This course aims to help students develop competencies in organisation, communication and instruction relative to movement and physical activity and their application in physical education contexts, both with mainstream and special populations. Within this course, students will engage in various approaches to teaching and learning a range of physical activities, games, and sports.
The course will include a range of interactive learning experiences and assessment tasks focused on two main areas: (i) instruction relative to physical activity and sport, and their application in physical education contexts (e.g. communication, organisation, management, safety, inclusion, teaching styles), and (ii) disability and relevant legislative requirements, including engagement with children with disabilities and their parents, which occurs through a relevant professional experience called Motor Active.
* To undertake this course, a student must fulfill the following requirements:
Mandatory
Strongly Recommended
For instructions on completing/submitting these requirements, please refer toﾠ Prepare for your Health, Sport and Physical Education placement - Faculty of Health and Behavioural Sciences - University of Queensland (uq.edu.au)ﾠ.
Please note: submitting evidence of these documents is not the final step in the process. Your documents must also be verified by the WIL Placement Team, which can take a minimum of 1 week to occur. You will not be permitted to partake in practicum related activities until your records are fully verified. You will also not be provided with an opportunity to make up practicum missed due to being non-compliant. It is in your best interest to be proactive in ensuring these requirements are completed well in advance of the semester commencement date.
Students enrolled in EDUC2003 are expected to have completed SPCG1000: Sports Coaching and thus have an understanding of foundational concepts and constructs in learning and development in physical activity and sport settings.
You'll need to complete the following courses before enrolling in this one:
*Refer to Course Description for compliance requirements
We recommend completing the following courses before enrolling in this one:
SPCG1000
We recommend completing the following courses at the same time:
EDUC2012
You can't enrol in this course if you've already completed the following:
EDUC2005, EDUC3005, EDUC3004
BHSPE; BHSPE(Hon); BHMNSc (Sports Coaching major) or with permission by HMNS Head of School
I am the course coordinator and will be running the majority of lectures and practical sessions for EDUC2003. Please reach out to me with any questions you have about the course.
If you would like to arrange a meeting with me, please email me with at least two day/time options. Please note: I will only read emails Monday - Friday during office hours.
The timetable for this course is available on the UQ Public Timetable.
In this course, students will engage in a wide range of interactive learning experiences and assessment tasks that will help them develop knowledge and competencies in:
Demonstrating a high level of professionalism is also a course aim and requirement.
*The aims and objectives of this course have been developed relative to the Australian Professional Standards for Teachers (https://www.aitsl.edu.au/teach/standards).
After successfully completing this course you should be able to:
LO1.
Standard 1: Know students and how they learn - Focus Area 1.1. Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
LO2.
Standard 1: Know students and how they learn - Focus Area 1.5. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
LO3.
Standard 1: Know students and how they learn - Focus Area 1.6. Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
LO4.
Standard 2: Know content and how to teach it - Focus Area 2.1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
LO5.
Standard 2: Know content and how to teach it - Focus Area 2.2. Organise content into an effective learning and teaching sequence.
LO6.
Standard 3: Plan for and implement effective T&L - Focus Area 3.1. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
LO7.
Standard 3: Plan for and implement effective T&L - Focus Area 3.3. Include a range of teaching strategies.
LO8.
Standard 3: Plan for and implement effective T&L - Focus Area 3.4. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
LO9.
Standard 3: Plan for and implement effective T&L - Focus Area 3.5. Demonstrate a range of verbal and non -verbal communication strategies to support student engagement.
LO10.
Standard 3: Plan for and implement effective T&L - Focus Area 3.7. Describe a broad range of strategies for involving parents/carers in the educative process.
LO11.
Standard 4: Supportive & safe learning environment - Focus Area 4.1. Identify strategies to support inclusive student participation and engagement in classroom activities.
LO12.
Standard 4: Supportive & safe learning environment - Focus Area 4.2. Demonstrate the capacity to organise classroom activities and provide clear directions.
LO13.
Standard 4: Supportive & safe learning environment - Focus Area 4.4. Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements.
