Course coordinator
Dr Leigh Sperka
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
EDUC2012 introduces you to the complex field of curriculum study. It critically engages with a range of issues, from the broad ideas of what the purpose of schooling is, to understanding what is taught and learnt in HPE, why particular content is focused on and how teachers plan for, organise and assess student learning.
EDUC2012: P-10 Health and Physical Education Curriculum introduces students to the curriculumﾠand policies of Junior Health and Physical Education (HPE). Across the course, students will engage in learning experiences containing authentic scenariosﾠthat will build their knowledge, skills, and capacity to teach HPE. This includes engaging with the Australian Curriculum: HPEﾠto plan learning experiences and lessons, confronting key issues within health education (including developing strategies to deal with sensitive and controversial areas), and critically engaging with a range of broad HPE issues.
Course requirements
Companion or co-requisite courses
You'll need to complete the following courses at the same time:
EDUC2010
Recommended companion or co-requisite courses
We recommend completing the following courses at the same time:
EDUC2003
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2009, EDUC3008
Restrictions
BHSPE; BHSPE(Hon) students; or with permission by HMNS Head of School
Course contact
Course staff
Lecturer
Dr Leigh Sperka
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Lecture content will be posted each Monday. You must engage with this content before the Wednesday morning workshop.
Aims and outcomes
EDUC2012ﾠwill assist you in becoming a reflexive teacher who understands the processes of curriculum construction from both sociocultural and technical perspectives.ﾠ
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Professional Standard 1.4 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.
LO2.
Professional Standard 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
LO3.
Professional Standard 2.2 Organise content into an effective learning and teaching sequence.
LO4.
Professional Standard 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
LO5.
Professional Standard 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
LO6.
Professional Standard 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
LO7.
Professional Standard 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
LO8.
Professional Standard 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
LO9.
Professional Standard 3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
LO10.
Professional Standard 4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
LO11.
Professional Standard 4.5 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.
LO12.
Professional Standard 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
LO13.
Professional Standard 6.2 Understand the relevant and appropriate sources of professional learning for teachers.
LO14.
Professional Standard 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
LO15.
Professional Standard 6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
LO16.
Professional Standard 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.
LO17.
Demonstrate the ability to effectively collaborate with others to complete group tasks.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design |
Health and Physical Education Assessment
|
20% |
26/03/2025 3:00 pm |
| Product/ Design |
Health and Physical Education Unit Plan
|
25% |
16/04/2025 3:00 pm |
| Paper/ Report/ Annotation, Product/ Design | Health and Physical Education Lesson Plan | 25% |
7/05/2025 3:00 pm |
| Reflection |
Health and Physical Education Advocacy
|
30% |
11/06/2025 3:00 pm |
Assessment details
Health and Physical Education Assessment
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia
- Category
- Product/ Design
- Weight
- 20%
- Due date
26/03/2025 3:00 pm
- Learning outcomes
- L02, L04, L12, L14, L17
Task description
As a group of three, you need to design an assessment task for a St Lucia High School Year 9 HPE unit that:
- Is innovative/creative
- Reflects the school context
To successfully do this, you must apply your understanding of:
- The Australian Curriculum: HPE
- Assessment design principles.
Use of Artificial Intelligence (AI) and Machine Translation (MT) in this assessment task
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 AI or MT use may constitute student misconduct under the Student Code of Conduct. Referencing protocols for APA 7th can be found here: https://guides.library.uq.edu.au/referencing/apa7/chatgpt-and-generative-ai
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
One member of your group will need to submit via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
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 group work assessment may be available and will require a single request submitted with agreement from at least 50% of the members of the group, and recognition of potential impacts on the other group members. Download and complete the form below, and attach this form to your extension request: Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Student Access Plans for an individual student do not guarantee an extension for the assessment item. Extension Verification Letters cannot be used for group-based assessments and activities.
Dysfunctional group dynamics, poor performance by individual group members, or illness or other issues of a group member are generally not considered sufficient grounds for an extension on submission of a group assessment item. These issues should be actively managed by the group and the Course Coordinator as appropriate, during semester.
Late submission
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.
Health and Physical Education Unit Plan
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia
- Category
- Product/ Design
- Weight
- 25%
- Due date
16/04/2025 3:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L09, L11, L14, L16, L17
Task description
As a group of three, you need to design a 10-week St Lucia High School HPE unit for Year 9 students that:
- Is innovative/creative and cohesive/logically sequenced
- Reflects the school context
- Engages parents/carers in the educative process
- Plans for safe, responsible and ethical use of ICT
- Incorporates the assessment task designed in Task 1.
To successfully do this, you must apply your understanding of the Australian Curriculum: HPE. This includes:
- Aligning with the Australian Curriculum: HPE propositions and Content Descriptions
- Addressing: Digital Literacy (General Capability) and Aboriginal and Torres Strait Islander histories and cultures (Cross-curriculum priority)
As a team, you need to decide how you will delegate the remaining sections of the provided ‘Year 9 Term X Unit Plan’ (i.e., Unit description, General capabilities, Cross-curriculum priorities, Sequence of teaching and learning).
Use of Artificial Intelligence (AI) and Machine Translation (MT) in this assessment task
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 AI or MT use may constitute student misconduct under the Student Code of Conduct. Referencing protocols for APA 7th can be found here: https://guides.library.uq.edu.au/referencing/apa7/chatgpt-and-generative-ai
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
One member of your group will need to submit via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
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 group work assessment may be available and will require a single request submitted with agreement from at least 50% of the members of the group, and recognition of potential impacts on the other group members. Download and complete the form below, and attach this form to your extension request: Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Student Access Plans for an individual student do not guarantee an extension for the assessment item. Extension Verification Letters cannot be used for group-based assessments and activities.
