Holistic Health through Personal Development, Health and Physical Education (PDHPE) (9873.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
UC - Canberra, Bruce |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| 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. 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
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 |
|---|---|---|---|---|---|
| 2021 | UC - Canberra, Bruce | Semester 2 | 02 August 2021 | On-Campus | Dr Michael Davies |
| 2022 | UC - Canberra, Bruce | Semester 2 | 01 August 2022 | On-Campus | Dr Michael Davies |
Required texts
There is no required text for this unit.
Additional 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 workshops, learning activities and planning assessment tasks.
The Unit Convener will also provide a list of 'recommended' textbooks, available from the UC library.
Submission of assessment items
Extensions & Late submissions
Responsibility for understanding:
If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the Unit Convener. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the Unit Convener and Student Administration have their correct contact details.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
Use of text matching software
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.
Learner engagement
The following provides a breakdown of the unit workload expected of pre-service teachers:
On-line Lectures:
10 x 1 hour Lectures = 10 hours (1 hour per week)
On-campus Workshops:
11 x 2 hour Workshops = 22 hours (2 hours per week)
Reading, Voices from the Profession and General Preparation for Classes:
60 hours (~6 hours per week)
Assignment Preparation:
58 hours (~5-6 hours per week)
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
None.
In-unit costs
None.
Work placement, internships or practicums
None.
Additional information
Underpinning pedagogical foundations of the unit:
This unit is informed from evidence-based research and practice. 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 the research and practice they are carrying out. The theoretical foundation of this unit is based on key pedagogical frameworks about how pre-service teachers can deliver quality, contemporary Health Education in Primary and Secondary schools surrounding a varity of Health topics. In addition, this unit offers opportunities for pre-service teachers to engage with industry- and school-based programs aimed at promoting a holistic approach to health and well-being for the whole school community.
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. Students with general questions about unit content and assessment should use the discussion forums on Canvas. Students using the Canvas Discussion Forums should expect a reply within 2-3 business days (this excludes weekends). It is the responsibility of the student to ensure they check for announcements on the unit's Canvas site (forum messages are also emailed to student email addresses only). Students should ensure they check their UC student email regularly. The Canvas discussion forums will be checked by the Unit Convenor regularly.
Use of student e-mail 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 your UC student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the Unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Email Communication with Teaching Staff:
All emails should be sent from your UC student email account or via the unit Canvas site, otherwise anti-spam filters may prevent it from being delivered to your Unit Convenor. While the Unit Convenor cannot be available online all day, in normal circumstance your Unit Convener will reply within 2-3 business days (this excludes weekends).
When using UC student email to communicate with the Unit ConvenerTutors, you should always make sure that your message contains the following:
- A subject that contains the unit code, and clearly describes the nature of your query or request.
- Your Unit Convener receives many emails a day, and also teaches more than one (1) unit, 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.
- Your Unit Convener receives many emails a day, and also teaches more than one (1) unit, 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 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 appropriately by their 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 UC student number.
Your Unit Convener will inform you if there are additional requirements for communicating by email. Failure to follow these guidelines will result in your email being summarily deleted and you will not receive a reply.
