Course coordinator
Mr Paul Treschman
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
Develop and use a range of advanced planning, teaching, and assessment strategies to have a positive impact on students’ learning. This includes using creative, contemporary, and evidence-informed practices to support learning in secondary health and physical education contexts.
To undertake this course, students must meet all mandatory requirements as outlined here: Prepare for your Health, Sport and Physical Education placement.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
(EDUC2004 or EDUC3004) + (EDUC2012 or EDUC3008) + EDUC3250
Incompatible
You can't enrol in this course if you've already completed the following:
HMST3241
Restrictions
BHSPE(Hons)
Course contact
Course staff
Lecturer
Mr Paul Treschman
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
10 weeks of teaching, 5 weeks of full time professional experience.
Lecture and Workshop: Thursday 8am - 12pmﾠ
Full time professional experience (Prac): Intro Secondary: 14ﾠ- 25 July (2 weeks, full-time);ﾠMinor Prac: 13 Oct - 31 Oct (3 weeks, full-time).
UniPE Secondary: Fortnightly teaching episodes in local high school: 7 Aug; 21 Aug; 4 Sept; 18 Sept
Please see Learning Activities or Blackboard for more details.
School Sites: Pre-service teachers will be allocated a school site by the Course Coordinator.
Aims and outcomes
Thisﾠis an advanced course in teaching Health and Physical Education. This course explores the role of inquiry in enhancing school students' depth of understandingﾠsubject matter.ﾠThis course provides practical opportunities for students to develop and refine a variety of teaching skills and strategies within inquiry basedﾠapproaches to Health and Physical Education teaching.ﾠThrough assessment and learning experiences in this course, university students/pre-service teachers will learn to investigate and provide evidence of their impact on students' learning and behaviour.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Course Specific Assessment - Professional Standard 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
LO2.
Course Specific Assessment - Professional Standard 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
LO3.
Course Specific Assessment - Professional Standard 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
LO4.
Course Specific Assessment - Professional Standard 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
LO5.
Course Specific Assessment - Professional Standard 2.2 Organise content into an effective learning and teaching sequence
LO6.
Course Specific Assessment - Professional Standard 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics
LO7.
Course Specific Assessment - Professional Standard 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
LO8.
Course Specific Assessment - Professional Standard 3.3 Include a range of teaching strategies
LO9.
Course Specific Assessment - Professional Standard 3.5 Demonstrate a range of verbal and nonverbal communication strategies to support student engagement
LO10.
Course Specific Assessment - Professional Standard 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
LO11.
Course Specific Assessment - Professional Standard 3.7 Describe a broad range of strategies to engage parents/carers in the educative process
LO12.
Course Specific Assessment - Professional Standard 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities
LO13.
Course Specific Assessment - Professional Standard 4.2 Demonstrate the capacity to organise classroom activities and provide clear directions
LO14.
Course Specific Assessment - Professional Standard 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
LO15.
Course Specific Assessment - Professional Standard 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
LO16.
Course Specific Assessment - Professional Standard 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
LO17.
Course Specific Assessment - Professional Standard 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
LO18.
Course Specific Assessment - Professional Standard 5.5 Demonstrate understanding of strategies for reporting to students/carers and the purpose of keeping accurate and reliable records of student achievement
LO19.
Course Specific Assessment - Professional Standard 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
LO20.
Course Specific Assessment - Professional Standard 7.3 Understand strategies for working effectively, sensitively, and confidentially with parents/carers
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Reflection |
Planning and Teaching Task
|
Pass/Fail |
19/08/2025 5:00 pm 2/09/2025 5:00 pm 16/09/2025 5:00 pm
Submissions must include:
|
| Essay/ Critique, Project |
Assessing and Evaluating Task
|
Pass/Fail |
10/10/2025 5:00 pm |
| Placement |
Teaching & Professionalism
|
Pass/Fail |
14/11/2025 5:00 pm
Ongoing |
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.
