This course will introduce you to the pedagogy and curriculum of Health and Physical Education in the early years of schooling to Year 6. There will be a focus on developing skills in planning movement experiences and methodologies of teaching fundamental motor skills; teaching strategies for active participation in physical activities; theoretical and practical aspects of teaching health and assessing learning outcomes expressed in curriculum documents. Emphasis will also be placed on facilitating play-based environments that are inclusive and address children's diverse physical competencies.
|Tutorial/Workshop 1 – Physical education workshop which requires on-campus engagement in physical activity and application of learning materials.||2hrs||Week 1||10 times|
|Independent Study/Research – You are required to engage in self-directed learning using the Canvas course modules, associated activities, current research/reading via USC library databases and the required/recommended textbooks and resources.||2hrs||Week 1||10 times|
|Seminar – Timetabled online||1hr||Week 1||6 times|
Australian Curriculum: Health and Physical Education Foundation to Year 6
The continuum of physical, social, emotional and cognitive development in the early years of schooling
Understand the relevant legislative, administrative and organisational policies associate with HPE
Play-based learning experiences that foster independence, healthy choices, personal and physical development
Movement and physical activity that develops fundamental motor skills, body and spatial awareness, locomotor and non-locomotor movements and manipulative skills
Learning environments that promote inclusive active participation in physical activity, healthy lifestyle choices and self-management
Strategies for differentiating teaching to meet the specific learning needs of students with disability
Behaviour management strategies to engage young learners in the outdoor classroom
Positive parental and professional engagement including reporting, communication strategies, cultural sensitivities and relationship building
200 Level (Developing)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Australian Institute for Teaching and School Leadership|
|1||Apply knowledge of the Australian Curriculum HPE to demonstrate skills in programming, planning, assessment, reporting and evaluating children's health, wellbeing and physical activity in the early years of schooling||Knowledgeable||
1.2, 2.1, 2.2, 2.3, 4.4, 5.1, 5.2, 5.3, 5.5
|2||Apply knowledge of physical, social, emotional and cognitive development of children in the early years of schooling to interpret data, inform content, teaching, differentiation and assessment strategies in HPE||
Creative and critical thinker
1.1, 1.2, 1.3, 1.5, 2.1, 5.4
|3||Design learning sequences and lesson plans for HPE which demonstrate the application of play-based curriculum and behaviour management strategies||Creative and critical thinker||
1.5, 2.1, 2.2, 2.3, 5.1
|4||Apply ethical conduct and practice in the design of safe and inclusive learning environments and communication strategies for positive parental and professional engagement||Ethical||
4.4, 5.5, 7.1, 7.2, 7.3
|5||Evaluate policy and legislation, curriculum and teaching strategies in relation to the intentional teaching of health for children in the early years of schooling including students with disabilities.||Knowledgeable||
1.1, 1.5, 1.6, 2.1, 4.4, 7.1, 7.2, 7.4
|Australian Institute for Teaching and School Leadership|
|1.1||Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.|
|1.2||Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.|
|1.3||Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.|
|1.5||Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.|
|1.6||Strategies to support full participation of students with disability: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.|
|2.1||Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area|
|2.2||Content selection and organisation: Organise content into an effective learning and teaching sequence.|
|2.3||Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.|
|4.4||Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.|
|5.1||Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.|
|5.2||Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning|
|5.3||Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.|
|5.4||Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.|
|5.5||Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement|
|7.1||Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.|
|7.2||Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.|
|7.3||Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers.|
|7.4||Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program ED303, ED304
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Students will be provided with feedback on their academic progress in the course in the first third of the teaching weeks for the semester. This feedback will be provided in the practical workshops leading up to the delivery of the first assessment task.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
15 minute to 20 minute quizzes due weekly on Friday by 5pm
|Throughout teaching period (refer to Format)||Online Test (Quiz)|
|All||2a||Oral and Written Piece||Group||30%||
1 hour lesson plan, risk assessment and 20 minute presentation of teaching segment
|Refer to Format||Online Assignment Submission with plagiarism check and in class|
|Refer to Format||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Learning material quizzes|
To consolidate your learning of the concepts presented in learning materials as nested assessment.
Complete 9 quizzes; one in each week during weeks 1-9. Each quiz is due by Friday 5 pm each week from weeks 1-9.
|All - Assessment Task 2a:Group Presentation|
The goal of this task is to collaborate with peers to prepare and teach a Physical Education lesson in Early Years and complete a risk assessment.
|Product:||Oral and Written Piece|
Submit: Lesson plan and risk assessment Monday week 6. Presentations in Weeks 7, 8, 9 in practical workshops. In this task you are required to work in a group to prepare one 60 minute Physical Education lesson to teach a variety of fundamental motor skills to a class of 25 students. You will be given three fundamental motor skills which will be the focus of your lesson by your tutor in the first practical workshop. Your 1 hour lesson must contain behaviour management strategies, a formative assessment task and reference outcomes from the Australian Curriculum Health and Physical Education.You are also required to assess the risks associated with the lesson in a risk assessment and deliver a 20 minute segment of the lesson to your peers in scheduled practical workshops. Your peers will evaluate the lesson and provide the group with feedback at the end of the lesson.
|All - Assessment Task 2b:Differentiating a PE lesson plan|
Demonstrate knowledge of policy and legislation, curriculum and teaching strategies in relation to catering for students with disability in HPE.
In this task you are required to write an essay on the lesson you presented in Task 2a. You will be given student assessment data for a student with a physical disability and will be required to interpret the data and identify any changes you would make to the lesson plan from Task 2a. Outlining the pedagogical strategies you would use to differentiate teaching to cater for the child in the lesson, including reference to relevant legislation, policy, codes of ethic and conduct. Submitted exactly two weeks after the Task 2a presentation, by 5pm
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Natalie McMaster||2019||Teaching Health and Physical Education in Early Childhood and the Primary Years||n/a||Oxford University Press, USA|
It is compulsory for all students to wear suitable exercising clothing and covered footwear appropriate for physical activity in practical workshops and for all practical sessions. Appropriate sun protection and hydration strategies for all outdoor and practical activities are also the responsibility of the student.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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