XNB390 Teaching Primary 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 Outline: Semester 2 2024, Kelvin Grove, Internal

Unit code:XNB390
Credit points:12
Equivalent:HMB300
Coordinators:Karen Cross | k.cross@qut.edu.au
Kath O'Brien | katherine.obrien@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 introduces the primary Health and Physical Education key learning area in the Australian Curriculum. This unit explores connections between physical activity and health and how physical activity contributes to the the developmental needs of primary-aged children. Additionally, the unit will provide opportunities to build the skills and knowledge required to plan and deliver safe learning in an open environment.

Learning Outcomes

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

  1. Design lesson plans, games, activities and resources aligned with the Australian Curriculum (primary HPE), and HPE philosophies and pedagogies
  2. Apply theory and research to plan HPE lessons, game and activities
  3. Identify strategies to build safe and inclusive learning environments for students from diverse backgrounds and a range of abilities
  4. Critically reflect on the theory, curriculum, and pedagogical practices of teaching primary HPE

Content

This unit covers:

  • Knowledge, concepts and skills drawn from HPE curriculum documents (Australian Curriculum (F-10,
    with a focus on the F-6 years) + the General Capabilities and Cross Curricular Priorities;
  • Planning lessons, games, activities and resources;
  • Creating safe and supportive environments for the teaching of HPE;
  • Pedagogies of teaching primary HPE;
  • Fundamental Movement Skills;
  • Executive Function Skills; and
  • Motor skill development and ability related expectations for teaching HPE

Learning Approaches

A range of learning approaches including:

  • online lectures,
  • outdoor work,
  • online learning activities where you will engage in collaborative activity with peers and tutors
  • HPE teaching strategies are modelled in weekly workshops providing examples of teaching and learning strategies for developing knowledgeable, confident and enthusiastic learners in HPE

Feedback on Learning and Assessment

You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your lesson plan will be available at points throughout the unit. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.

Assessment

Overview

You will complete two pieces of assessment:

  1. Lesson plan and annotations - This will draw on your understanding of the social constructs and planning process that underpin learning episodes in Health and Physical Education (HPE).
  2. Reflective journal - This will enable you to reflect on your involvement and experiences in this unit to connect with your future practice.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Lesson plan and annotations

You will develop an annotated lesson plan drawing on HPE pedagogies supported by theory and research. In your lesson plan identify the relevant legislative, administrative and organisational policies and processes that inform the teaching of HPE in the stages of learning in primary school settings.

You will also develop activity plans for a range of HPE games/activities.

This is an assignment for the purposes of an extension.

Weight: 60
Length: 3000 words
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1, 2, 3

Assessment: Critical reflection

You will critically reflect on games/activities that you encountered in this unit. This must include one indigenous or multicultural game. You should structure and support your reflections with specific reference to the philosophies and pedagogies of how to teach primary PE.

This is an assignment for the purposes of an extension.

Weight: 40
Length: 1500 words
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 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.

Resources

There is no prescribed text for this unit.

Risk Assessment Statement

This unit involves active participation in physical activity. All students will be required to complete a "Readiness for Physical Activity" questionnaire in which you will be required to detail for the unit coordinator and class tutor any medical conditions which may be influenced by physical involvement. You will need to wear clothing and athletic shoes appropriate to the conditions whether indoor or outdoor, appropriate headwear, and sunscreen. Appropriate consideration must be given to issues associated with outdoor activity (such as sunglasses), or any adverse weather conditions which may arise. 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

  1. Physical, social and intellectual development and characteristics of students
    Relates to: Lesson plan and annotations, Critical reflection
  2. Understand how students learn
    Relates to: Lesson plan and annotations, Critical reflection
  3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
    Relates to: Lesson plan and annotations, Critical reflection
  4. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
    Relates to: Lesson plan and annotations, Critical reflection
  5. Strategies to support full participation of students with disability
    Relates to: Lesson plan and annotations, Critical reflection

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

  1. Content and teaching strategies of the teaching area
    Relates to: Lesson plan and annotations
  2. Content selection and organisation
    Relates to: Lesson plan and annotations
  3. Curriculum, assessment and reporting
    Relates to: Lesson plan and annotations
  4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
    Relates to: Critical reflection

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

  1. Establish challenging learning goals
    Relates to: Lesson plan and annotations, Critical reflection
  2. Plan, structure and sequence learning programs
    Relates to: Lesson plan and annotations
  3. Use teaching strategies
    Relates to: Lesson plan and annotations
  4. Select and use resources
    Relates to: Lesson plan and annotations
  5. Evaluate and improve teaching programs
    Relates to: Critical reflection

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

  1. Support student participation
    Relates to: Lesson plan and annotations, Critical reflection
  2. Manage classroom activities
    Relates to: Lesson plan and annotations
  3. Maintain student safety
    Relates to: Lesson plan and annotations, Critical reflection

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

  1. Assess student learning
    Relates to: Lesson plan and annotations

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

  1. Comply with legislative, administrative and organisational requirements
    Relates to: Lesson plan and annotations, Critical reflection

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, Lesson plan and annotations, Critical reflection
  2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
    Relates to: ULO2, Lesson plan and annotations
  3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3, Lesson plan and annotations
  4. Reflective: Reframe challenges into opportunities for capacity building and learning.
    Relates to: ULO4, Critical reflection