Dysfunctional group dynamics, poor performance by individual group members, or illness or other issues of a group member are generally not considered sufficient grounds for an extension on submission of a group assessment item. These issues should be actively managed by the group and the Course Coordinator as appropriate, during semester.
Late submission
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.
Health and Physical Education Lesson Plan
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Product/ Design
- Weight
- 25%
- Due date
7/05/2025 3:00 pm
- Learning outcomes
- L02, L03, L04, L07, L11
Task description
Individually, you need to design one HPE lesson from the unit you planned in Task 2 that:
- Is innovative/creative, cohesive/logically sequenced, inclusive, safe and engaging
- Reflects the school context
You must plan a different lesson to others from your Task 1 group.
To successfully do this, you must apply your understanding of the Australian Curriculum: HPE. This includes aligning with the Australian Curriculum: HPE propositions and Content Descriptions.
Additionally, you need to provide two statements that justify your decision-making in relation to:
- Statement 1 – St Lucia High School context
- Statement 2 – Education research
Use of Artificial Intelligence (AI) and Machine Translation (MT) in this assessment task
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 AI or MT use may constitute student misconduct under the Student Code of Conduct. Referencing protocols for APA 7th can be found here: https://guides.library.uq.edu.au/referencing/apa7/chatgpt-and-generative-ai
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be submitted via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
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.
Health and Physical Education Advocacy
- Identity Verified
- Mode
- Oral
- Category
- Reflection
- Weight
- 30%
- Due date
11/06/2025 3:00 pm
- Learning outcomes
- L08, L13, L14
Task description
Individually, you need to:
1. Justify
- Whether and how your understanding of HPE has changed throughout the course of the year, using supporting primary data
- What HPE has to offer young Australians, using supporting secondary data
2. Evaluate how you could adjust your HPE assessment task (Task 1), unit plan (Task 2), and lesson plan (Task 3) to further improve student learning in HPE, using primary and secondary data.
This should be presented within a video that is 10 minutes maximum.
Use of Artificial Intelligence (AI) and Machine Translation (MT) in this assessment task
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 AI or MT use may constitute student misconduct under the Student Code of Conduct. Referencing protocols for APA 7th can be found here: https://guides.library.uq.edu.au/referencing/apa7/chatgpt-and-generative-ai
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be submitted via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
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.
Course grading
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: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 0 and 24% |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 25ﾠand 44% |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is betweenﾠ45 and 49% |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 50 and 64%. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is betweenﾠ65 and 74%. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is betweenﾠ75 and 84%. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 85 and 100%. |
Additional course grading information
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.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
****Alternative assessment in the event of a disruption
In the event of a disruption during the semester that prevents the scheduled assessment from occurring as planned, the assessment will be changed to an alternative form of assessment.ﾠThe timing of the assessment may also be impacted.
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 Contributors section of the Course Profile.
Learning resources
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.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Course Introduction Learning outcomes: L02, L13 |
Workshop |
Teamwork in BHSPE(Hons) Program Learning outcomes: L14 |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
Defining Health and Physical Education (HPE) Learning outcomes: L02 |
Workshop |
Debating and Experiencing HPE Learning outcomes: L01, L02, L05, L13 |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Australian Curriculum (AC) Introduction and Navigation Learning outcomes: L02 |
Workshop |
Unpacking and Experiencing the AC:HPE Learning outcomes: L02 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Using the Curriculum: Assessment Learning outcomes: L12 |
Workshop |
Assessment: Critiques and Design Learning outcomes: L12 |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Assessment: Reflections Learning outcomes: L08, L12, L13, L14, L15 |
Workshop |
Using the Curriculum: Unit Planning Learning outcomes: L03, L04, L07 |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Unit Planning: Teaching with ICT Learning outcomes: L03, L04, L06, L07, L10, L11 |
Workshop |
Unit Planning: Experiencing ICT in the AC:HPE Learning outcomes: L03, L04, L06, L07, L10, L11 |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Unit Planning: Engaging Parents/Carers Learning outcomes: L03, L04, L07, L09, L16 |
Workshop |
Unit Planning: Engaging Parents/Carers Learning outcomes: L03, L04, L07, L09, L16 |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
Unit Planning: Reflections Learning outcomes: L03, L04, L08, L13, L14, L15 |
Workshop |
Using the Curriculum: Lesson Planning Learning outcomes: L03, L04, L07 |
|
Week 9 (28 Apr - 04 May) |
Lecture |
Lesson Planning: Design and Refine Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L11, L13, L14 |
Workshop |
Lesson Planning: Design and Refine Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L11, L13, L14 |
|
Multiple weeks From Week 10 To Week 11 |
Lecture |
Lesson Planning: The Hidden Curriculum Learning outcomes: L01, L02, L03, L05, L07, L08, L10 |
Workshop |
Lesson Planning: Experiencing RSE in the AC:HPE Learning outcomes: L02, L03, L04, L06, L07, L08, L11, L13, L14 |
|
Multiple weeks From Week 12 To Week 13 |
Lecture |
Reflections and Advocacy Learning outcomes: L08, L13, L14, L15 |
Workshop |
Reflections and Advocacy Learning outcomes: L08, L13, L14, L15 |
Policies and procedures
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:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: