Unit rationale, description and aim
Teaching can be a rewarding but demanding profession. Teachers are expected to uphold a broad knowledge base for the content they teach, while differentiating to support students’ needs, embedding cross curriculum priorities and managing the behaviour of the many individual students that make up their classes. In Health and Physical Education specifically, there is the added aim of keeping our students safe, well, physically active and making healthy choices.
This unit offers a broader experience of movement and deepens the integration of health and wellbeing, examining both teacher and student wellbeing. Pre-service teachers will develop the knowledge and skills to responsibly guide students through the multitude of health challenges that impact on their daily wellbeing. Pre-service teachers will also reflect on their own health and wellbeing and learn skills to care for themselves in order to be the best role model and teacher they can be for their students and the greater school community. The focus on further integrating health initiatives and movement education across the curriculum has the potential to impact daily school life for both students and teachers
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.
Critique knowledge and understanding of the influe...
Learning Outcome 01
Appraise knowledge and understanding of pedagogica...
Learning Outcome 02
Organise and implement Health and Physical Educati...
Learning Outcome 03
Synthesise and demonstrate knowledge and understan...
Learning Outcome 04
Apply critical self-reflection of health practices...
Learning Outcome 05
Content
Topics will include:
- Curriculum planning, implementation and evaluation
- Integration of HPE and other curriculum areas – the importance of wellbeing and physical activity across the curriculum, including links to literacy, numeracy and ICT
- Inclusion of health initiatives
- Incorporating movement every day
- A range of movement experiences
- Development of novel and challenging movement concepts
- Activity breaks
- Mental Health for students and teachers and activities to build resilience
- Calm activities – mindfulness, meditation, tai chi, yoga
- The health promoting school and classroom
- Inclusive education: teaching children from diverse backgrounds and with varying needs
- Teacher wellbeing – keeping yourself healthy and role modelling to students
- Self-reflection and self-evaluation
Assessment strategy and rationale
Assessment in this unit is designed to allow pre-service teachers to demonstrate that they have the required knowledge and understanding of the Health and Physical Education curriculum to plan effective teaching and learning sequences to integrate health and physical education with other curriculum areas. 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%.
Electronic Submission, Marking and Return
Written assignments will be submitted and returned via TurnItIn.
Overview of assessments
Assessment Task 1 Reflection on health goals S...
Assessment Task 1
Reflection on health goals
Students will keep a health journal with at least 5 entries per week for at least 5 weeks. The journal can be in any format (handwritten journal, blog, typed journal entries) and must include the following:
- A list of health goals (at least five)
- 5 SMART goals (which can be adapted from above dot point)
- 1 new SMART goal to be introduced each week for 5 weeks (from above list)
- Rationale for each goal – why is it important to YOU?
- Written reflection of progress (at least 5 entries per week for a minimum of 5 weeks)
- Conclusions drawn from health journal experience
- Application of your experience to your teaching and learning practice – how could this be implemented with students at different stages? <
60%
Assessment Task 2 HPE integrated program Pre-s...
Assessment Task 2
HPE integrated program
Pre-service teachers develop an integrated program to be developed over one school term focusing on regular physical activity and incorporating health initiatives of their choice. Each program must have the potential to cross the boundaries of the HPE strands and into those of other curriculum areas.
Criteria:
This program must include the following criteria:
- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities, including Aboriginal and Torres Strait Islanders
- Demonstrate knowledge and understanding of the current policies and government guidelines in HPE and suggested teaching strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
- Demonstrate knowledge of a range of resources, including literacy, numeracy and ICT strategies that engage students in their learning.
40%
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.
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 teaching period, comprising of directed tasks and self-study. An emphasis is placed on pre-service teachers as adult learners with responsibility for their own learning and problem solving. The learning in this unit is inquiry-based, learner-focused and student-centred.
Technology Enhanced Learning
Technology will be used throughout the unit. Lectures will be recorded and accessible for review via Canvas. Practical workshops and tutorials are not possible to record.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
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
Australian Institute of Health and Welfare (AIHW). (2018). Australia’s Health 2018. Australia: AIHW.
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 T\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