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
- Education School
Appropriate health behaviours and minimising health risk behaviours are the concern of compulsory school education. This course enables pre-service teachers to both understand and utilise the idea of the social view of health.
This course introducesﾠpre-service teachers to the health promoting principles and practices of contemporary schooling in Australia. The course encourages students to become critical consumers of health programs and initiatives through understanding how health is socially, economically and politicallyﾠconstructed. Drawing on primary and secondary data, students develop and employ a critical lens to confront key issues on teachers' health work and school-basedﾠhealth education. In particular, students explore the impact of their own biographies on the successful, sustainable and effective delivery of health education in school settings, including the health and well-being of teachers.ﾠ
Students will be introduced to the concepts of health, including salutogenic theory and the social and commercial determinants of health, and apply these theoriesﾠin their analysis of the ways in which schools and their teachers play an active role in promoting (or compromising) the health and well-being of young people.ﾠStudents confront key issues within health education and develop ideas on how to deal with what are frequently sensitive and controversial areas of the curriculum.ﾠHealth education content material provides the context within which a range of teaching practices and strategies will be explored, particularly notions of integration and inquiry based learning.ﾠThe development of lessons and learning experiences within the flexibility and constraints of syllabus documents will also be addressed.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2707
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Lecturer
Dr Dillon Landi
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
Health, Well-being and Education Pedagogical Content Knowledgeﾠ provides ﾠpre-service teachers with the knowledge and skills to critically engage withﾠ health promotingﾠ initiatives in schools and deliver ﾠhealth education according to the Australian Curriculum: Health andﾠ Physical Education ﾠ(AC: HPE). This course also promotes an understanding of teachers'ﾠ well-being and the relationship between students' well-being and learning. Students will explore a range of teaching and learning practices and apply them to curriculum design and implementation in health education. As a result, it is anticipated that students will confidently and competently embed health promotion and education practices into their teaching practices and be able to critically engage with health promotionﾠpoliciesﾠ and practices in schools. ﾠﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and apply the principles of contemporary health education curriculum, with particular reference to the Australian Curriculum: Health and Physical Education.
LO2.
Identify and implement a range of teaching and learning practices and apply them to curriculum design and implementation in health education
LO3.
Engage with analytic tools and concepts of contemporary health education and promotion to evaluate teachers' health work in Australian school settings.
LO4.
Recognise your role as a teacher in the implementation of a range of policy documents and health promotion strategies within school contexts with a view to improving the health of all Australians
LO5.
Understand and utilise strategies that enhance the mutual benefits achieved through strengthening health and education strategies in school settings.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique, Reflection | AT1: Critical Reflection Essay | 40% 1500 words |
4/04/2025 2:00 pm |
| Quiz |
AT2: Online Quiz
|
20% |
9/05/2025 2:00 pm |
| Practical/ Demonstration, Reflection | AT3: Learning Experience | 40% 1500-2000 words |
30/05/2025 2:00 pm
Part A must be submitted for approval prior to conducting lessons. |
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
AT1: Critical Reflection Essay
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 40% 1500 words
- Due date
4/04/2025 2:00 pm
- Learning outcomes
- L01, L03
Task description
Assessment Task 1 (AT1): Critical Reflection Essay
Drawing from scholarly literature on the components and determinants of health, you are asked to critically reflect on your own personal health and wellbeing and that of your broader peer group. In response to these findings, you are to consider the resources you may draw from to enhance your health and support throughout your journey as a teacher in the river of life.
Your essay will consist of 3 parts, plus additional references and appendices sections:
- What is health?
- Understanding my health as a pre-service (and future) teacher
- What are my resources for healthy living?
- Reference List
- Appendices
A more in-depth assignment description will be provided.
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.
AT2: Online Quiz
- Hurdle
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 20%
- Due date
9/05/2025 2:00 pm
- Learning outcomes
- L01, L03, L04
Task description
The AT2: Online Quiz will assess students' knowledge of the principles and practices of health education as outlined in the workshops and course readings from Weeks 1-8.
Hurdle requirements
All students must take this quiz and receive a score of 50% or higher.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please negotiate deferrals or extensions of the online quiz date directly with course coordinator.
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.
AT3: Learning Experience
- Mode
- Activity/ Performance, Written
- Category
- Practical/ Demonstration, Reflection
- Weight
- 40% 1500-2000 words
- Due date
30/05/2025 2:00 pm
Part A must be submitted for approval prior to conducting lessons.
- Learning outcomes
- L01, L02, L05
Task description
Assessment Task 3 (AT3): Learning Experience Design, Delivery and Critique (40%)
In AT3, you will be required to design, deliver and reflect upon a health education learning experience.
AT3 comprises two parts.
Part A: Devising and Delivering a Health Education Lesson Plan (Group Work)
For Part A, you will work in groups of 4 to design and deliver a health education lesson plan in a mock P&C Evening.
Part B: Reflexive Essay (Individual Work; 1500-2000 words)
For Part B, you will individually write a reflective essay on the lesson plan delivered.
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.
If students require an extension for ‘Part A’ this must be negotiated directly with course coordinator and if students require extension for Part B this must be submitted via myUQ Dashboard.
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. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Determining final grades: Final grades will be determined by the aggregate of assessment marks and will be awarded in the form of 7 (85% +); 6 (75% - 84%); 5 (65% - 74%); 4 (50% - 64%), 3 (45% - 49%); 2 (25% - 44%); 1 (1% - 24%)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for remark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy.
