Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Teaching Health and Physical Education in Primary Schools introduces primary school preservice teachers to the teaching, curriculum and assessment principles and strategies of contemporary Health and Physical Education (HPE). The Australian Curriculum: HPE 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. In this course preservice teachers will demonstrate application of knowledge and skills to plan, structure and sequence HPE learning goals and programs. Preservice teachers will engage in learning activities that develop their knowledge and use of teaching and assessment strategies that support student learning and inclusive participation. Within the context of these learning activities and assessment tasks, they will explore, use and critique a range of resources, including ICT, to enhance student engagement and achievement. This course introduces preservice teachers to HPE related policy and legislative requirements and provides opportunities to apply relevant strategies to ensure student safety and inclusive learning environments. Drawing on primary and secondary data, preservice teachers will further develop and employ a critical lens to confront key issues underpinning teachers' health work and school based health education. In particular, preservice teachers will explore the impact of their own biographies on the successful, sustainable and effective delivery of health education in school settings, including the health and wellbeing of teachers. A distinctive feature of this course is the engagement of preservice teachers in practical activities that develop their knowledge and skills in, through and about movement and physical activity.
Note: This course commences 1 week before standard Semester 2 classes.
Course requirements
Assumed background
Learning and participating in this course does not assume that students will have an extensive knowledge and experience in health, sport and physical education.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7560, EDUC2707, EDUC3009, EDUC4001
Restrictions
Restricted to MTeach (Primary) students only.
Course contact
Lecturer
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC 7595 learning experiences include practical activities, games and sports. Students will be required to wear appropriate and comfortable activeﾠclothing for those sessions involving practical performance and movement.
Aims and outcomes
Teaching Health and Physical Education in Primary Schools introduces aims to provide students with the knowledge and skills underpinning the teaching, curriculum and assessment principles and strategies of contemporary Health and Physical Education (HPE). These EDUC7595 course aims will be achieved through the following topics that will be taught and practised in workshops and tutorials:
- Health, education and schools: Teachers’ health work in primary schools; Australian young people’s health and wellbeing; benefits of physical activity; shape of AC:HPE propositions
- Pedagogical practices underpinning AC:HPE: Inquiry-based pedagogy; Mosston’s Spectrum
- Health Education (HE) for all: HE in diverse cultural, social and religious learning contexts; health policy and practice
- Physical Education (PE) for all: Establishing an inclusive PE environment; discipline, management, and foundation pedagogical skills for PE
- Focus areas of the Australian Curriculum: Health and Physical Education: Overview of AC:HPE focus areas; integrating learning across the AC:HPE focus areas
- Fundamentals of PE: Managing risk and creating safe environments; fundamental motor skills
- Australian Curriculum: Health and Physical Education curriculum content: Constructing Health Education units of work
- Pedagogies and content of AC:PE: Teaching skills and fitness
- Pedagogies and content of AC:HE: Designing health education learning experiences
- Pedagogies for PE: Teaching games, rhythms and dance
- Teachers’ health work in the health promoting school: Teachers as role models
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate in-depth comprehension, understanding and application of the research and the theoretical underpinnings, principles and content of contemporary Health and Physical Education curriculum, to plan, structure and sequence learning goals and programs.
LO2.
Identify appropriate use of a range of research-informed management, teaching and assessment strategies and practices that support student learning and inclusive participation.
LO3.
Select and critically analyse a range of resources, including ICT, to enhance student engagement and achievement in HPE learning and assessment contexts.
LO4.
Demonstrate critical knowledge and understanding of the policies, legislation and ethical codes, which inform the professional roles and conduct of teachers, and seek to promote student safety, inclusive and health promoting learning environments.
LO5.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration | Micro Teaching - Planning, Peer Teaching, Critique | 50% |
15/10/2024 |
| Paper/ Report/ Annotation | Teachers' Health Work Critical Review Report | 50% 2000 words |
4/11/2024 2:00 pm |
Assessment details
Micro Teaching - Planning, Peer Teaching, Critique
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 50%
- Due date
15/10/2024
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Teaching HPE involves developing lesson plans, conducting risk assessments, selecting resources to support lesson plans and student participation, using teaching strategies to make activities inclusive and physically and emotionally safe for the diverse student population, and assessing student performance. This assessment task provides the opportunity to demonstrate in-depth knowledge and understanding of the above elements across different year levels at the primary school.
APST: 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.4
Submission guidelines
Lesson Plan to be submitted via Blackboard; Peer Teaching and Critique occurring during class time.
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.
Teachers' Health Work Critical Review Report
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 50% 2000 words
- Due date
4/11/2024 2:00 pm
- Learning outcomes
- L02, L04, L05
Task description
In response to recent research conducted with schools, a consortium of organisations including the teachers’ union, health, welfare and education departments have been invited to develop a new Enhancing Teachers’ Health Working Initiative. A major strategy of this initiative will involve the redirection of some millions of dollars in funding from Queensland Health to Education Queensland Schools.
Consortium representatives have been invited to advocate for one of the following projects to be funded:
- Appointment of a specialist health education teacher to every primary school in Queensland
- Creation of a new school primary school leadership position (Deputy Principal) solely responsible for family and student wellbeing
- Investment in a range of teacher health and wellbeing initiatives to be provided free of charge to all schools and teachers (e. g., School personal trainer).
Health Education staff from the School of Human Movement and Nutrition Sciences have been asked to provide a report to the Enhancing Teachers’ Health Working consortium. However, UQ staff are convinced that their report would be more authentic and relevant to the consortium if the experiences and perspectives of current preservice teachers were included.
