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 code: | EUB407 |
---|---|
Credit points: | 12 |
Timetable | Details in HiQ, if available |
Availabilities |
|
CSP student contribution | $555 |
Domestic tuition unit fee | $3,324 |
International unit fee | $4,224 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
Unit code: | EUB407 |
---|---|
Credit points: | 12 |
Coordinator: | Lisa van Leent | lisa.vanleent@qut.edu.au |
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:
- Conduct lessons derived from health education (wellbeing) curriculum that demonstrate professional content knowledge and effective practices for teaching, learning and assessing.
- Apply scholarly research, policy, curriculum theories and political contexts to the implementation of health education curriculum.
- Incorporate inclusive learning strategies into lesson delivery, pedagogical approaches and teaching resources.
- 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:
- 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.
- 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.
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.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Presentation (Group), Portfolio - Understand how students learn
Relates to: Presentation (Group), Portfolio - 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
- Content and teaching strategies of the teaching area
Relates to: Presentation (Group) - Content selection and organisation
Relates to: Presentation (Group) - Curriculum, assessment and reporting
Relates to: Presentation (Group)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation (Group) - Plan, structure and sequence learning programs
Relates to: Presentation (Group) - Use teaching strategies
Relates to: Presentation (Group) - Select and use resources
Relates to: Presentation (Group), Portfolio - Use effective classroom communication
Relates to: Presentation (Group) - Engage parents/carers in the educative process
Relates to: Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Presentation (Group), Portfolio - Manage classroom activities
Relates to: Presentation (Group) - Maintain student safety
Relates to: Presentation (Group), Portfolio - Use ICT safely, responsibly and ethically
Relates to: Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Presentation (Group) - Provide feedback to students on their learning
Relates to: Presentation (Group)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Portfolio - 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)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, Presentation (Group), Portfolio - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Presentation (Group), Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Presentation (Group), Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Portfolio
Unit Outline: Semester 2 2024, Online
Unit code: | EUB407 |
---|---|
Credit points: | 12 |
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:
- Conduct lessons derived from health education (wellbeing) curriculum that demonstrate professional content knowledge and effective practices for teaching, learning and assessing.
- Apply scholarly research, policy, curriculum theories and political contexts to the implementation of health education curriculum.
- Incorporate inclusive learning strategies into lesson delivery, pedagogical approaches and teaching resources.
- 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:
- 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.
- 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.
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.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Presentation (Group), Portfolio - Understand how students learn
Relates to: Presentation (Group), Portfolio - 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
- Content and teaching strategies of the teaching area
Relates to: Presentation (Group) - Content selection and organisation
Relates to: Presentation (Group) - Curriculum, assessment and reporting
Relates to: Presentation (Group)
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Presentation (Group) - Plan, structure and sequence learning programs
Relates to: Presentation (Group) - Use teaching strategies
Relates to: Presentation (Group) - Select and use resources
Relates to: Presentation (Group), Portfolio - Use effective classroom communication
Relates to: Presentation (Group) - Engage parents/carers in the educative process
Relates to: Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Presentation (Group), Portfolio - Manage classroom activities
Relates to: Presentation (Group) - Maintain student safety
Relates to: Presentation (Group), Portfolio - Use ICT safely, responsibly and ethically
Relates to: Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Presentation (Group) - Provide feedback to students on their learning
Relates to: Presentation (Group)
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Portfolio - 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)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO3, Presentation (Group), Portfolio - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Presentation (Group), Portfolio - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Presentation (Group), Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Portfolio