Course Outline
EDU369 Teaching Senior Secondary HPE
Course Coordinator:Joseph Scott (jscott4@usc.edu.au) School:School of Education and Tertiary Access
2023Semester 2
UniSC Sunshine CoastUniSC Moreton Bay |
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.
What is this course about?
Description
In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Health and Physical Education related general and applied syllabi. You will learn how to design lesson plans and learning sequences that will engage diverse learners. You will explore and evaluate a range of pedagogy, assessment and reporting strategies that maximise learning outcomes for senior students, including supporting the development of 21st century skills within HPE.
How will this course be delivered?
| 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 | 10 times |
| Tutorial/Workshop 1 – The workshop for this course is synchronous and involves on-campus engagement and application of learning materials. This course will also involve some participation in physical activities to explore the implementation of the Australian Curriculum for HPE. | 2hrs | Week 1 | 10 times |
| Seminar – Online synchronous | 1hr | Week 1 | 6 times |
Course Topics
Senior secondary Health and Physical Education Curriculum and Pedagogies
Learning and teaching requirements in senior secondary Health and Physical Education
Assessment planning and reporting in senior secondary Health and Physical Education
Engaging learners with the use of the inquiry-based approach in senior secondary Health and Physical Education
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| 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 the Senior Health and Physical Education curriculum in the designing of learning objectives, learning activities and assessment. |
Knowledgeable Creative and critical thinker Empowered |
1, 1.1, 1.2, 1.5, 2, 2.1, 2.2, 2.3, 2.5, 2.6, 3, 3.1, 3.2, 3.3, 3.4, 4, 5.1, 5.3 |
| 2 | Design safe, inclusive and sequential learning experiences and assessments to cater for diversity including Aboriginal and Torres Strait Islander histories, culture, languages and/or perspectives in Health and Physical Education contexts. |
Knowledgeable Creative and critical thinker Ethical Engaged |
1, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2, 2.1, 2.2, 2.4, 3, 3.1, 3.2, 3.3, 3.4, 3.6, 4, 4.1 |
| 3 | Develop strategies for the use of ICT to enhance assessment and feedback in senior secondary Health and Physical Education. |
Knowledgeable Empowered Ethical |
1, 1.2, 1.5, 1.6, 2.1, 2.6, 3, 3.1, 3.2, 3.3, 3.4, 4, 4.1, 4.5 |
| 4 | Develop interpersonal skills to communicate knowledge and understanding of the Health and Physical Education learning area |
Knowledgeable Empowered Engaged |
2, 2.1, 2.3, 3.3, 3.5, 4, 4.1, 5.2, 5.3 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
| 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. |
| 1.4 | Strategies for teaching Aboriginal and Torres Strait Islander students: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander 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 | PROFESSIONAL KNOWLEDGE: Know the content and how to teach it |
| 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. |
| 2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 3 | PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning |
| 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. |
| 3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
| 3.6 | Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
| 4 | PROFESSIONAL PRACTICE: Create and maintain supportive and safe learning environments |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 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. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program ED315
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
You will also receive formative feedback on task 1 in week 4.
Assessment tasks
| 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 | Examination - not Centrally Scheduled | Individual | 30% | Online quiz (30 minutes) |
Week 4 | Online Test (Quiz) |
| All | 2 | Activity Participation | Group | 30% | Max 4 pages excluding appendix and references. Max 1500 words |
Week 6 | Online Assignment Submission with plagiarism check |
| All | 3 | Creative Performance, and Written Piece | Individual | 40% | Maximum 8-10 minutes and maximum of 10 PowerPoint slides |
Week 10 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Senior Secondary HPE Quiz | |
| Goal: | To enhance your knowledge and understanding of the senior secondary Health curriculum. |
| Product: | Examination - not Centrally Scheduled |
| Format: | You will participate in an online Quiz through Canvas in Week 4 to demonstrate your knowledge and understanding of the senior secondary Health curriculum. Questions will cover topics including: - Week 1-4 Canvas online module material - Week 1-4 Tutorial content - Content from required readings including the textbook (optional/recommended readings or additional resources will not be assessed) - Instructions and additional information on the quiz will be provided on Canvas. |
| Criteria: |
|
| All - Assessment Task 2:Lesson Sequence | |
| Goal: | To develop your ability to prepare a sequence of Health Education learning experiences (lessons) appropriate for the full range of student ability. |
| Product: | Activity Participation |
| Format: | This task involves you to work in groups to plan a sequence of three (3) 60 minute lessons for a Year 11 Health Education class. You are to select one (1) of the four units in the Senior Secondary Health Syllabus as the focus for your lesson sequence. Your lesson sequence should: • Identify relevant parts of the QCAA senior syllabus links and learning objectives/goals • Describe purpose of the learning sequence and inquiry questions • Describe safe and inclusive learning activities aligned to syllabus and relevant conceptual framework for the unit • A range of pedagogical approaches. • Inclusion of at least one ICT activity in the lesson sequence and at least one activity that enhances students understanding of Aboriginal or Torris Straight Island histories, cultures, languages and/or perspectives • Include formative assessment strategies (including one that uses ICT), and a description of how formative assessment tools are used to assess achievement of learning objectives/goals |
| Criteria: |
|
| All - Assessment Task 3:Snapshot video presentation | |
| Goal: | To develop your interpersonal skills so that you can communicate your knowledge and understanding of the Senior Physical Education subject. |
| Product: | Creative Performance, and Written Piece |
| Format: | You have been selected by the Head of Department develop a video presentation “snapshot” for Year 10 parents attending an information evening at your secondary school. The video presentation “snapshot” is to highlight to parents and students what they can expect from the Senior Physical Education (PE) subject (in year 11 and 12). In the video presentation “snapshot”, you will demonstrate your understanding of the content, underpinning philosophies/conceptual frameworks and recommended pedagogies In your video presentation you should: - Articulate your knowledge and understanding of the PE senior syllabus and subject - Explain the structure and content of the senior subject and progression of learning - Identify and answer any questions that you would expect parents to ask. - Describe the relationship between teaching, learning and assessment in the senior years. - Describe strategies for diverse learners. Your submission should also include your PowerPoint presentation slides as an attachment. |
| Criteria: |
|
Directed study hours
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.
What resources do I need to undertake this course?
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.
Prescribed text(s) or course reader
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
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.
Assessment: Additional Requirements
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
Assessment: Submission penalties
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.
SafeUniSC
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.
Study help
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.
Wellbeing Services
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.
AccessAbility Services
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.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
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.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au