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment. Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Procedure, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure. Please be advised that re-mark applications cannot be made unless the student has met with the course coordinator.
Assessment within this course provides students with a formal opportunity to demonstrate the practices and knowledge that reflect the Australian Professional Standards for Teachers for graduates adopted by the QCT.
The Australian Professional Standards for Teachers comprise seven standards
Professional Knowledge
Standard 1 – Know students and how they learn.
Standard 2 – Know the content and how to teach it.
Professional Practice
Standard 3 – Plan for and implement effective teaching and learning.
Standard 4 – Create and maintain supportive and safe learning environments.
Standard 5 – Assess, provide feedback and report on student learning.
Professional Engagement
Standard 6 – Engage in professional learning
Standard 7 -ﾠ Engage professionally with colleagues, parents/carers and the community.
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 |
Workshop |
Understanding Health Introduction to Course - Outlining 'what is health' and how that relates to education. Australian Professional Standards for Teachers [APST]: 2.1; 4.4; 6.2; 7.1 Learning outcomes: L03, L04 |
Lecture |
Course Introduction Introduction to Course - Outlining 'what is health' and how that relates to education. Australian Professional Standards for Teachers [APST]: 2.1; 4.4; 6.2; 7.1 Learning outcomes: L03, L04 |
|
Week 2 |
Workshop |
Understanding my Health in Becoming a Teacher Exploring factors that affect teacher health and wellbeing. APST - 6.2; 7.1; 7.2 Learning outcomes: L03, L04, L05 |
Lecture |
Teachers' Health and Wellbeing Exploring factors that affect teacher health and wellbeing. APST - 6.2; 7.1; 7.2 Learning outcomes: L03, L04, L05 |
|
Week 3 |
Workshop |
Students' Health and Wellbeing Exploring different factors that affect student health and wellbeing. APST - 1.1; 6.2; 6.4 Learning outcomes: L03, L04, L05 |
Lecture |
Supporting Students Health and Wellbeing Exploring different factors that affect student health and wellbeing. APST - 1.1; 6.2; 6.4 Learning outcomes: L03, L04, L05 |
|
Week 4 |
Workshop |
Policy in Action: Student Protection and Domestic Violence Critically understanding policies around protection of young people and the school's role in protecting young people. APST - 4.4; 7.1; 7.2 Learning outcomes: L03, L04, L05 |
Lecture |
Policy in Action: Student Protection and Domestic Violence Critically understanding policies around protection of young people and the school's role in protecting young people. APST - 4.4; 7.1; 7.2 Learning outcomes: L03, L04, L05 |
|
Week 5 |
Workshop |
Navigating the Health Curriculum Learning the content of the health curriculum including the five propositions. APST - 2.1; 2.2; 3.6 Learning outcomes: L01, L02, L04 |
Lecture |
Navigating the Health Curriculum Learning the content of the health curriculum including the five propositions. APST - 2.1; 2.2; 3.6 Learning outcomes: L01, L02, L04 |
|
Week 6 |
Workshop |
Learning about Health Education Pedagogies Exploring different approaches to teaching health education including but not limited to citizenship, salutogenic, and critical approaches. APST - 2.1; 3.3; 3.6; 4.1 Learning outcomes: L01, L02 |
Lecture |
Learning about Health Education Pedagogies Exploring different approaches to teaching health education including but not limited to citizenship, salutogenic, and critical approaches. APST - 2.1; 3.3; 3.6; 4.1 Learning outcomes: L01, L02 |
|
Week 7 |
Workshop |
Relationships and Sexuality Education Experiencing and reflecting on the planning process of teaching health education through RSE. APST - 2.1; 3.2; 3.3; 3.6; 4.1 Learning outcomes: L01, L02 |
Lecture |
Applying Health Pedagogies in RSE Experiencing and reflecting on the planning process of teaching health education through RSE. APST - 2.1; 3.2; 3.3; 3.6; 4.1 Learning outcomes: L01, L02 |
|
Week 8 |
Workshop |
Mental Health Education Experiencing and reflecting on the planning process of teaching health education through MHE. APST - 2.1; 3.2; 3.3; 3.6; 4.1 Learning outcomes: L01, L02, L04 |
Lecture |
Applying Pedagogies in MHE Experiencing and reflecting on the planning process of teaching health education through MHE. APST - 2.1; 3.2; 3.3; 3.6; 4.1 Learning outcomes: L01, L02, L04 |
|
Mid-sem break |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 |
Lecture |
Preparing for AT3 Collaborating on designing a learning plan. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
Workshop |
Preparing for AT3 Collaborating on designing a learning plan. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
|
Week 10 |
No student involvement (Breaks, information) |
No Class: Labour Day APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02 |
No student involvement (Breaks, information) |
No Class: Labour Day APST - 2.1, 2.2, 3.6 Learning outcomes: L01, L03, L04 |
|
Week 11 |
Workshop |
AT3 Group Presentations Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
Lecture |
AT3 Group Presentations Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
|
Week 12 |
Workshop |
AT3 Group Presentations Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
Lecture |
AT3 Group Presentations Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
|
Week 13 |
Workshop |
AT3 Group Presentations Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
Lecture |
Course Summary and Submitting Final AT3 Advice Student Presentations - attendance is required. APST - 2.1; 2.2; 2.3; 3.2; 3.3; 3.4 Learning outcomes: L01, L02, L05 |
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.