LO14.
Standard 5: Assess, provide feedback and report - Focus Area 5.5. 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.
LO15.
Standard 6: Engage in professional learning - Focus Area 6.1. Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
LO16.
Standard 6: Engage in professional learning - Focus Area 6.2. Engage in professional learning and improve practice
LO17.
Standard 6: Engage in professional learning - Focus Area 6.4. Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
LO18.
Standard 7: Engage professionally with others - Focus Area 7.1. Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
LO19.
Standard 7: Engage professionally with others - Focus Area 7.3. Understand strategies for working effectively, sensitively and confidentially with parents/carers.
LO20.
Standard 7: Engage professionally with others - Focus Area 7.4. Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice.
LO21.
Professionalism Expectations - Meet the expectations of professional behaviour for a pre-service teacher.
LO22.
Demonstrate the ability to effectively collaborate with others to complete group tasks.
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Placement, Practical/ Demonstration |
Motor Active - Practical, Task Cards, Report
|
50% (Practical component: Pass/Fail, Task Cards: 25%, Progress Report to Parents: 25%) |
Parts 1 & 2: ongoing Part 3: 28/04/2025 3:00 pm |
| Practical/ Demonstration, Reflection |
Micro Teaching & Reflection
|
50% (Part 1 - Group task: 20%, Part 2 - Individual task: 30%) |
Part 1: During timetabled class on 13/05/2025 or 20/05/2025 Part 2: 09/06/2025 3:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Parts 1 & 2: ongoing
Part 3: 28/04/2025 3:00 pm
As part of Motor Active, students have the opportunity to work with children with disabilities and their parents/carers for one afternoon/week over several weeks. Motor Active involves the assessment tasks described below.
A document with a detailed description of these assessment tasks is available on Blackboard.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT) Part 1:
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Use of AI/MT to support or inform Parts 2 and 3:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Part 1 occurs in person.
Part 2 & 3 to be submitted via the relevant Turnitin submission portal on the course Blackboard site.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions can only be requested for Parts 2 & 3.
Please see 'Additional assessment information' for instructions on what to do if you are absent from Motor Active Placement (Part 1).
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Part 1: During timetabled class on 13/05/2025 or 20/05/2025
Part 2: 09/06/2025 3:00 pm
This assessment task includes the following two parts:
A document with a detailed description of this assessment task is available on Blackboard.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT) Part 1:
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Use of AI/MT to support or inform Part 2:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Part 1 occurs in person.
Part 2 to be submitted via the relevant Turnitin submission portal on the course Blackboard site.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions for Part 1 need to be discussed with the course coordinator, as this part occurs in class over a period of two weeks.
Extensions can be requested for Part 2; however, because this part is due at the beginning of exam period, applications for extensions may not allow the School sufficient time to finalise your mark for this assessment item and subsequently your grade for the course. Your grade may be held as incomplete (INC) on the finalisation of grades. Your grade will be finalised once all marks for the course have been finalised.
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A grade of 1 will be awarded to a student who achieves a final cumulative percentage ofﾠ0% - 24% from all graded assessment tasks. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A grade of 2 will be awarded to a student who achieves a final cumulative percentage ofﾠ25% - 44%ﾠfrom all graded assessment tasks. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A grade of 3 will be awarded to a student who either (a) achieves a final cumulative percentage of 45% - 49% from all graded assessment tasks, or (b) achieves a final cumulative percentage of 50% or higher from all graded assessment tasks but does not pass the "must pass" assessment tasks as noted below. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A grade of 4 will be awarded to a student who achieves a final cumulative percentage of50 - 64% from all graded assessment tasks and passes the "must pass" assessment tasks as noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A grade of 5 will be awarded to a student who achieves a final cumulative percentage ofﾠ65% - 74% from all graded assessment tasks and passes the "must pass" assessment tasks as noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A grade of 6ﾠwill be awarded to a student who achieves a final cumulative percentage ofﾠ75% - 84% from all graded assessment tasksﾠandﾠpasses the "must pass" assessment tasks as noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A grade of 7 will be awarded to a student who achieves a final cumulative percentage of 85% - 100% from all graded assessment tasks and passes the "must pass" assessment tasks as noted below. |
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64).
