XNB389 Curriculum, Pedagogy and Assessment: Senior Secondary Health and Physical Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | XNB389 |
|---|---|
| Prerequisite(s): | EUB170 or EUB242 or EUB242-2. EUB170 can be enrolled in the same teaching period as XNB389. |
| Equivalent(s): | XNB399 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | XNB389 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB170 or EUB242 or EUB242-2. EUB170 can be enrolled in the same teaching period as XNB389. |
| Equivalent: | XNB399 |
| Coordinator: | Brendan Moy | b.moy@qut.edu.au |
Overview
This unit builds on the knowledge of key physical education concepts and subject matter highlighted throughout the course in both HPE curriculum and discipline units within the pedagogical and conceptual frameworks of the Senior Physical Education syllabus. The ability to design learning environments to facilitate students’ practical application of key syllabus concepts and subject matter to enhance their performance in physical activities is an essential requirement of a Senior Physical Education teacher. You have the opportunity to develop this ability through engaging with the syllabus in the development of a teaching, learning and assessment plan. The unit also provides the opportunity for you to apply key syllabus concepts and subject matter in an authentic and supportive teaching environment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply curriculum, pedagogies and assessment practices associated with the senior secondary years to plan units of work and associated resources, including ICTs.
- Justify planning and assessment decisions with reference to academic and professional literature.
- Plan ways to support a safe and inclusive learning environment for diverse learners that encourages student engagement.
- Reflect on the roles of teachers in assessment, marking and moderation.
- Plan strategies for working with parents and communicating in ethical, respectful and professional ways.
- Collaborate to design, deliver, critically reflect upon and modify physical education learning sequences to meet students' learning needs.
Content
In the context of senior secondary schooling, this unit will explore the following content:
- curriculum theory and design principles that underpin the senior curriculum
- interpretation of discipline-specific senior secondary syllabus and assessment requirements
- terms, cognitive verbs and concepts in the senior syllabus
- development of teaching, learning and assessment plans for senior units
- discipline-specific pedagogies
- selection and creation of teaching and learning resources, including those that are ICT-based
- ways to engage students, manage classroom activities, safety and ICT considerations
- development of literacy and numeracy skills
- design and use of formative and summative assessment tools and associated marking and quality assurance processes including the use of individual subject marking guides
- the purpose of providing timely and appropriate feedback to students, and keeping accurate and reliable records of student achievement
- ways to prepare school students for external assessment requirements, including interpreting and evaluating student assessment data to inform modifications to teaching practice.
- developing skills to communicate effectively, sensitively and confidentially with parents / carers in the educative process
- approaches to using and critiquing GenAI outputs when planning units
Learning Approaches
In this unit you will learn through engaging in the following:
- Practical Tutorials (face-to-face)
- Lectures (face to face and recorded)
- Online self-directed learning
- Personal research and readings
- Collaborative activities with peers
- Prompting and refining GenAI outputs
In the unit you will engage in evidence based collaborative activity with peers and teaching staff to guide exploration of the links that exist between the theoretical and practical knowledge within the discipline. As these learning approaches are face to face, class attendance is a key expectation.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers during group discussions
- unit coordinator and teaching staff comments to the cohort
- feedback on the criteria sheets for summative assessment tasks
- formative assessment early in the teaching period.
Assessment
Overview
Assessment in this unit will be comprised of two items.
1. Reflection - This assessment connects all that you have learnt about pedagogy and assessment with your participation in a series of weeks of authentic physical education teaching.
2. Unit Plan - This assessment will draw on all that you have learnt about pedagogy and assessment to plan a unit of work aligned to the senior secondary curriculum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection
A narrative for a reflective journal is developed over a series of weeks of authentic physical education teaching in accordance with the following evidence based process
- interpretation and discussion of senior physical education key concepts and subject matter
- design and implementation of authentic performance environments within the senior syllabus framework
- observation and interpretation of the authentic teaching and learning process with respect to senior physical education key concepts and subject matter
- reflective evaluation of teaching and student learning and subsequent modification of teaching practice
- provision of appropriate feedback to students about their learning
- making consistent and comparable judgements about student learning through individual assessment and confirmation of mark after conferring with teaching peers
- keeping of accurate and reliable records of student achievement
- composition of the final feedback comment to the student about their mark
- discuss a range of strategies for reporting to parents and students. Include the parent/carer in the educative process by proposing strategies for the parent/carer to support the student's future learning and achievement.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Unit Plan
A professional plan that develops the specific components of a senior unit of work.
Tasks include
- backward map from a senior years assessment task
- articulate unit objectives and subject matter cognitions
- include underpinning factors such as 21st century skills, literacy and numeracy
- align your design with the unit objectives
- draw on curriculum, assessment and reporting knowledge to design the learning sequences and plan.
- plan safe and engaging classroom activities with the provision of clear directions to students
- include strategies for differentiation to meet the specific learning needs of students across the full range of abilities
- include strategies to support inclusive student participation and engagement in classroom activities giving consideration for learners from diverse backgrounds
- identify suitable resources, including ICTs, to support the relevant teaching and learning activities
- identify informal assessment strategies
- using GenAI to produce initial planning documents which are then critiqued and improved
This unit plan must reflect contemporary understandings of student learning, and a range of effective teaching and learning strategies of the teaching area. It must also include content that reflects the concepts, substance and structure of the teaching area.
You will need to write a rationale to justify your planning decisions with reference to academic and professional literature.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Blue Card
A blue card is required to complete this unit. A blue card confirms that you have passed a screening of your criminal history (the Working with Children Check) and have been approved to work with children and young people. For more information on the blue card and how to apply please visit the QUT website.
Resources
The following resources are required:
Resource Materials
Prescribed text(s)
Amezdroz, G. Hosford, G., Kelso, A., Moy, B. and Sweeper, R. (2019). Macmillan Physical Education QCE Units 1 + 2. Macmillan: South Yarra.
Risk Assessment Statement
This unit involves active participation in physical activity. All students must complete a Pre-exercise Screening Form (ESSA 2011) in which you will be required to detail for the unit coordinator and class tutor any medical conditions or injuries. You need to wear clothing and athletic shoes appropriate to the conditions. Consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen and sunglasses. There are no other risks beyond the ordinary.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Reflection - Understand how students learn
Relates to: Reflection - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Unit Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Reflection, Unit Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Reflection, Unit Plan - Content selection and organisation
Relates to: Reflection, Unit Plan - Curriculum, assessment and reporting
Relates to: Reflection, Unit Plan - Literacy and numeracy strategies
Relates to: Unit Plan - Information and Communication Technology (ICT)
Relates to: Reflection
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Reflection, Unit Plan - Plan, structure and sequence learning programs
Relates to: Reflection, Unit Plan - Use teaching strategies
Relates to: Reflection, Unit Plan - Select and use resources
Relates to: Unit Plan - Evaluate and improve teaching programs
Relates to: Reflection - Engage parents/carers in the educative process
Relates to: Reflection
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Reflection, Unit Plan - Manage classroom activities
Relates to: Reflection, Unit Plan - Manage challenging behaviour
Relates to: Reflection - Maintain student safety
Relates to: Reflection - Use ICT safely, responsibly and ethically
Relates to: Reflection, Unit Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Reflection, Unit Plan - Provide feedback to students on their learning
Relates to: Reflection - Make consistent and comparable judgements
Relates to: Reflection - Interpret student data
Relates to: Reflection - Report on student achievement
Relates to: Reflection
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Reflection
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO6, Reflection, Unit Plan - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection, Unit Plan - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Reflection, Unit Plan - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO4, ULO6, Reflection - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Reflection