Course coordinator
Dr Dillon Landi
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
Queensland schools will begin the delivery of new high definition Senior (Years 11 -12) courses of study, in response to the introduction of high-stakes, external examinations and assessment accountability processes. As a result, the content and skills to be delivered to secondary school students in the subject areas of Senior Health and Senior Physical Education is substantially different from the previous low-definition courses of study. In response to these significant changes, EDUC3012 will provide students with interactive engagement with the innovative content, pedagogical and assessment strategies of these new courses. Authentic assessment tasks will build and provide evidence of HPE pre-service teachers' capacity to devise and deliver quality programs of Senior HPE in school settings.
This course introducesﾠpre-service teachers to the key ideas underpinning the Queensland Senior Curriculumﾠand to the theories, policies and practices shaping the enactment of the Health and Physical Education subjects that are part of the curriculum. Throughﾠreading, thinking, individual and collaborative applied work, and the analysis of case studies, pre-service teachers will develop professional and pedagogical skills to critically engage with and teach throughﾠthe Senior Health andﾠSenior Physical Education syllabi.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC3008 or EDUC2012
Recommended companion or co-requisite courses
We recommend completing the following courses at the same time:
EDUC3013, HMST3190
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2009
Restrictions
BHSPE; BHSPE(Hon) students; or with permission by HMNS Head of School
Course contact
Course staff
Lecturer
Dr Dillon Landi
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to equip pre-service teachers with the skills to:
- understand the theories, policies and practices shaping the Health and Physical Education (HPE)ﾠsubjects in the Queensland Senior Curriculum (QSC)
- critically engage with the HPE subjects that are part of the QSC
- translate theory and curriculum knowledge into informed teaching practices acrossﾠculturally and socio-economic diverseﾠcontexts
Learning outcomes
After successfully completing this course you should be able to:
LO1.
1. Know students and how they learn - AITSL Professional Standard 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
LO2.
1. Know students and how they learn - AITSL 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.
1. Know students and how they learn - AITSL Professional Standard 2.2 Organise content into an effective learning and teaching sequence.
LO4.
1. Know students and how they learn - AITSL Professional Standard 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
LO5.
1. Know students and how they learn - AITSL Professional Standard 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
LO6.
1. Know students and how they learn - AITSL Professional Standard 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
LO7.
1. Know students and how they learn - AITSL Professional Standard 3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
LO8.
1. Know students and how they learn - AITSL 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.
LO9.
1. Know students and how they learn - AITSL Professional Standard 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
LO10.
1. Know students and how they learn - AITSL Professional Standard 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
LO11.
1. Know students and how they learn - AITSL Professional Standard 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
LO12.
1. Know students and how they learn - AITSL Professional Standard 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
LO13.
1. Know students and how they learn - AITSL Professional Standard 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.
LO14.
1. Know students and how they learn - AITSL Professional Standard 6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learningneeds.
LO15.
1. Know students and how they learn - AITSL Professional Standard 6.2 Understand the relevant and appropriate sources of professional learning forteachers.
LO16.
1. Know students and how they learn - AITSL Professional Standard 7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO17.
Demonstrate the ability to effectively collaborate with others to complete group tasks.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Assessment in Senior Subjects
|
30% |
11/04/2025 5:00 pm |
| Essay/ Critique, Presentation |
Learning Experiences in Senior Subjects
|
55% (Part a - Presentation: 35%, Part b - Reflection: 20%) |
Part a - Presentation 12/05/2025 5:00 pm Part b - Reflection 16/05/2025 5:00 pm |
| Role play/ Simulation |
Parent-Teacher Interview
|
15% |
27/05/2025
During timetabled workshop. |
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
Assessment in Senior Subjects
- In-person
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
11/04/2025 5:00 pm
- Learning outcomes
- L09, L10, L11, L12, L13
Task description
In workshops, you will be provided with student responses to assessment in Senior Health and Senior PE. For this task, you will first write a short reflection on the process of marking and moderating two responses to a Senior Health assessment task and two responses to a Senior PE assessment task, considering:
• Whether your judgements remained the same or changed through moderation
• What you learned about the use of instrument-specific marking guides and the role of assessment moderation in supporting consistent and comparable judgements of student learning
After marking and moderation, you will construct a report for parents of one student providing a justification and critique of performance and learning outcomes that:
• Briefly describes the unit objectives, topic, stages of inquiry and the assessment task through which the data was gathered
• Discusses student data against the unit and assessment objectives
• Suggests how the student can enhance their 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. 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
Short reflection: Completed in-class during timetabled workshop activity.
Report: 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.