This course contains ‘must pass’ assessment tasks, specifically Motor Active - Practical, Task Cards, Report. You must pass all components of this assessment task to pass this course overall, i.e. even if your final cumulative percentage from graded assessment tasks is 50% or higher, the individual ‘must pass’ assessment items must be passed in order to pass the course.
EDUC2003 is a pre-requisite course for EDUC2004 Supportive Learning Environments. BHSPE(Hons) students must pass EDUC2003 to progress to EDUC2004.
Supplementary assessment is available for this course.
Attendance at Professional Experience (Motor Active placement) sessions:
Students must complete the required number of Motor Active sessions in order to meet the requirements of teacher registration. Students must make up any missed sessions.
Students who will be absent from a scheduled Motor Active session for any reason need to do the following:
Please review the information listed on the medical or extenuating circumstances page for information about acceptable supporting documentation.
Link to absentee form:ﾠﾠhttp://www.hms.uq.edu.au/current-students/undergraduate-students/student-resources-and-guides/.
Motor Active Practical Component:
Students engaging in the Motor Active professional experience will be considered ‘at-risk’ of failing if they are (i) identified as not progressing towards “pass” in assessable criteria by mid-way through the professional experience and/or (ii) not demonstrating an appropriate level of professionalism as outlined in the course. In this case, an at-risk process will be followed, including the student identified and notified as at-risk, working with course staff to devise strategies for improvement, and monitoring of progress and notification of outcome. More detailed information about this process will be provided on Blackboard. In the event that this process does not result in a positive outcome, fitness to practice procedures will be followed.
What is Turnitin
Turnitin is an electronic assignment submission tool. The tool provides your Course Coordinator with:
· a record of the exact submission time of an assignment
· an originality report indicating the percentage of your work that is an exact match of existing materials within the Turnitin database.
Instructions on how to submit an assignment using Turnitin are located on the UQ Library website
Submit your Turnitin assignment - Library Guide
Note:
When submitting, to check that you have chosen the correct file on the Preview Submission page and click on the Submit to Turnitin button. ﾠ
Remember to download your digital receipt in your Assignment inbox to confirm successful submission.
If a submission cannot be successfully completed, email a copy of the assessment task to the Course Administrator. For contact details refer to Course Contact section of the Course Profile.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources will be provided on Blackboard and discussed in class.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Intro to EDUC2003 & Motor Active (Placement) Induction Course Overview (course structure, expectations, and assessment); Understanding the context in which HPE teachers operate (APST and sprofessional learning; ethics and conduct for teaching profession). Overview of the Motor Active professional experience, including structure, expectations, and assessment. Location: Room 219 Learning outcomes: L03, L04, L15, L18, L21 |
Practical |
ABCs of Teaching Physical Education Intro Activities; focus on organisation, management, and communication. Location: Connell gym. |
|
Placement |
No Class |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
Disability Overview of disabilities, relevant characteristics and implications for participation and learning. Legislative requirements and teaching strategies that support participation and learning of students with disability. Location: Room 219 Learning outcomes: L01, L03, L04 |
Practical |
Fundamental Movement Skills (FMS) in Action I Practical activities focused on Fundamental Movement Skills (FMS); organisation, management, and communication; and relevant pedagogies. Location: Connell gym. |
|
Placement |
Motor Active - Planning & Preparation Planning and preparation for the Motor Active professional experience. Location: Connell gym. Learning outcomes: L03, L04, L05 |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Engaging with Other Stakeholders Interprofessional Practice - Working with Occupational Therapists (OT). Engagement of, and with, Parents/ Carers: involving parents/carers in the educative process; reporting to students and parents/carers and keeping accurate and reliable records of student achievement; and working effectively, sensitively and confidentially with parents/carers. Location: Room 219 |
