Holistic Health through Personal Development, Health and Physical Education (PDHPE) (9873.1)

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

Responsibility for understanding:

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.

Artificial Intelligence

Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.

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.

Extensions

Students can apply for an extension to the submission due date for an assessment item due to extenuating, evidenced circumstances (specific details are found in the Assessment Procedures). An extension must be applied for before the due date. Documentary evidence (e.g. medical certificate) will be expected for an extension to be granted, however this will not guarantee that the application will be successful. The Unit Convener or relevant Program Director/Course Convener will decide whether to grant an extension and the length of the extension.

An Assignment Extension form is available from the Student Forms page.

Late submissions

The following late submission period and penalty is applicable to any teaching period commencing after 1 April 2024.

To support the provision of timely feedback to students within the unit, late penalties will apply for summative assessments where late submission is permitted. Late submissions without an approved extension or reasonable adjustment will result in a penalty of a mark reduction of 10% of the maximum available marks for the assessment item per day (or part thereof) up to and including three calendar days. If a student submits more than three calendar days late without an approved extension or reasonable adjustment, the student will be allocated a mark of zero for that assessment, with no feedback provided.

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

For teaching periods commencing prior to 1 April 2024, a late penalty of 5 % of the maximum available marks for the assessment item per day (or part thereof) was applied up to and including seven calendar days. An assignment submitted over 7 days late will not be accepted.

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

There is a strong correlation between participation and success in higher education. Your participation in online lectures, in-person tutorials, and engagement with all 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. 

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).

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:

1. 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.
2. 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.
3. Address your Unit Convener and/or Tutor appropriately by name. 
4. State your question or request clearly and concisely.
5. 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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