The Practice (PCK) of Teaching HPE (9887.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate their confidence and fundamental motor skill acquisition through skills based activities, rhythmic and expressive movement and games;
2. Identify the skill components of each FMS, including aspects that need improving and why, as well as strategies to help improve the skill performances;
3. Demonstrate a knowledge of the roles and responsibilities teaching HPE in a school setting including their legal and ethical responsibilities;
4. Demonstrate their confidence in teaching health, personal development and physical education to early childhood and primary school age children;
5. Demonstrate an understanding of the role of health and physical education in helping children appreciate and commit to a healthy lifestyle; and
6. Understand the socio-cultural influences on physical activity and the social view of health needs of young people.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. 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 - 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
3. UC graduates are lifelong learners - evaluate and adopt new technology
PrerequisitesStudents must have passed 24 credit points, including one of the following:
- 10178 Philosophies and Pedagogies in Early Childhood Education
- 10450 Ways of Knowing, Being and Doing in Education
- 12034 Being a Teacher
- 9919 The Educational Workplace
Students of undergraduate Primary ITE courses other than 326JA must also have passed 11765 Foundations of Pedagogy.
CorequisitesMust be enrolled in one of the following undergraduate Initial Teacher Education (ITE) courses:
321JA Bachelor of Primary Education
322JA Bachelor of Primary Education (STeM)
323JA Bachelor of Primary Education (Creative Arts)
324JA Bachelor of Primary Education (Health and Physical Education)
326JA Bachelor of Early Childhood and Primary Education
327JA Bachelor of Secondary Education/Bachelor of Arts
328JA Bachelor of Secondary Education/Bachelor of Science
330JA Bachelor of Secondary Education (Health and Physical Education)
347JA Bachelor of Secondary Education (Arts)
348JA Bachelor of Secondary Education (Science)
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 2||31 July 2023||On-Campus||Dr Michael Davies|
|2024||Bruce, Canberra||Semester 2||29 July 2024||On-Campus||Dr Michael Davies|
McMaster, N. (2019). Teaching Health and Physical Education in Early Childhood and the Primary Years (1st edition). South Melbourne, Australia: Oxford University Press.
The required text for this unit can be purchased as a hardcopy or e-book through Book Depository, Amazon, Dymocks or another Australian ordering sites. It can also be loaned through the UC Library.
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:
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 student'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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
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
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.
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.
The following provides a breakdown of the unit workload expected of pre-service teachers.
11 x 3 hour Workshops = 33 hours (3 hours per week).
5 x 45 min lesson plans = 10 hours (a minimum of 2 hours dedicated to planning weekly delivery lesson plans).
General and Assignment Preparation:
Ungraded components, weekly preparation and readings, reflection tasks and assessment preparation = 107 hours.
Inclusion and engagement
Pre-service teachers who are unfit to exercise (e.g., injury) will not be able to ‘physically' participate. However, they will still be able to engage in the workshops in other capacities. Additionally, accomodations will be made by the unit's Teaching Team to offer full participation for pre-service teachers with any physical, intellectual or learning considerations.
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).
Participation in ‘school based' workshops is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. 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.
It is recognised that sometimes absence is unavoidable. If you are absent, please contact the Unit Convener to ensure your engagement with the unit is not considered unsatisfactory.
Required IT skills
There are some costs associated with this unit which are detailed below:
- The Unit Convener has listed a recommended textbook for the unit (see section 4. Unit Resources).
- Sun smart hat must be worn at every in-school Workshop visit.
- 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.
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.
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.
Communication with Teaching Staff:
Notifications through the Canvas 'Announcements' or the Canvas 'Discussion' forums are deemed to be made to the whole class. 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 therefore ensure they check their UC student email regularly.
Students with general questions about unit content and assessment should use the 'Discussion' forum on Canvas. The rationale for this is to ensure transparent communication around the unit's requirements and expectations between the unit's teaching team and students.
The Unit Convener will then check and respond to enquires at certain timepoints across the work week (refer to the unit's Canvas site). Students should expect a reply within 2-3 business days (this excludes weekends).
For specific enquires (e.g., attendance, extensions), students should contact the Unit Convener by email.
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 firstname.lastname@example.org 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 to pass the unit (regardless of supporting documentation).
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 Convener. While the Unit Convener cannot be available online all day, in normal circumstance your Unit Convener will reply within 2-3 business days (this excludes weekends).
When using your UC student email to communicate with the unit's teaching team, 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.
- The unit's teaching team receives many emails a day, and also teaches more than one (1) unit across the semester, 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. The unit's teaching team 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's teaching team member appropriately by their name.
- State your question or request clearly and concisely.
- Insert a signature at the end of your email that contains:
- Your full name.
- Your UC student number.
Failure to follow these guidelines will result in your email being summarily deleted and you will not receive a reply.
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