Assessment details
Planning and Teaching Task
- Hurdle
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Reflection
- Weight
- Pass/Fail
- Due date
19/08/2025 5:00 pm
2/09/2025 5:00 pm
16/09/2025 5:00 pm
Submissions must include:
- An audio/video reflection of previous teaching experience and a subsequent video-based planning justification (4mins max)
- Lesson plan submission
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L12, L13, L14, L15, L17
Task description
To use initial performance judgements to inform planning that will best support student learning.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
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.
Any use of AI or MT must:
1. Be acknowledged appropriately in text and in reference list -
- Consult UQ library website for how to do this
- https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
2. Be included in an appendix including a full transcript of any prompts and AI-generated responses.
Hurdle requirements
To successfully pass this assessment item, students must achieve the ‘Meeting Standard’ or above across all criteria. If a student receives a rating of "Developing Towards Standard" for any criterion, they will fail this task; however, they may be eligible for a supplementary assessment opportunity. If a student receives a rating of "Below Standard" for any criterion, they will fail this task and will not be eligible for a supplementary assessment.Submission guidelines
Submission via Blackboard.
Deferral or extension
You may be able to apply for an extension.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
As this task is Pass / Fail, students who submit beyond the specified due date/time without an approved extension, will fail this task.
Assessing and Evaluating Task
- Hurdle
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Project
- Weight
- Pass/Fail
- Due date
10/10/2025 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20
Task description
For pre-service teachers to demonstrate effective planning, teaching and assessment skills and evaluate impact of their teaching on student learning.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
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.
Any use of AI or MT must:
1. Be acknowledged appropriately in text and in reference list -
- Consult UQ library website for how to do this
- https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
2. Be included in an appendix including a full transcript of any prompts and AI-generated responses.
Hurdle requirements
To successfully pass this assessment item, students must achieve the ‘Meeting Standard’ or above across all criteria. If a student receives a rating of "Developing Towards Standard" for any criterion, they will fail this task; however, they may be eligible for a supplementary assessment opportunity. If a student receives a rating of "Below Standard" for any criterion, they will fail this task and will not be eligible for a supplementary assessment.Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
As this task is Pass / Fail, students who submit beyond the specified due date/time without an approved extension, will fail this task.
Teaching & Professionalism
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/Fail
- Due date
14/11/2025 5:00 pm
Ongoing
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L12, L13, L14, L15, L16, L17, L19
Task description
This course includes three teaching professional experiences: Introduction Secondary Professional Experience, Minor Professional Experience and UniPE Secondary. You must adopt the highest professional standards regarding personal presentation, interactions with school staff and students, attendance, punctuality and preparation. An inability to meet these requirements will result in an automatic failure for these professional experience despite achievement in other criteria. Full task details are available in Blackboard.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
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.
Hurdle requirements
To pass this assessment item, students must demonstrate satisfactory achievement in both teaching performance and professional standards across all three professional experience settings (Introduction to Secondary Professional Experience, Minor Professional Experience, and UniPE Secondary) as assessed by their Professional Experience Supervisor.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
As this task is Pass / Fail, students who submit beyond the specified due date/time without an approved extension, will fail this task.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| Pass |
Course grade description: Completes all assessment tasks to a satisfactory level. |
| Fail |
Course grade description: Fails to complete one or more of the assessment tasks to aﾠsatisfactory level. |
Additional course grading information
The course requires all assessment items to be submitted and graded to a satisfactory level to pass the course.
Supplementary assessment
Supplementary assessment is available for this course.
Students are only eligible for supplementary assessment, if they failed assessment item Planning and Teaching Task and/or Assessing and Evaluating Task with a rating of "Developing Towards Standard" for any criterion.
Additional assessment information
Attendance and participation
As this course is directly related to your professional training, full attendance and active engagement is expected at all times (unexplained absence, late arrival or early departure is not acceptable). Rolls will be maintained for every session. All absences and non-participation will require supporting documentation and additional tasks may be allocated in lieu of missed learning experiences. Assessment tasks are based on information provided during class. This information may not be available on the web.
Attendance at Professional Experience placements
Students must complete the required number of Professional Experience sessions in order to meet the requirements of teacher registration as specified by the QCT. Students must make up any missed sessions.