Practical |
Fundamental Movement Skills (FMS) in Action II Practical activities focused on Fundamental Movement Skills (FMS); organisation, management, and communication; and relevant pedagogies. Location: Connell gym. |
|
Placement |
Motor Active - Planning & Preparation Planning and preparation for the Motor Active professional experience, with a focus on the development of task cards. Location: Connell gym. |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Mosston's Spectrum of Teaching Styles Overview and demonstration of a range of teaching strategies through Mosston's Spectrum of Teaching Styles. |
Practical |
Mosston's Spectrum of Teaching Styles Application of Mosston's Spectrum of Teaching Styles using dance and other activities. Location: Connell gym. |
|
Placement |
Motor Active - Session 1 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Creating Inclusive PA Environments Why and how to create a 'physical activity for all' teaching environment; differentiating teaching to meet the learning needs of students across the full range of abilities; supporting inclusive participation and engagement; using a range of resources and teaching strategies. Focus topics: TREE principle, diverse skill levels. |
Practical |
Creating Inclusive PA Environments Practical activities focused on creating inclusive PE environment. Focus: TREE principle, diverse skill levels. Location: Connell gym. |
|
Placement |
Motor Active - Session 2 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Overview of Micro Teaching Assessment Overview of Micro Teaching Assessment, including a focus on (a) collecting and using evidence, and (b) professional development. |
Practical |
Practising Teaching Skills Students practice a variety of teaching skills (e.g. communication, organisation, management) in preparation for their peer teaching assessment. Location: Connell gym. |
|
Placement |
Motor Active - Session 3 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Lesson Planning |
Practical |
Practising Teaching Skills Students practice a variety of teaching skills (e.g. communication, organisation, management) in preparation for their peer teaching assessment. Location: Connell gym. |
|
Placement |
Motor Active - Session 4 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
Safety & Risk Assessment Policy and processes for creating safe physical activity environments for teachers and students. |
Practical |
Practising Teaching Skills Students practice a variety of teaching skills (e.g. communication, organisation, management) in preparation for their peer teaching assessment. Location: Connell gym. |
|
Placement |
Motor Active - Reflection & Planning Reflection on first four sessions; Preparation for Progress Report for Parents. Location: TBC. Learning outcomes: L03, L04, L05, L20 |
|
Mid-sem break (21 Apr - 27 Apr) |
Lecture |
MID-SEMESTER BREAK |
Practical |
MID-SEMESTER BREAK |
|
Placement |
MID-SEMESTER BREAK |
|
Week 9 (28 Apr - 04 May) |
Lecture |
TBA |
Practical |
TBA Location: Connell gym. |
|
Placement |
Motor Active - Session 5 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 10 (05 May - 11 May) |
Lecture |
Micro Teaching Assessment - Prep Time |
Practical |
Micro Teaching Assessment - Prep Time Location: Connell gym. |
|
Placement |
Motor Active - Session 6 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 11 (12 May - 18 May) |
Lecture |
Micro Teaching (In-person Assessment) Student-led, micro teaching sessions. Location: Connell gym. Location: Connell gym. |
Practical |
Micro Teaching (In-person Assessment) Student-led, micro teaching sessions. Location: Connell gym. |
|
Placement |
Motor Active - Session 7 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 12 (19 May - 25 May) |
Lecture |
Micro Teaching (In-person Assessment) Student-led, micro teaching sessions. Location: Connell gym. |
Practical |
Micro Teaching (In-person Assessment) Student-led, micro teaching sessions. Location: Connell gym. |
|
Placement |
Motor Active - Session 8 Planning and implementing quality physical activities for students with disabilities. Communicating with parents /carers each week to enhance student learning. Includes a weekly tutorial. Location: Connell gym. |
|
Week 13 (26 May - 01 Jun) |
Lecture |
Micro Teaching Reflection & Course Overview Assessment Work, Course Overview and what's next in the BHSPE(Hons)degree. |
Practical |
No Class - Individual Assessment Prep Time |
|
Placement |
No Class - Individual Assessment Prep Time |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
Your school has additional guidelines you'll need to follow for this course: