Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit examines curriculum and practice in Health and Physical Education, focusing on the Personal, Social and Community Health Strand of the Australian Health and Physical Education Curriculum. An understanding of national and relevant state curricula which is specific to Catholic, State and Independent schools will provide the focus of the unit. A range of curriculum perspectives will be explored, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, and students with special education needs.
The unit aims to provide pre-service teachers with an understanding of the importance of Health and Physical Education in the primary school settings highlighting the health and wellbeing of students with the inclusion of Child Protection and Duty of Care and other legislative requirements in in relation to students with disability.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - demonstrate knowledge and understanding of the content of current curriculum, guidelines and policies relevant to Health Education and Child Protection legislation in school settings with identification of strategies for involving students with disabilities and parents/carers in the educative process (GA4, GA5, GA9; APST 1.6, 2.1, 3.7, 4.4)
LO2 - organise, plan, implement and assess Health Education content into effective learning sequences, lesson plans and programs which integrate literacy, numeracy and ICT teaching strategies (GA4, GA5, GA7, GA9; APST 2.1, 2.2, 2.3, 2.5, 3.2, 3.4, 4.1, 4.2, 5.1)
LO3 - identify and demonstrate knowledge and understanding of strategies in Health Education for differentiating teaching to meet the specific learning needs of students from diverse physical, intellectual, linguistic, cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds (GA1, GA4, GA5, GA9; APST 1.1, 1.3, 1.4, 1.5, 2.4, 3.2 , 4.1, 4.4)
LO4 - manage behaviour and sensitive issues, such as abuse, mental health, bullying and sexuality, including knowledge and understanding of working with parents/cares and the administrative principles and safety procedures in relation to Health Education (GA4, GA5, GA9; APST 3.7, 4.1, 4.2, 4.4).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
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. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
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. |
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
Content
Topics will include:
- Health and Physical Education curriculum development, implementation, and assessment including health promotion and child protection and the involvement of parents/carers in the educative process
- Exploration of the Personal, Social and Community Health Strand of the Australian Health and Physical Education Curriculum, including the sub-strands Being healthy, safe and active, Communicating and interacting for health and wellbeing, and Contributing to healthy and active communities and equivalent elements of relevant state curricula
- Focus areas will include alcohol and other drugs; food and nutrition; health benefits of physical activity; mental health and wellbeing; relationships and sexuality; and child safety, including sexual abuse, physical abuse, domestic violence and bullying (including cyberbullying)
- Exploration of the context of prevention and the implementation of teaching and management practices to reduce risk and enhance protective factors
- Development and understanding of strategies to engage with parents/carers in order to work effectively, sensitively and confidentially to build strong partnerships
- Legislation and policy in the area of child protection and duty of care is addressed within the context of prevention and the pre-service teachers are prepared as mandatory reported of students at risk or harm
- Consideration of a range of curriculum perspectives, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, and students with special education needs will be applied to the Health component of the curriculum.
Learning and teaching strategy and rationale
This unit is delivered face-to-face across 12 weeks of lectures and tutorials. Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: lectures, practical tutorials, group work, and pre-service teacher presentations. Collaborative enquiries and critical approaches to learning will be used. Please note this unit includes some physically active components which require pre-service teachers to be appropriately attired in clothing and footwear suitable for movement.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
Assessment strategy and rationale
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers are required to submit and participate in all assessment tasks.
The total assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Unit of work on Health Education components of the Curriculum This unit of work must demonstrate the following criteria:
| 50% | LO1, LO2, LO3, LO4 | GA4, GA5, GA7, GA9 |
Assessment Task 2 Choice: For the purposes of national moderation all campuses must select the same task presentation of Health Education content demonstrating teaching strategies, behaviour management, inclusivity, differentiation; OR self and/or peer reflections demonstrating knowledge and understanding of Health Education teaching strategies; OR research paper on a Health Education related topic; OR mid-semester or final examination assessing the Health Education Curriculum content and Pedagogy and practice in Health Education. strategies for involving parents/carers in the educative process knowledge of legislation and policy in the area of child protection and duty of care. | 50% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA9 |
Representative texts and references
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian Curriculum: Health and Physical Education. Version 6.0. Sydney, NSW: Creative Commons.
Australian Institute of Health and Welfare (AIHW). (2014). Australia’s health 2014. Canberra, ACT: AIHW.
Australian Institute of Health and Welfare. (2013). Child protection Australia 2011-12. Child welfare series no. 55. Cat. no. CWS 43. Canberra, ACT: AIHW.
Callcott, D., Miller, J., & Wilson, S. (2012). Health and physical education: Preparing educators for the future. Port Melbourne, Vic: Cambridge University Press.
Catholic Education Commission, NSW, (2004). Towards wholeness, A Catholic perspective: Personal development, health and physical education. Sydney, NSW: Catholic Education Commission.
Doherty, J., & Brennan, P. (2008). Physical education and development 3-11: A guide for teachers. New York, NY: Routledge.
Donatelle, R. J. (2009). Health: The basics. San Francisco, CA: Pearson Benjamin Cummings.
Garvis, S., & Pendergast, D. (2014). Health and wellbeing in childhood. Port Melbourne, Vic: Cambridge University Press.
Kirk, D. (2010). Physical education futures. London, England: Routledge.
Laws, C., & Nicholson, M. (2004). Primary protective behaviours (2nd ed.). Waterloo, NSW: The Protective Behaviours Consultancy Group of New South Wales.
Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Frenchs Forest, NSW: Pearson.
Pangrazi, R. P. (2012). Dynamic physical education for the elementary school (17th ed.). Glenview, IL: Pearson Education Inc.
Tinning, R., McCuaig, L., & Hunter, L. (2006). Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Prentice Hall.