Course coordinator
Mr Paul Treschman
Course overview
- Study period
- Semester 2, 2024 (08/07/2024 - 16/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
Develop & use a range of advanced teaching skills & strategies. Consolidate competence & confidence in planning & teaching. Work within secondary practicum sites, actively engaging with issues confronting the school. Use creative solutions to address teaching & learning in health & physical education contexts.
* To undertake EDUC3006, a student must (in conjunction with meeting the course pre-requisites of EDUC2003ﾠ+ Valid First Aid (CPR)ﾠfulfil a number of requirements.
Please refer toﾠPrepare for your Health, Sport and Physical Education placement - Faculty of Health and Behavioural Sciences - University of Queensland (uq.edu.au)ﾠfor further information.
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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. Through 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.
Course requirements
Assumed background
It is assumed that students have successfully completedﾠEDUC2004 Supportive Learning Environmentsﾠand EDUC2012ﾠP-10 Health and Physical Education Curriculumﾠprior to enrolling in EDUC3006.
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:
HM324, HMST3241
Restrictions
BScApp(HMS-Ed); BHMS (Educ); BHSPE; BHSPE(Hon) students; or with permission by HMNS Head of School
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, 3 weeks of professional experience.
Lecture and Tutorial: Thursday 10am - 2pmﾠ
Professional Experience (Prac):ﾠ Intro Secondary: 8ﾠ- 19ﾠJuly;ﾠMinor Prac: 8 Oct - 27ﾠOct (3 weeks, full-time).
UniPE Secondary: Fortnightly teaching episodes in local high school: 1 Aug; 15 Aug; 29 Aug; 12 Sept
Please see Learning Activities or Blackboard for more details.
School Sites: Pre-service teachers will be allocated a school siteﾠby the Course Coordinator.
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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.
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ﾠLearning 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 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning (AITSL 5.2)
LO18.
Course Specific Assessment - Professional Standard 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
LO19.
Course Specific Assessment - Professional Standard 5.1 Demonstrate an understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning (AITSL 5.1)
LO20.
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
LO21.
Course Specific Assessment - Professional Standard 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
LO22.
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 | Diagnostic Assessment and Planning Task | 20% |
15/08/2024 5:00 pm |
| Creative Production/ Exhibition | Designing CLA Learning Experiences | 30% |
13/09/2024 5:00 pm |
| Essay/ Critique, Project | Assessing and Evaluating Task | 50% |
4/10/2024 5:00 pm |
| Placement |
Teaching & Professionalism
|
pass / fail |
15/11/2024 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
Diagnostic Assessment and Planning Task
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
15/08/2024 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06, L07, L08, L12, L14, L18
Task description
To use initial performance judgements to inform planning that will best support student learning.
Use of AI in Assessment Task
This task has been designed to be challenging, authentic, complex, and reflective. Whilst students may use AI 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 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 tools.
Any use of AI for all BHSPE courses:
1. Must acknowledge 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. Must provide an appendix including a full transcript of any prompts and AI-generated responses
Submission guidelines
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.
Designing CLA Learning Experiences
- Mode
- Product/ Artefact/ Multimedia
- Category
- Creative Production/ Exhibition
- Weight
- 30%
- Due date
13/09/2024 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L12
Task description
To apply the constraints-led approach to support student learning in diverse contexts
Use of AI in Assessment Task
This task has been designed to be challenging, authentic, complex, and reflective. Whilst students may use AI 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 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 tools.
Any use of AI for all BHSPE courses:
1. Must acknowledge 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. Must provide an appendix including a full transcript of any prompts and AI-generated responses
Submission guidelines
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.
Assessing and Evaluating Task
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Project
- Weight
- 50%
- Due date
4/10/2024 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L18, L20, L21, L22
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 AI in Assessment Task
This task has been designed to be challenging, authentic, complex, and reflective. Whilst students may use AI 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 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 tools.
Any use of AI for all BHSPE courses:
1. Must acknowledge 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. Must provide an appendix including a full transcript of any prompts and AI-generated responses
Submission guidelines
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.
Teaching & Professionalism
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- pass / fail
- Due date
15/11/2024 5:00 pm
ongoing
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09, L12, L13, L14, L15, L16, L18, L21
Task description
EDUC3006 Teaching Professional Experience includes 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.
Hurdle requirements
This assessment task is a course hurdle. Students must pass this assessment item to achieve a final grade of 4 or higher. EDUC3006 Teaching Professional Experience includes Introduction Secondary Professional Experience, Minor Professional Experience and UniPE Secondary. In order to receive a Pass grade for these professional experiences, you must be able to satisfy your Professional Experience supervisor that there is evidence of satisfactory achievement in your teaching performance in all three professional experience settings to pass the course overall.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
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: 0 - 24% of total marks |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: 25 - 44% of total marks |
| 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 achieves a cumulative percentage for all graded assessment of 50% or higher but who does not pass the 'must pass' assessment items identified in the assessment summary, or who achieves a cumulative percentage for all graded assessment of 45% - 49%. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: 50 - 64% of total marks and obtains a passing mark for the 'must pass' assessment items identified in the assessment summary. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: 65 - 74% of total marks and obtains a passing mark for the 'must pass' assessment items identified in the assessment summary. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: 75 - 84% of total marks and obtains a passing mark for the 'must pass' assessment items identified in the assessment summary. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: 85 - 100% of total marks and obtains a passing mark for the 'must pass' assessment items identified in the assessment summary. |
Additional course grading information
Grading of Student work
This course contains 'must pass' assessment tasks, specifically Introduction Secondary Professional Experience,ﾠMinor Professional Experience & UniPE Secondary.
Students must passﾠtheseﾠassessment items to pass the course overall,ﾠi.e. even if your final percentage mark is 50% or higher, if the individual ‘must pass’ assessment items areﾠnot passed, a student cannot achieve a grade higher than a 3.
EDUC3006 is a pre-requisite for EDUC4005 Major Professional Experience. Students must complete all assessment tasks within this course in order to pass EDUC3006 and progress to EDUC4005 Major Professional Experience.
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.)
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.
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.
Supplementary assessment
Supplementary assessment is available for this 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
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.
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Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 3 (22 Jul - 28 Jul) |
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 (29 Jul - 04 Aug) |
Practical |
School-Based Teaching 1 School-based teaching 1: Learning outcomes: L01, L04, L06, L08, L09, L13, L14, L15, L21 |
Week 5 (05 Aug - 11 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 (12 Aug - 18 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, L18, L21 |
Week 7 (19 Aug - 25 Aug) |
Workshop |
Feedback, Differentiation and Motivation Differentiation Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L10, L12 |
Week 8 (26 Aug - 01 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, L18, L21 |
Week 9 (02 Sep - 08 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, L20 |
Week 10 (09 Sep - 15 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, L18, L20, L21 |
Week 11 (16 Sep - 22 Sep) |
Workshop |
Evaluating Impact of Teaching on Student Learning . Assessing and moderating student performances Learning outcomes: L01, L02, L03, L04, L05, L12, L14, L18, L22 |
Week 12 (30 Sep - 06 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, L18, L20, L21, L22 |
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 - 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: