work. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in Task 3 in order to pass this unit.

Electronic Submission, Marking and Return

Written assignments will be submitted and returned via TurnItIn. 

Overview of assessments

Assessment Task 3

Students will develop a unit of work based on an allocated Health component of the HPE curriculum. This unit will address sensitive issues, literacy, numeracy, ICT, assessment, behaviour management and inclusive education.

The unit should include the following:

• Overall rationale
• Individual lesson aims
• Lesson Title and Lesson Duration (minimum 30 minutes) 
• Stage and class you are teaching (assume 30 children per class)
• Outcomes linked directly to relevant assessment strategies
• Organisation of content into an effective learning and teaching sequence exhibiting curriculum, assessment and reporting knowledge
• Range of effective teaching strategies and consideration of safety and sensitive issues in Health Education
• Class organisation
• Breakdown of time spent on each part of the lesson
• Inclusion of literacy, numeracy strategies to support learning
• Strategies to ensure safe, responsible and ethical use of ICT
• 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 physical, intellectual, linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds
• Knowledge and understanding of teaching strategies that support students with a disability
• Strategies to support inclusive student participation and engagement in activities, across a full range of abilities and including students with disabilities
• Addressing of sensitive issues
• Planning for behaviour management, including a focus on prevention to reduce risk and enhance protective factors
• References and resources

Representative texts and references

Required text(s)

Australian Curriculum https://www.australiancurriculum.edu.au/.

Australian Curriculum – Health and Physical Education https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/.

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au.

Relevant State and Territory curriculum documents.

Recommended references

Dudley, D., Telford, A., Peralta, L., Stonehouse, C., & Winslade, M. (2018). Teaching quality health and physical education. South Melbourne, Vic: Cengage Learning Australia.

McMaster, N. (2019). Teaching health and physical education in early childhood and the primary years. Australia: Oxford University Press.

Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson Australia.

Miller, J., Wilson-Gahan, S., & Garrett, R. (2018). Health and physical education (3rd ed.). Port Melbourne, Vic: Cambridge University Press.