Course Coordinator:Joseph Scott (jscott4@usc.edu.au) School:School of Education and Tertiary Access
UniSC Sunshine CoastUniSC Moreton BayUniSC Fraser Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This is a discipline-specific curriculum course in Health and Physical Education with a focus on developing skills in planning movement experiences and methodologies of teaching fundamental motor skills and their transfer to sports specific contexts in the primary school. You will learn to facilitate environments that are safe, inclusive and encourage parental, school and wider community engagement to support the Primary school-aged learner.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 9 times |
Tutorial/Workshop 1 – The tutorial for this course is synchronous and involves on-campus engagement and application of learning materials. This course will also involve participation in physical activities to explore the implementation of the Australian Curriculum for HPE. | 2hrs | Week 1 | 10 times |
Use of curriculum documents to design learning experiences and assess learning outcomes in health and physical education
Movement and physical activity for primary school aged learners that develops fundamental motor skills and their transfer into sports specific contexts
Pedagogical strategies for the teaching of movement and physical activity in the primary school, including teaching in, about and through movement
Whole school approaches to teaching personal, social and community health contexts
Pedagogical strategies for the teaching of health in the primary school, including health literacy and a strengths-based approach
Designing inclusive learning environments in health and physical education
Strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
Parental and wider community engagement in health and physical education
300 Level (Graduate)
12 units
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 Australian Curriculum HPE to demonstrate skills in programming, planning and assessing students' health, wellbeing and physical activity in the Primary years of schooling | Empowered |
1.1, 1.2, 1.3, 1.5, 1.6, 2.3, 3.2 |
2 | Design a lesson plan in HPE demonstrating knowledge of age appropriate content, skills and sequencing | Empowered |
1.1, 1.2, 1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3, 3.4 |
3 | Research and critically analyse policy, legislation and strategies designed to reduce risks both physical and emotional in health and physical education | Knowledgeable |
4.4, 7.1 |
4 | Acknowledge the value of engagement with parents/carers and the wider community and identify opportunities for authentic engagement | Engaged |
7.3, 7.4 |
CODE | COMPETENCY |
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. |
2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 | Use teaching strategies: Include a range of teaching strategies. |
3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.4 | Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. |
7.1 | Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.3 | 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 ED304
Not applicable
Not applicable
ED304 students (Bachelor of Primary Education) will have successfully completed minimum of 12 Education Courses, not including school placement courses.
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 and the results 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? |
All | 1 | Quiz/zes | Individual | 20% | A single quiz |
Week 4 | Online Test (Quiz) |
All | 2a | Oral and Written Piece | Group | 30% | 1 hour lesson plan and 20 minute presentation of teaching segment |
Week 6 | Online Assignment Submission with plagiarism check and in class |
All | 2b | Essay | Individual | 50% | 2000 words |
Refer to Format | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Health and Physical Education Quiz | ||||||||||||||||
Goal: | To demonstrate knowledge and understanding of the main concepts in the Health and Physical Education curriculum area presented in learning materials weeks 1 - 4. |
|||||||||||||||
Product: | Quiz/zes | |||||||||||||||
Format: | This assessment task is due on Friday week 4 by 5pm. After completion of the week 1, 2, 3, and 4 online modules and attending the tutorials, you will complete the quiz to demonstrate knowledge and understanding of the main concepts in the Health and Physical Education curriculum area. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: | Communication, Organisation |
All - Assessment Task 2a:Group Presentation | |||||||||||||
Goal: | The goal of this task is to collaborate with peers to prepare and teach a health lesson in Upper primary. |
||||||||||||
Product: | Oral and Written Piece | ||||||||||||
Format: | Submit: Lesson plan in Week 6 and presentations in practical workshop weeks 7, 8, 9, 10. In this task you are required to work in a group to prepare a 60 minute health lesson for a class of 25 students. Your group will be given a topic for the lesson by your tutor in the first practical workshop. Your 60 minute lesson must contain behavior management strategies, a formative assessment task and reference outcomes from the Australian Curriculum health and physical education. You are also required to 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. |
||||||||||||
Criteria: |
|
||||||||||||
Generic Skills: | Communication, Collaboration, Organisation, Information literacy |
All - Assessment Task 2b:Enacting a whole school approach | ||||||||||||||||
Goal: | The goal of the task is to demonstrate your ability to reflect on the health lesson designed and delivered in Task 2a and outline an implementation plan for a whole school approach to the health topic you were assigned. |
|||||||||||||||
Product: | Essay | |||||||||||||||
Format: | Using your health topic from Task 2a, outline an implementation plan for a whole school approach to the health topic. Submitted exactly two weeks after the Task 2a presentation, by 5pm. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: | Communication, Problem solving |
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? | Author | Year | Title | Edition | Publisher |
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 all practical workshops. 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.
Eligibility for Supplementary Assessment 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.
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
For more information on Academic Learning & Teaching categories including:
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.