Secondary Health and Physical Education PCK 1 (9904.3)
|Available teaching periods
|View teaching periods
| Bruce, Canberra
|Faculty Of Education
|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. Understand key theoretical and pedagogical perspectives in the teaching of Health and Physical Education from Years 7-12;
2. Plan and design Health and Physical Education lessons and units of work that may be suitable for the diverse social and cultural backgrounds and experiences of students;
3. Demonstrate a familiarity with various Health and Physical Education curriculum documents and support materials from the ACT and NSW in relation to syllabus/frameworks/lesson design/monitoring of learning outcomes;
4. Understand and demonstrate skills in developing student literacy and numeracy through Health and Physical Education; and
5. Use and create integrated information and communication technologies (ICTs) to enhance student engagement and conceptual understanding of Health and Physical Education.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - think globally about issues in their profession
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 - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
UC Graduate Attributes
Learning Outcome mapping/articulation
Employ up-to-date and relevant knowledge and skills.
Use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems.
Work collaboratively as part of a team, negotiate, and resolve conflict.
Display initiative and drive, and use their organisation skills to plan and manage their workload.
Take pride in their professional and personal integrity.
Think globally about issues in their profession;
Adopt an informed and balanced approach across professional and international boundaries.
Understand issues in their profession from the perspective of other cultures.
Communicate effectively in diverse cultural and social settings.
Make creative use of technology in their learning and professional lives.
Behave ethically and sustainably in their professional and personal lives.
Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development.
Adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas.
Evaluate and adopt new technology.
PrerequisitesMust have passed 36 credit points including 9919 The Educational Workplace AND 10425 Curriculum - Planning, Assessing & Reporting.
CorequisitesMust be enrolled in 330JA Bachelor of Secondary Education (Health and Physical Education) or 331JA Bachelor of Secondary Education (Graduate Entry).
|Teaching start date
|05 February 2024
|Mr Benjamin Mudie
|29 July 2024
|Mr Benjamin Mudie
There is no required text for this unit. Appropriate weekly readings will be uploaded onto the unit's Canvas site throughout the teaching period.
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.
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.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
Professional Experience report : In order to pass this unit, students must provide evidence of passing Professional Experience.
Students undertaking their Final placement in this unit are required to complete the TPA.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
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.
Note that the University supported text matching software is Ouriginal/URKUND, which is now available to all units via Canvas. For further information, please see the description of how to use the URKUND tool in the https://uclearn.canberra.edu.au/courses/96/pages/text-matching-ouriginal-urkund?module_item_id=170706
The use of Ouriginal (URKUND) is the default position of the university. Should a reason be put forward for deviation from this position, please discuss with ADE.
Pre-service teachers should be aware that submission of fraudulent documentation will have potential serious consequences including suspension and/or exclusion from the University and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Inclusion and engagement
Students who need assistance in undertaking the unit because of a disbaility or other circumstances should inform their Unit Convener or Inclusion and Engagement (formerly the Disabilities Office) as soon as possible so the necessary arrangements can be made.
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, it is expected pre-service teachers will contact the Unit Convener to arrange appropriate catch up sessions.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
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' workshops to pass this unit. In the event that you cannot attend your assigned workshop due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of a workshop 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.
Please note: This unit commences with Week 1 on campus and Weeks 2 to 7 (no workshops in Week 6) will be school-based to meet accreditation requirements of 3 days professional experience (see unit outline and Canvas timetable for times and locations).
Required IT skills
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
- its use is authorised by the unit convener as part of a specified
assessment task, and
- it is used in the way allowed in the assessment instructions and/or unit outline, and
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
There are some costs associated with this unit which are detailed below:
- Pre-service teachers need to purchase a UC HPE polo shirt available from the Student Shop in Building 1. This polo shirt must be worn at all times while attending the in-school workshops.
- A sunsmart hat.
- A whistle and wrist watch are also required.
- A name badge (optional).
Work placement, internships or practicums
This unit involves a professional practicum and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. School & student confidentiality must always be maintained, including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – 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.
You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the Working with Vulnerable People (Background Checking) Act only applies to the ACT. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) site for full information on the Professional Experience requirements.
Students who are in placement units or in school based units are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in an ED school.
Underpinning pedagogical foundations of the unit:
This unit is informed from evidence-based research and education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students 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). A secondary focus is using blended pedagogical approaches from Mosston and Ashworth's (2008) Spectrum of Teaching Styles https://spectrumofteachingstyles.org/ and 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 Physical Education in secondary schools.
Provision of information to the group through Canvas:
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. Pre-service teachers with general questions about unit content and assessment should use the discussion forums on Canvas. Pre-service teachers 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). Pre-service teachers should ensure they check their student email regularly. The Canvas discussion forums will be checked by the Unit Convener 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 a student university email account. Pre-service teachers should contact email@example.com 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).
Student email communication with teaching staff:
All emails should be sent from pre-service teacher's student email account or via Canvas, otherwise anti-spam filters may prevent it from being delivered to your Unit Convener.
When using email to communicate with the Unit Convener or tutors, 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 and tutors receive many emails a day, and may also teach more than one 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 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.
Your Unit Convener or tutor will inform you if there are additional requirements for communicating by email. While the Unit Convener or tutors cannot be available online all day, in normal circumstances the teaching team will reply within 2-3 business days (this excludes weekends). Failure to follow these guidelines will result in your email being deleted and you will not receive a reply.