As such, the School of Human Movement and Nutrition Sciences has asked you to construct a report that advocates for ONE of the three identified projects. In this report, you will be required to provide an overview of the current research and literature on teachers’ health work in school communities and advocate for ONE of the above projects. Your literature review should provide insight into the role of student health and wellbeing strategies in promoting inclusive student participation and engagement in learning.
APST: 2.1, 4.1, 4.4, 7.1, 7.2
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.
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: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 1 will be allocated if the total score is greater than 1% and less than 15.5%. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 2 will be allocated if the total score is greater than 16% and less than 35.5%. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 3 will be allocated if the total score is greater than 36% and less than 49.5%. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 4 will be allocated if the total score is greater than 50% and less than 64.5%. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 5 will be allocated if the total score is greater than 65% and less than 74.5%. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50). A Grade of 6 will be allocated if the total score is greater than 75% and less than 84.5%. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Achievement across the two assessment tasks will be calculated according to set criteria / rubrics and the allocation of a final score out of 100, determined by adding the scores received in the two tasks (each task is provided a score out of 50).A Grade of 7 will be allocated if the total score is greater than 85%. |
Additional course grading information
Determining final grades: Both assessment tasks in this course will be provided a score out of 50. The final grade will be calculated by adding the individual assessment scores and the University of Queensland grade descriptors outlined in this section. An example of this is provided below.
Example: A student receives the following scores:
- Asssessment Task 1: score of 40 / 50
- Asssessment Task 2: score of 30 / 50
The final grade for this student would be: 40 + 30 = 70, which corresponds to a 5 based on the grade descriptors outlined in this section.
In case of decimals, where the final score is 0.5 or above, it will be rounded up to the nearest whole number. For example, a final score of 74.6 would be rounded to 75, which corresponds to a grade of 6. In the case where the final score is 0.49 or below, it will be rounded down to the nearest whole number (e.g., 74.4 would be rounded to 74, which corresponds to a grade of 4).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
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 re-mark, 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 generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst 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.
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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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (15 Jul - 21 Jul) |
Practical |
Intro to the Course Why are we doing this course? Course overview. Completion of safety module. Location: Building 26B, Room 219. |
Practical |
Foundations of Physical Education Understanding Physical Education. Intro activities: focus on organisation, management, and fundamental teaching skills. Location: Building 26, Connell gym. Learning outcomes: L01 |
|
Workshop |
Foundations of Health Education Introduction to key concepts: Dimensions of health, Social determinants of health, Salutogenesis. Location: 01-E303 - Forgan Smith Building, Collaborative Room Learning outcomes: L01 |
|
Week 2 (22 Jul - 28 Jul) |
Practical |
Teacher Presence & Behaviour Management Teacher Presence & Behaviour Management: Why & How. Location: Building 26B, Room 219; Building 26, Connell gym. Learning outcomes: L01, L02, L04, L05 |
Practical |
Foundations of Physical Education Understanding Physical Education. Intro activities: focus on organisation, management, and fundamental teaching skills. Location: Building 26, Connell gym. Learning outcomes: L01 |
|
Workshop |
Teachers' Health Work & Teachers' Health Health-related work in school settings. Impact of teaching work on teachers' health. Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L02, L04 |
|
Week 3 (29 Jul - 04 Aug) |
Practical |
Unpacking Assessment Task 1 Overview of Assessment Task 1. Location: Building 26, Room 331. Learning outcomes: L01, L02 |
Practical |
Teaching Fundamental Movement Skills Identifying key fundamental movement skills and explore strategies to teach fundamental movement skills. Location: Building 26, Connell gym. Learning outcomes: L01, L02 |
|
Workshop |
Teaching Health Education in Schools Australian Curriculum: Health and Physical Education - key ideas and content descriptions. Unit and lesson planning. Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L01, L02 |
|
Multiple weeks From Week 4 To Week 9 |
Practical |
NO CLASS MEETING (N/A) No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Week 10 (16 Sep - 22 Sep) |
Practical |
Creating Inclusive Environments; Lesson Planning Application of TREE principle; Lesson Plans in action. Location: Building 26, Connell gym & Room 331. Learning outcomes: L01, L02, L04 |
Workshop |
Policy in Action Analysis of Child Protection Policy Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L04 |
|
Mid Sem break (23 Sep - 29 Sep) |
Practical |
MID SEMESTER BREAK |
Week 11 (30 Sep - 06 Oct) |
Practical |
Safety and Risk Assessment Exploring key concepts, strategies, and policies/requirements related to safety and risk assessment in Physical Education contexts. Location: Building 26, Connell gym & Room 331. Learning outcomes: L01, L04 |
Workshop |
Learning about Health Education Pedagogies Health Education Case Study - participation in a health education learning experience; group analysis of curriculum and pedagogical techniques used; construction of health education lesson plan. Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L01, L02, L04, L05 |
|
Week 12 (07 Oct - 13 Oct) |
Practical |
Preparation for Assessment Task 1 Working on lesson planning and peer teaching activities. Using peer critique template. Location: Building 26, Connell gym. Learning outcomes: L01, L02, L03, L04, L05 |
Workshop |
Applying Pedagogies of Health Education Relationships and Sexuality Education - participation in a health education learning experience; group analysis of curriculum and pedagogies techniques used; construction of health education lesson plan; discussion of assessment. Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 13 (14 Oct - 20 Oct) |
Practical |
Assessment Task 1 Peer Teaching & Critique. Location: Building 26, Connell gym. Learning outcomes: L01, L02, L03, L04, L05 |
Week 14 (21 Oct - 27 Oct) |
Workshop |
Integrating Health Education Integrating health education with other curriculum content. Location: 24-S328 - Social Sciences Building, Seminar Room Learning outcomes: L01, L02, L04, 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.
You'll also need to be aware of the following policies and procedures while completing this course: