Course specification STAFFING OTHER REQUISITES RATIONALE SYNOPSIS. The University of Southern Queensland. Academic group: Academic org:

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1 The University of Southern Queensland Course specification The current and official versions of the course specifications are available on the web at < Please consult the web for updates that may occur during the year. Description: HPE Curriculum and Pedagogy Subject Cat-nbr Term Mode EDX 14 2, 2010 WEB Units 1 Campus Toowoomba Academic group: Academic org: Student contribution band: ASCED code: FOEDU FOE002 National Priority Teaching STAFFING Examiner: Susan Wilson-Gahan Moderator: Kenneth Edwards OTHER REQUISITES State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: RATIONALE Since the Hobart Declaration on Schooling (1989) Health and Physical Education (HPE) has been recognised as one of the eight key learning areas (KLAs) in school curricula around Australia. There is a requirement that preservice teacher education provides basic physical education training. This course provides an overview of the educational and philosophical basis of the 1-9 HPE syllabus used in Queensland schools and the directions it seeks to take. This course explores how the syllabus and HPE can be planned, taught and experienced by students. More children are now inactive and rely on schools to be a key environment where their physical skills, mental and social health are supported. The teaching skills to meet this challenge do not necessarily come easily to teachers and require specialised HPE information and skills. The situation in schools is complicated by issues about time allocation and the actual teaching practice of HPE. Teachers are increasingly seeking support and additional ideas to provide for effective teaching and/or HPE related information to support the program of specialist teachers in schools. The relationships between educational theory and classroom practice will be central to the course as will the encouragement to develop a critically reflective approach to planning and teaching utilising the 1-9 HPE syllabus document. SYNOPSIS This course explores pedagogical and curriculum aspects of teaching the current 1-9 HPE syllabus document. In doing so it provides a range of understandings and competencies for interpreting and managing the HPE environment for teaching and learning. This course presents an overview of the concepts, philosophy, language and culture of HPE generally. The focus of this course will i

2 be to present general and occasionally specific, insights into appropriate pedagogical knowledge which can be considered in relation to the Queensland 1-9 HPE syllabus. It also gives an exploration of the basic curriculum components as they apply to the planning, teaching and assessment of health and physical education. Central to an understanding of the syllabus will be the tenets of an inclusive curriculum that seek to enhance the learning opportunities for all children. Teachers will be expected to engage with the social justice principles of equity, diversity and supportive environments. Of particular importance in the course will be the design of relevant learning experiences and associated assessment processes, management of classrooms, the introduction of strategies and technologies into the teaching and learning context, and the impact of these considerations on curriculum. There will be a particular focus on developing competencies needed for lesson and unit planning and teaching in Years 1-9, based on appropriate pedagogical practices. Students will have the opportunity to develop and practice skills and confidence in effective teaching practices specifically related to teaching HPE. It is expected that students will become increasingly independent and reflective practitioners. OBJECTIVES The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to: 1. develop pedagogical, subject area and curriculum knowledge related to HPE as a Key Learning Area (KLA) and interpret and evaluate the 1-9 HPE syllabus document and various teaching approaches. (Assessment 1 and Assessment 2) 2. identify principles and evaluate issues underpinning the development of current HPE education curriculum and pedagogy at the early childhood/year 1-9 levels. (Assessment 1 and Assessment 2) 3. demonstrate a core understanding of language, literacy and numeracy and curricular priorities in relation to the HPE 1-9 syllabus. (Assessment 1 and Assessment 2) 4. design, implement and evaluate effective learning experiences appropriate to the context of a particular school and the classroom and which may incorporate the use of communication and learning technologies. (Assessment 1 and Assessment 2) 5. identify the elements of a lesson and unit plan, design appropriate lesson plans and a unit plan for HPE and justify the selection of content. (Assessment 1 and Assessment 2) 6. outline and incorporate some basic principles of assessment and reporting into lesson and unit plans. (Assessment 1 and Assessment 2) 7. demonstrate practical performance and teaching skills and competencies in a range of movement settings and environments and identify resources appropriate to HPE teaching. (Assessment 1 and Assessment 2) 8. explain and implement the safety procedures and policies associated with each physical activity taught. (Assessment 1 and Assessment 2) 9. appreciate the degree of knowledge, planning, and commitment required to be an effective teacher and reflect on HPE teaching episodes and utilise the information gained to adjust subsequent teaching performance. (Assessment 1 and Assessment 2) 10.demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 1 and 2) ii

3 TOPICS Description HPE Syllabus 1.1. Syllabus documents and subject knowledge 1.2. Overview of 1-9 HPE Syllabus (Essential Learnings and Standards) 1.3. Plan, organise and implement effective learning experiences 1.4 Lesson and Unit Planning design approaches and considerations 1.5. Standards, Assessment and Reporting 1.6. Early, Primary and Middle Years and Multi-age Environments 1.7. New Basics and Rich Tasks (Productive pedagogies) 1.8. Integration, inclusion and language, literacy and numeracy 1.9. Safe and Supportive Learning Environments HPE Teaching Approaches and Competencies 2.1. Models/discourses 2.2. Instructional Approaches (e.g. Inquiry, Game Sense and Sport Education): Metzler 2.3. Teaching Styles: Mosston and Ashworth 2.4. Understanding movement as Problem Based Learning (PBL) Practical Aspects of Teaching HPE and Sport 3.1. Physical Literacies 3.2. Movement as a medium for learning Fundamental, Body, Manipulative and Sports Skills 3.3. Teaching of physical activities (and integration and inclusion in practice) 3.4. Effective teaching techniques in HPE 3.5 Class management (e.g., formations/ organisation) and Behaviour HPE 3.6. Developing a Philosophy for teaching 3.7. Reflective Practice 3.8. Other: (Professional development and resources, Organisation and administration in sport and HPE) Overview of Issues and Trends in HPE 4.1. Traditional constraints in HPE (sport and HPE, time allocation etc.) 4.2. Contemporary initiatives in HPE state, national and international Weighting (%) TEXT and MATERIALS required to be PURCHASED or ACCESSED ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax , phone (within Australia), or mail. Overseas students should fax , or phone For costs, further details, and internet ordering, use the 'Textbook Search' facility at click 'Semester', then enter your 'Course Code' (no spaces). (There is no set text for this course.) iii

4 REFERENCE MATERIALS Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience. (Whether you are on, or off campus, the USQ Library is an excellent source of information The gateway to education resources is here... Colvin, AV, Egner Markos, NJ, & Walker, PJ2008, Teaching the nuts and bolts of physical education ages 5 to 12., Human Kinetics, Champaign, IL. Fronske, HA2003, Teaching Cues for Sport Skills, Benjamin Cummings, San Francisco, CA. Metzler, MW2000, Instructional Models for Physical Education, Allyn & Bacon, Needham Heights, MA. Mosston, M & Ashworth, S2002, Teaching physical education, 5th edn, Merrill, New York. Pangarzi, R & Beighle, A2009, Dynamic Physical Education for elementary school children, 16th edn, Benjamin Cummings, San Francisco, CA. Queensland Studies Authority. ( STUDENT WORKLOAD REQUIREMENTS ACTIVITY Directed Study Independent Study HOURS ASSESSMENT DETAILS Description Marks out of Wtg (%) Due date Objectives assessed Graduate skill Level assessed ASSIGNMENT 1 LESSON PLAN 03 Sep , 2, 3, 4, 5, 6, 7, 8, 9, 10 U1, U2, U3, U4, U7, U8, U9 2, 2, 2, 2, 2, 2, 2 ASSIGNMENT 2 - UNIT PLAN 29 Oct , 2, 3, 4, 5, 6, 7, 8, 9, 10 GRADUATE QUALITIES AND SKILLS Elements of the following USQ Graduate Skills are associated with the successful completion of this course. iv

5 Ethical Research & Enquiry (Skill U1) Problem Solving (Skill U2) Academic, professional and digital literacy (Skill U3) Written & Oral Communication (Skill U4) Cultural Literacy (Skill U7) Managmt, Planning & Org Skills (Skill U8) Creatvty, Initiative & Entrprse (Skill U9) IMPORTANT ASSESSMENT INFORMATION 1 Attendance requirements: ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration EXTERNAL AND WEB MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. 2 Requirements for students to complete each assessment item satisfactorily: To satisfactorily complete an individual assessment item a student must achieve at least % of the marks. 3 Penalties for late submission of required work: If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted. 4 Requirements for student to be awarded a passing grade in the course: To be assured of receiving a passing grade a student must achieve at least % of the total weighted marks available for the course. 5 Method used to combine assessment results to attain final grade: The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course. 6 Examination information: There is no examination in this course. 7 Examination period when Deferred/Supplementary examinations will be held: As there are no examinations in this course, there will be no deferred or supplementary examinations. 8 University Student Policies: Students should read the USQ policies Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These polices can be found at the URL v

6 ASSESSMENT NOTES 1 Assessment items are designed to determine the extent to which the course objectives have been achieved. A full assessment outline and appropriate assessment criteria will be provided. 2 APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. OTHER REQUIREMENTS 1 Students will require access to and have Internet access to UConnect for this course. 2 NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences 3 3. Risk Management: This course involves active participation in physical activity. The course examiner should be informed of any medical conditions which may be exacerbated by involvement in physical activity. You need to wear clothing and athletic shoes appropriate to the conditions. In many cases the practical sessions will be run in an outdoor environment. You are required to use appropriate sun safety behaviours and to wear protective clothing shirts with sleeves, headwear sunscreen, and sunglasses. There are no other risks beyond the ordinary. Arrival in inappropriate attire will be considered as non-participation. vi