Learning Experiences in Senior Subjects
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Presentation
- Weight
- 55% (Part a - Presentation: 35%, Part b - Reflection: 20%)
- Due date
Part a - Presentation 12/05/2025 5:00 pm
Part b - Reflection 16/05/2025 5:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L14, L15, L16, L17
Task description
Part a (Presentation)
As a group of two or three, you will design two learning experiences (to feature in consecutive lessons) for each of Physical Education and Health. Your group will present and justify these learning experiences in a pre-recorded, narrated presentation, with reference to:
• Their innovative nature and cohesive/logical sequencing
• Meaningfulness for the school context
• Alignment with the syllabus documents and supplied assessment tasks
Prior to finalising your presentation, you will be given the opportunity (in workshops) to provide feedback to another group, and receive feedback from another group, to strengthen the planned learning experiences.
Part b (Reflection)
Individually, you will write a reflection on your involvement in the collegial feedback process during the design of learning experiences in Part A. Your reflection should address:
• How peer feedback influenced the development of your group’s learning experiences, including specific changes made and impact on their quality
• How providing and receiving feedback contributed to your understanding of the syllabus and effective teaching practices
• How this experience will influence your future professional learning practices
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. 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 cannot defer or apply for an extension for this assessment.
Part a - Presentation
Extensions on this assessment component are not possible as students are required to review and reflect during their timetabled workshop activity on 13/05/2025 which will aid in preparing your individual reflection due on 16/05/2025.
Part b - Reflection
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.
Parent-Teacher Interview
- Hurdle
- In-person
- Mode
- Oral
- Category
- Role play/ Simulation
- Weight
- 15%
- Due date
27/05/2025
During timetabled workshop.
- Learning outcomes
- L07, L08, L13
Task description
Following your written report, you will now discuss the student’s performance in Senior Health or Senior PE with their parent in a 10-minute mock parent-teacher interview. This interview will also provide opportunities to:
• Discuss next-step teaching strategies to address the student's specific learning needs
• Discuss ways the parent can support learning at home and stay engaged in their child’s education
• Plan follow-up communication strategies to maintain ongoing parent-teacher partnership
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
Students must successfully complete and pass this assessment task to pass this course.Submission guidelines
Completed in-class.
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
You will receive a mark of 0 if this assessment is submitted late.
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: 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 item. |
| 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 item. |
| 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 item. |
| 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 tasks and passes the "must pass" assessment item. |
| 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 item. |
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.
This course contains a ‘must pass’ assessment item, specifically the Parent-Teacher Interview.ﾠYou must pass this assessment item to pass this course overall, i.e. even if your final percentage mark is 50% or higher, the individual ‘must pass’ assessment items must have been passed.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Workshop attendance
Students are permitted to miss zero workshops for EDUC3012 without receiving approval as the activities conducted in workshops form a major part in constructing and completing your graded assessment items.
If you are unable to attend for medical or extenuating circumstances, you are required to complete an absentee form and email the form as soon as possible to the Course Coordinator (d.landi@uq.edu.au) no later than two (2) calendar days after the date of the original class was held. You must submit supporting documentation along with your request. Please review the information listed on the medical or extenuating circumstances page for information about acceptable supporting documentation.
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.
Recording of Assessment:
When a student is required to complete an oral or practical assessment item worth 20% or more, the performance will be recorded and retained as per Appendix 1 as the official recording of the item for re-mark purposes.
Recordings will be stored in a secure manner and will only be accessed for the purposes of:
i. moderation of marking
ii. provision of feedback to the student(s) recorded; and/or
iii. re-marking following a successful re-mark application.
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 1 |
Workshop |
Introduction to Senior Curriculum Studies Learning outcomes: L02, L14, L15, L16 |
Week 2 |
Workshop |
Introduction to Senior HPE Syllabi Learning outcomes: L02, L04, L05 |
Week 3 |
Workshop |
Understanding the Senior Health Syllabus I Learning outcomes: L02, L03, L04, L05, L06 |
Week 4 |
Workshop |
Critical Analysis of Senior Health Learning outcomes: L02, L03, L04, L05, L06 |
Week 5 |
Workshop |
Senior Health Assessments Learning outcomes: L09, L10, L11, L12, L13, L16 |
Week 6 |
Workshop |
Senior PE Assessments Learning outcomes: L04, L05, L09, L10, L12, L13, L16 |
Week 7 |
Workshop |
Senior HPE Reporting Learning outcomes: L04, L07, L09, L10, L13, L16 |
Week 8 |
Workshop |
Planning for Senior Health Learning outcomes: L01, L02, L03, L04, L05, L06 |
Mid-sem break |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 |
Workshop |
Planning for Senior Health II Learning outcomes: L01, L02, L03, L04, L05, L06, L14, L15 |
Week 10 |
Workshop |
Planning for Senior PE |
Week 11 |
Workshop |
Collaborative Planning in HPE |
Week 12 |
Workshop |
Engaging with Families Learning outcomes: L07, L12, L13 |
Week 13 |
Workshop |
Mock Interviews with Families Learning outcomes: L07, L12, L13 |
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: