Teaching Secondary Health and Physical Education PG (11375.2)

Please note these are the 2023 details for this unit
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Teaching Secondary Health and Physical Education PG
Available teaching periods Delivery mode Location
View teaching periods Placement
 Bruce, Canberra
EFTSL Credit points Faculty
0.25 6 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Post Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit develops pre-service teachers' pedagogical content knowledge of the Health and Physical Education discipline. It recognises the significance of 'teacher identity' to professional practice and encourages pre-service teachers to establish an 'Health and Physical Education teacher' identity consistent with discipline-specific theory and practice and more general educational theories and practices. This unit also develops pre-service teachers' knowledge of the Australian Curriculum for Health and Physical Education and develops their discipline-specific teaching strategies. Pre-service teachers learn how to plan units of study and individual lessons for the Health and Physical Education classroom, taking into account a diverse range of student needs, curriculum integration strategies, professional reflective practices, the creative and innovative use of ICT, as well as assessment, feedback and reporting strategies. Pre-service teachers will engage in a series of school-based clinical teaching workshops contributing a cumulative total of 3 days' professional experience as well as a 'block' placement for 15 days in a Secondary School, during which time they will demonstrate the ability to plan and teach for a sustained period of time and consolidate the skills addressed within the academic component of this unit.

Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.

Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.

Learning outcomes

On successful completion of this unit students will be able to:
1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for Health and Physical Education (HPE) at secondary and senior secondary levels and its significance to teaching and learning in the HPE classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the secondary HPE classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on HPE learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology


Prerequisites

11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary Education

Corequisites

This unit is only available to students in the Master of Secondary Teaching.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2026 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2025 Bruce, Canberra Semester 1 03 February 2025 Placement Mr Benjamin Mudie
2025 Bruce, Canberra Semester 2 28 July 2025 Placement Dr John Williams
2026 Bruce, Canberra Semester 1 16 February 2026 Placement Mr Benjamin Mudie
2026 Bruce, Canberra Semester 2 10 August 2026 Placement Dr John Williams
Not available

Required texts

The required text for this unit is:

Pill S (2016) Learning In, Through and About Movement in Secondary Physical Education. Kent Town, South Australia: Australian Council for Health, Physical Education and Recreation.

This online book is available from ACHPER South Australia https://www.achpersa.com.au/ACHPERSA/ACHPERSA/Resources/LITAM-Shane-Pill.aspx?hkey=2bb358cf-672c-4797-af24-114589c69eb6

Additional resources will be made available on the unit Canvas site.

 

 

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s). If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Artificial Intelligence

Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.

GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:

  1. The Unit Convener has authorised its use for that assessment;
  2. The student uses it in the way that the assessment instructions allow for;
  3. The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.

Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

It is strongly recommended that students keep records of the development process for all works submitted for assessment, or drafts of work submitted for a work-in-progress review, in a learning portfolio or equivalent. Failure to provide evidence of the development process for assessment may influence a suspicion of GenAI misuse or other forms of academic misconduct. 

 The GenAI for Students Library Guide provides further information, including how to reference GenAI.

Special assessment requirements

An aggregate mark of 50% and successful completion of Professional Experience is required to pass the unit.

1. Provision of valid documentation. 2. Lesson Plans

1. Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

 

2. When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Reading and private study: 50 hours

Workshop and online participation: 50 hours

Assessment tasks (including professional experience placement): 200 hours

Participation requirements

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.

*Note: This unit commences with weeks 1 on campus (see timetable for rooms) and weeks 2 to 7 (Secondary) will be school-based to meet accreditation requirements of 3 days professional experience

There is a strong correlation between participation and success in higher education. Your participation and engagement with all unit activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items. 

Required IT skills

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified
    assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

There are some costs associated with this unit which are detailed below:

  1. Required text (see Section 4a).
  2. Pre-service teachers need to purchase a UC HPE polo shirt available from the Student Shop in Building 1. This polo shirt must be worn at all times while attending your in-school workshops.
  3. A sunsmart hat. 
  4. A whistle and wrist watch are also required. 

Work placement, internships or practicums

Overview:

This unit involves work integrated learning (WIL): Placement. Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL policy and WIL procedure, and the Assessment policy, and Assessment procedure. For teaching degrees, students need to ensure they have their WWVP, COVID vaccination status and evidence of PSTR uploaded to InPlace.

This unit involves a clinical placement and a professional practicum. Therefore, additional student responsibilities are required in addition to those described in section 6. Workplace learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. This applies to staff and patrons of any outside agency where an internship or other WIL activity is taking place. The professional nature of this unit also requires 100% participation at all learning activities (lectures, workshops, tutorial, practicals etc. as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.

Professional Practicum:

For pre-service teachers undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) Canvas site for full information on the Professional Experience requirements. Please note students must carry their WWCC, WWVP card in a Univeristy of Canberra lanyard to every in-school workshop, from and including Week 2. Lanyards will be distributed in before pre-service teachers first in-school workshop. Pre-service teachers are required to wear the lanyard on each in-school workshop and placement day to display their University of Canberra Student ID card and their WWVP card.

Additional information

Provision of information to the group

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes".  Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Research Informed Teaching and Learning

This unit involves research-led education that informs the work-integrated learning (15 day professional practicum). The tutor is an active researcher who will seek to engage students in deep and active learning and transmit to students their passion and relevant findings for/and the research they are conducting.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.