EUB407 Health and Physical Education: Wellbeing, Families and Communities


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 Outline: Semester 2 2024, Kelvin Grove, Internal

Unit code:EUB407
Credit points:12
Coordinator:Lisa van Leent | lisa.vanleent@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This unit prepares you to teach health education (wellbeing) in the primary school context. Student wellbeing is a central focus for learning, with both policy and the Australian Curriculum stating the importance of such teaching and learning. You will develop pedagogical knowledge on anti-bullying frameworks and pedagogies, diversity (including sex, gender, sexuality and culture), respectful relationships, and safe and responsible choices.

This unit supports the introduction of the health and physical education curriculum with a focus on the personal, social, and community health strand.

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Conduct lessons derived from health education (wellbeing) curriculum that demonstrate professional content knowledge and effective practices for teaching, learning and assessing.
  2. Apply scholarly research, policy, curriculum theories and political contexts to the implementation of health education curriculum.
  3. Incorporate inclusive learning strategies into lesson delivery, pedagogical approaches and teaching resources.
  4. Engage in, and communicate using, ethical and respectful practices towards learners and the wider community for health education topics.

Content

In this unit, you will learn inclusive strategies to teach diverse students about:

  • Alcohol and other drugs;
  • Food and nutrition;
  • Health benefits of physical activity;
  • Mental health and wellbeing;
  • Relationships and sexuality; and
  • Safety.

Learning Approaches

In this unit, you will learn through engaging in the following:

  • Lectures;
  • Workshops; and
  • Blended learning materials.

This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage practice, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.

Feedback on Learning and Assessment

You will gain feedback from peers and academics in this unit by participating in discussions. You will receive feedback during workshops on your group presentation. You will also receive written feedback on your assessments.

Assessment

Overview

There are two assessment tasks in this unit:

  1. Presentation (group) - This will require you to teach a lesson to your tutorial group based on a key topic presented in the unit. Groups will present a real-world example of how the health curriculum (wellbeing) might be implemented.
  2. Portfolio – resource pack (individual) - This will require you to develop a resource pack for teaching health education with a focus on wellbeing. 

Assessments are authentic, linked to the content, underlying principles, and unit outcomes. Formative and summative assessment is provided during workshops.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation (Group)

You will teach a lesson to your tutorial group based on a key topic presented in the unit. Groups will present a real-world example of how the health curriculum (wellbeing) might be implemented. The presentation will be shared with your peers. As part of the presentation, you will demonstrate professional knowledge of the health curriculum, reflect critically on educational theory to make choices about teaching practices, and display inclusive learning practices. You will be required to lead a discussion on the strategies and steps to implement your lesson in a real world environment.

Weight: 40
Length: Length 1000 words equivalent. Duration 30 minutes
Individual/Group: Group
Due (indicative): In class workshops Weeks 10-11
Related Unit learning outcomes: 1, 2, 3

Assessment: Portfolio

You will develop a resource pack for teaching health education that supports students' wellbeing and safety. The resource pack will be based on a topic explored throughout the unit and include teacher resources and student/family resources that could be shared with students and their families. These resources, developed by you, must support the health curriculum, include strategies that support students' wellbeing and safety, be inclusive and ethical, and include ICTs to facilitate engagement of students.  The resource pack will be shared with your peers.

This is an assignment for the purposes of an extension.

Weight: 60
Length: 2000 words
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 2, 3, 4

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.

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

  1. Physical, social and intellectual development and characteristics of students
    Relates to: Presentation (Group), Portfolio
  2. Understand how students learn
    Relates to: Presentation (Group), Portfolio
  3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
    Relates to: Presentation (Group), Portfolio

2 Professional Knowledge: Know the content and how to teach it

  1. Content and teaching strategies of the teaching area
    Relates to: Presentation (Group)
  2. Content selection and organisation
    Relates to: Presentation (Group)
  3. Curriculum, assessment and reporting
    Relates to: Presentation (Group)

3 Professional Practice: Plan for and implement effective teaching and learning

  1. Establish challenging learning goals
    Relates to: Presentation (Group)
  2. Plan, structure and sequence learning programs
    Relates to: Presentation (Group)
  3. Use teaching strategies
    Relates to: Presentation (Group)
  4. Select and use resources
    Relates to: Presentation (Group), Portfolio
  5. Use effective classroom communication
    Relates to: Presentation (Group)
  6. Engage parents/carers in the educative process
    Relates to: Portfolio

4 Professional Practice: Create and maintain supportive and safe learning environments

  1. Support student participation
    Relates to: Presentation (Group), Portfolio
  2. Manage classroom activities
    Relates to: Presentation (Group)
  3. Maintain student safety
    Relates to: Presentation (Group), Portfolio
  4. Use ICT safely, responsibly and ethically
    Relates to: Portfolio

5 Professional Practice: Assess, provide feedback and report on student learning

  1. Assess student learning
    Relates to: Presentation (Group)
  2. Provide feedback to students on their learning
    Relates to: Presentation (Group)

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

  1. Engage with the parents/carers
    Relates to: Portfolio
  2. Engage with professional teaching networks and broader communities
    Relates to: Portfolio

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

ED49 Bachelor of Education (Primary)

  1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
    Relates to: ULO1, ULO3, Presentation (Group), Portfolio
  2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
    Relates to: ULO2, Presentation (Group), Portfolio
  3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3, Presentation (Group), Portfolio
  4. Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
    Relates to: ULO4, Portfolio
  5. Communicative: Engage and communicate effectively and professionally.
    Relates to: ULO4, Portfolio