Holistic Health through Personal Development, Health and Physical Education (PDHPE) (9873.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| School Of Teacher 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. Understand and define holistic health for wellbeing;
2. Know the various dimensions of wellness in schools; physical, intellectual, emotional, social, spiritual, environmental and occupational;
3. Know the benefits of movement and nutrition and how these can be enhanced in schools;
4. Understand the effects of hypokinetic diseases (non-communicable diseases) and their connection to limited physical activity; cardiovascular disease, diabetes and cancer;
5. Understand the significance of physical activity (PA) and the strong correlation research indicates PA plays in enabling optimal health and quality of life;
6. Know research that suggests physical activity maximises mental health through optimising capacity for learning and managing stress;
7. Understand how physical activity for the whole school community can be best managed;
8. Understand a range of lifespan physical activities;
9. Know why PA being "developmentally appropriate" is essential across various contexts including educational settings; and
10. Understand the "Stage of Change" model for behaviour change; and strategies to engage people in physical activity and health promoting behaviours across the lifespan (with a focus on schools).
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 - 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
Prerequisites
Must have passed 72 credit points including 9916 Sociocultural Foundations For HPE In Schools AND 9872 Health and Wellbeing AND 9861 Contemporary Physical Activities.Corequisites
Enrolment in the Bachelor of Primary Education (HPE) OR Bachelor of Secondary Education (HPE).Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Semester 2 | 10 August 2026 | On-campus | Mr Dylan Hunt |
| 2027 | Bruce, Canberra | Semester 2 | 09 August 2027 | On-campus | Dr Michael Davies |
Required texts
There is no required textbook for this unit.
Readings and other stimulus material for this unit will be provided on the unit's Canvas site. Students are expected to utilise these and other resources when preparing for tutorials, learning activities, and planning assessment tasks.
The Unit Convener and/or Tutor will also provide a list of 'recommended' textbooks, available from the UC library.
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 pre-service teacher'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), as stated on the relevant Canvas site. 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 (3) days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
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.
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
The following provides a breakdown of the unit workload expected of pre-service teachers:
On-line Lectures:
8 x 1-hour Lectures = 8 hours (1 hour per week)
On-campus Tutorials:
10 x 2-hour Tutorials = 20 hours (2 hours per week)
Reading, Voices from the Profession and General Preparation for Classes:
~20 hours (~2 hours per week)
Assignment Preparation:
~102 hours (~8 hours per week)
Participation requirements
Participation in one or more of the activities scheduled in this unit's on-campus sessions is required in order to demonstrate the achievement of learning outcomes 1, 2, 5, 6, 7 and 9. Refer to assessment 3 on the Canvas site for further details.
Please note the Week 7 Tutorial will be OFF-CAMPUS for the Intergenerational health yarn. Location is below and further information will be provided on the unit's Canvas site:
Isabella Gardens Retirement Village
4 Azalea Cct
Isabella Plains
ACT 2905
Required IT skills
None.
In-unit costs
None.
Work placement, internships or practicums
None.
Additional information
Underpinning pedagogical foundations of the unit
Health Education
This unit is informed from evidence-based Health Education research and pedagogical education frameworks. Forming the foundations for how 'holistic' approaches to Health Education may be taught to equip pre-service teachers with the necessary skills to deliver quality, contemporary Health Education in Primary and/or Secondary school settings and promoting a health and wellbeing at the individual level and for the whole school community. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to pre-service teachers their passion for subject area. The Health Education theoretical foundations of this unit is based on the following:
Evidence-based programs which take a strengths-based, human-rights, and whole-school approach to health topics that is informed by the:
- Australian Curriculum for Health Education Version 9.0.
- The United Nations Convention on the Rights of the Child (UNCRC).
This unit is also in its 6th iteration of addressing two of UC's Reconciliation Action Plan priorities in Indigenising the Curriculum Framework:
- Aboriginal and Torres Strait Islander Pedagogies — Enrich the University's curriculum by further embedding perspectives and pedagogies that demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures and contributions.
- Respecting the Ngunnawal People and their Culture — Strengthen further the University's commitment for respectful engagement with and guidance by the Traditional Owners of our region.
In addressing these two priorities, the unit not only aims to enact the UC's key goal to provide pre-service teachers with the leadership, knowledge, and independence to make a change towards reconciliation, it also offers multiple opportunities for pre-service teachers to develop their ways of knowing, being, and doing to meaningfully deliver the Australian Curriculum, Assessment and Reporting Authority's Cross-curriculum Priority: Aboriginal and Torres Strait Islander Histories and Cultures in the context of the Australian Curriculum: Health and Physical Education.
Communication to student cohort from teaching staff
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 pre-service teachers to ensure they check for announcements on the unit's Canvas site.
In normal circumstance your Unit Convener or Tutor will reply within 2-3 business days (this excludes weekends). If you have not received a reply after three (3) business days, please send a friendly follow up email and your Unit Convener and/or Tutor will be in touch as soon as possible.
Student email communication with teaching staff
The University Email policy states "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. Pre-service teachers should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
When using email to communicate with the unit's teaching staff, you should always make sure that your message contains the following:
- An email subject that contains the unit code and clearly describes the nature of your query or request.
- Your Unit Convener and/or Tutor receives many emails a day and teach multiple units, so if your email does not contain the unit code, it is not possible to place your message in context. If the subject does not indicate the nature of the message, it may well remain unanswered.
- Change the default setting on your email program to include previous messages in replies, and make sure that previous messages are included in an ongoing exchange. Your Unit Convener and/or Tutor deals with many students. Having a copy of the previous exchanges included in your message will expedite a response. You should still make sure that the subject indicates what the email is about.
- Address your Unit Convener and/or Tutor appropriately by name.
- State your question or request clearly and concisely.
- Insert a signature at the end of your email that contains:
- your name in full as it appears in Callista.
- your student number.
Remember emails are expected to be polite, respectful, and written in a professional manner. Never write anything in an email that wouldn't be put on a business letter, or that you would not say in a face-to-face meeting.
Good communication skills, both verbal and written, are vital to not only the teaching profession, but expectations for your future students too!
Failure to follow these guidelines will result in your email not being responded to.
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