Please follow the process for absences (below) as soon as you possibly know that you will be absent from Professional Experience. The earlier we are made aware, the easier it is to organise make-up sessions. If you are unable to attend your Professional Experience for medical or extenuating circumstances , you are required to:
1.Notify your Professional Experience site, Course Coordinator, Facilitator and/or student partner.
2.Complete an absentee form and email the form as soon as possible to the Course Coordinator no later than two (2) calendar days after the date of the missed Professional Experience. You must submit supporting documentation along with your request. Only two grounds will be accepted for absences from Professional Experience:
- Medical: A signed medical certificate from a registered medical practitioner.
- Legitimate, non-medical events (e.g. compassionate grounds, significant personal problems): A signed Statutory Declaration detailing the grounds for the application supported by any corroborating information. As a Statutory Declaration is a legally binding document, there can be serious consequences and/or penalties at law for anybody who knowingly makes false or dishonest statements.
3.Make arrangements for a make-up session. This is a requirement to pass the course.
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
Library resources are available 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 3 (28 Jul - 03 Aug) |
Workshop |
Front-ending assessment & School Based Teaching 1 What is inquiry-based pedagogies? Front-ending assessment intro to GTPA and how EDUC 3006 supports this process o Course assessment overview How to assess and provide timely feedback in a performance setting using specific assessment criteria o Diagnostic/formative assessment process for teaching o Knowledge of how students varying physical, social, and intellectual development and individual characteristics may affect learning, planning and teaching Unit planning o Critiquing, evaluating and adapting school-based teaching unit and program to address curriculum, context and student requirements to improve learning o Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Lesson planning for first teaching week o Organising content into an effective learning and teaching sequence . How to gather evidence to evaluate and inform teaching and learning? Providing strategies for reporting to students about their initial achievement Learning outcomes: L01, L04, L07, L10, L14, L15 |
Week 4 (04 Aug - 10 Aug) |
Practical |
School-Based Teaching 1 School-based teaching 1: Learning outcomes: L01, L04, L06, L08, L09, L13, L14, L15, L19 |
Week 5 (11 Aug - 17 Aug) |
Workshop |
Activity and assessment design to support learning Applying research on Constraints-Led Approach (CLA) and implications for teaching and learning in a performance setting Learning outcomes: L01, L02, L04, L05, L06, L07, L10, L14 |
Week 6 (18 Aug - 24 Aug) |
Practical |
School-Based Teaching 2 Organising content and activities into an effective teaching and learning sequence Learning outcomes: L01, L02, L04, L05, L06, L08, L09, L13, L14, L15, L17, L19 |
Week 7 (25 Aug - 31 Aug) |
Workshop |
Feedback, Differentiation and Motivation Differentiation Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L10, L12 |
Week 8 (01 Sep - 07 Sep) |
Practical |
School-Based Teaching 3 Organising content and activities into an effective teaching and learning sequence Learning outcomes: L01, L02, L03, L04, L05, L07, L09, L12, L13, L14, L15, L17, L19 |
Week 9 (08 Sep - 14 Sep) |
Workshop |
Assessment, Moderation and Reporting Using feedback-related research to demonstrate common feedback practices by teachers Learning outcomes: L01, L03, L04, L05, L07, L09, L11, L14, L15, L16, L18 |
Week 10 (15 Sep - 21 Sep) |
Practical |
Schoool-Based Teaching 4 Organising content and activities into an effective teaching and learning sequence Learning outcomes: L01, L02, L03, L04, L05, L06, L08, L09, L12, L13, L14, L15, L16, L17, L18, L19 |
Week 11 (22 Sep - 28 Sep) |
Workshop |
Evaluating Impact of Teaching on Student Learning . Assessing and moderating student performances Learning outcomes: L01, L02, L03, L04, L05, L12, L14, L17, L20 |
Week 12 (06 Oct - 12 Oct) |
Lecture |
Assessment & Professional Experience Preparation Finalising summative assessment and student reporting. . Moderation with peers to support assessment judgements . Professional experience requirements and support Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20 |
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.
You'll also need to be aware of the following policies and procedures while completing this course:
- Working with Children Policy
- Fitness to Practise Policy
- Work Integrated Learning and Work Experience Policy
School guidelines
Your school has additional guidelines you'll need to follow for this course: