The Practice (PCK) of Teaching HPE (9887.2)

Required texts

Required text:

McMaster, N. (2019). Teaching Health and Physical Education in Early Childhood and the Primary Years (1st edition). South Melbourne, Australia: Oxford University Press. Price: $82.95

The required text for this unit can be purchased or loaned through The School Locker, which is situated inside the UCX Shop or online: https://theschoollocker.com.au/universities/university-of-canberra

Recommended text:

Pill, S. (2015). Play with purpose: For fundamental movement skills teaching. A teaching guide for early years and primary educators for physical education and daily PE. South Australia: Australian Council for Health, Physical Education and Recreation, SA Branch Inc.

Additional readings and other stimulus material for this unit will be provided on unit's Canvas site. Students are expected to utilise these and other resources when preparing for workshops, learning activities and assessment tasks.

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

Please note that 100% attendance and participation is required at all school-based learning activities to pass this unit. In addition, all assessment must be submitted and an aggregate mark of 50% is required to pass the unit, which includes a 'complete' grade for all twelve (12) Fundamental Movement Skills across the semester. 

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.

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.

Learner engagement

The following provides a breakdown of the unit workload expected of pre-service teachers. 

Workshops:

11 x 3 hour Workshops = 33 hours (3 hours per week).

Lesson Planning:

5 x 45 min lesson plans = 10 hours (a minimum of 2 hours dedicated to planning weekly delivery lesson plans).

General Preparation and Assignment Preparation:

Ungraded components, weekly preparation and readings, reflection tasks and assessment preparation = 107 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).

As this is a school-based unit involving small group teaching, attendance is vitally important in order to provide support for your peers and continuity for the school students in your small group. Unlike a block practical where a student may miss a day and then do a catch up day this is not possible in the PCK units. A missed session simply cannot be replicated for a student who does not attend. Participation in all activities will also enhance your understanding of the unit content and therefore the quality of your assessment responses.

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. Unlike a block placement where a student may miss a day and then do a catch up day this is not possible in the PCK units. A missed session simply cannot be replicated for a student who does not attend.

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

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

1. The Unit Convener has listed a recommended textbook for the unit (see section 4. Unit Resources).
    
2. Students are encouraged to purchase a UC Faculty of Education polo shirt available from the UC Student Shop in Building 1. Students enrolled in the unit, who are not enrolled in undergraduate degree 324JA, may opt to wear professional attire that they wear during placement associated with their degree.
    
3. Sun smart hat must be worn at every in-school Workshop visit. 
    
4. A whistle and wrist watch are also required.
    

Work placement, internships or practicums

This unit involves Work Integrated Learning (WIL) unit through 'school-based' clinics and therefore, additional pre responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Client /patient confidentiality must always be maintained, including for assessment items such as lesson plans, reports or exams (see policy 3335). The professional nature of this unit also requires 100% participation at all learning activities (Health and Physical Education practicals – 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.

In-school Workshops:

Due to the WIL nature of this unit taking place in the ACT, pre-service teachers are required to have a current Working with Vulnerable People (WWVP) card to participate in this unit (as per the ACT Office of Regulatory Services, Background Checking Act, 2011).

In addition, pre-service teachers are expected to wear appropriate clothing and shoes that reflects the status of being a teacher (see section 4b). Pre-service teachers must comply with the Sun Smart regulations of the school, as the unit will be delivered during Term 3 a sun smart hat is mandatory for all school-based workshops. No hat no teaching. If pre-service teachers are unsure please discuss this with the Unit Convener.

Additional information

Underpinning pedagogical foundations of the unit:

This unit is informed from evidence-based research and education. There are active researchers and in-service teachers 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:

• A Game-Sense Approach, informed by Pill (2016) Play with Purpose: Game Sense to Sport Literacy (Revised 3rd Edition). 
• Mosston and Ashworth's (2008) Spectrum of Teaching Styles https://spectrumofteachingstyles.org/
• Metzler's Models of Instruction for Physical Education (2011).

Together, these pedagogical frameworks form the foundations for the unit about how pre-service teachers can deliver quality, contemporary Health and Physical Education in secondary schools. In addition, By working with Early Childhood and Primary in-service teachers within a school setting, this unit supports students to develop key pedagogical knowledge and knowledge of students and how they learn to teach the Australian Curriculum for Health and Physical Education. 

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 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 the Unit Convenor 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 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 Convenor will reply within 2-3 business days (this excludes weekends).

When using UC student email to communicate with the Unit Convener and Tutors, you should always make sure that your message contains the following:

1. 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.
      
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 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 appropriately by their 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 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.

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