Health and Movement Education 2 (6893.5)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education, Science, Technology & Maths |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 4 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Design a scope and sequence for Health and Personal Development from P-6;
2. Identify and implement the core components of an effective personal development and health program, using current curriculum documents;
3. Research in depth, a health topic of their choosing;
4. Produce and present a package related to a particular health topic that is suitable for use in the Primary School Context;
5. Teach and reinforce fundamental motor skills through games while incorporating the games sense approach to teaching physical education; and
6. Devise and implement safe and well organised experiences for students in the areas of minor and modified games, Athletics and Educational Gymnastics.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. 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 - take pride in their professional and personal integrity
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
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
Skills development
Accreditation: AITSL and TQI Graduate Standards for Teachers
This unit is part of courses accredited by the ACT Teacher Quality Institute (TQI). On completion of this unit students will have satisfied the following Graduate Standards:
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students;
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities;
1.6 Strategies to support full participation of students with disability;
2.1 Content and teaching strategies of the teaching area;
2.2 Content selection and organisation;
3.1 Establish challenging learning goals;
3.2 Plan, structure and sequence learning programs;
3.3 Use teaching strategies;
3.4 Select and use resources;
3.5 Use effective classroom communication;
4.1 Support student participation;
4.2 Manage classroom activities;
4.4 Maintain student safety.
Prerequisites
Students must have completed 48 credit points AND Health and Movement Education 1.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
Readings will be placed on Moodle for students to review. There is no set text for this unit although the following texts are highly recommended:
Pill, S. (2013). Play with purpose: game sense to sport literacy. South Australia: ACHPER (available in the library). This was the text used in 6731 HMEd 1 in 2016 and is available for loan in the library; or can be purchased online from: http://www.achpersa.com.au/wb/pages/resources/play-with-purpose-for-fundamental-movement-skills-teaching.php ($10 cheaper if you join ACHPER, which is strongly recommended - details on link).
Submission of assessment items
Extensions & Late submissions
NB: Assessment items must be uploaded as a single WORD DOCUMENT only (please do not submit in any other format e.g., PDF).
Late submission of assignments:
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Extensions: Extensions must be applied for before the due date.
Students can apply for an extension to the submission due date for an assessment item on the grounds of illness or other unavoidable and verifiable personal circumstances. Documentary evidence will be expected for an extension to be granted.
It should be noted that such documentation will be considered but will not guarantee that the application will be successful. The Unit Convener will decide whether to grant an extension and the length of the extension.
Special assessment requirements
In addition to the aggregated score of 50% for Assessment Items 2 and 3, students must achieve an UP in Assessment Item 1 in order to pass overall.
The unit convener reserves the right to question students orally about any of their submitted work.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Learner engagement
Health workshops = 15 hours
Physical Education workshops = 15 hours
Personal skill development = 10 hours
Weekly readings and revision = 30 hours
Research and assessment preparation = 80 hours
Participation requirements
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
Students should be able to use general word processing applications as they are required to complete assessment items 2 and 3 on a computer and submit via Moodle.
Work placement, internships or practicums
The knowledge and skills developed in this unit can be directly applied in your professional experience placements.
Additional information
Foundation of Unit
Theoretical foundation: The theoretical foundation of this unit is based in a socio-cultural approach to health and PE. The learning and assessment items develop practical skills and understanding in the students and provide opportunities for them to apply their health and PE knowledge.
Practice and research led education: The unit convener and tutor teaches and researches in the area of health and physical education. The learning and assessment items help students to develop best practice in health and PE and provide opportunities for them to apply these skills to educational contexts.
- Semester 2, 2017, On-Campus, UC - Canberra, Bruce (166349)
- Winter Term, 2017, Intensive, UC - Canberra, Bruce (166161)
- Semester 2, 2016, On-Campus, UC - Canberra, Bruce (151940)
- Winter Term, 2016, Intensive, UC - Canberra, Bruce (152368)
- Semester 2, 2015, On-Campus, UC - Canberra, Bruce (140744)
- Winter Term, 2015, Intensive, UC - Canberra, Bruce (141098)
