XNB399 Curriculum, Pedagogy and Assessment 2: Health and Physical Education

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

This unit extends the principles of professional practice established in the prerequisite Health and Physical Education curriculum unit and will further encourage you to develop a critically reflective approach to teaching. You will make independent judgments about curriculum by focusing on the application of the Senior Physical Education Syllabus (QCAA, 2019). The unit will also encourage you to explore current issues and emerging and future trends in Health and Physical Education, to reflect on your attitudes towards them, and to clarify your commitment and degree of openness to innovation and change in your teaching careers.

Learning Outcomes

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

1. Demonstrate theoretical/practical knowledge and understanding of the concepts, substance and structure for the effective teaching and assessment of physical education in Years 11 and 12 (Relates to CLO 1, 2; APST 1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4, 5.5)
2. Demonstrate knowledge, understanding and application of individualised, differentiated teaching practices underpinned by contemporary learning theory to respond to the diversity of student abilities within a physical education class to meet the full range of students including those with a disability and those identifying as Aboriginal and Torres Strait Islanders. (Relates to CLO 1, 2, 3, 4; APST 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.3, 4.4)
3. Demonstrate competence in designing, delivering, critically reflecting upon and modifying physical education learning sequences in terms of meeting student learning goals in a safe and engaging environment. (Relates to CLO 1, 2, 3, 4; APST 1.1, 1.2, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.4, 3.6, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3)
4. Embed literacy, numeracy and twenty-first century skills within physical education learning design. (Relates to CLO 1, 3; APST 1.2, 2.5, 2.6, 4.5)
5. Collaborate and communicate effectively in both written and spoken language.(Relates to CLO 9)

Content

Learning Approaches

A range of teaching approaches including practicals, observations, and discussions, where students will engage in collaborative activity with peers and tutors will be used in this unit. This approach will guide an exploration of the links that exist between the theoretical and practical knowledge within the discipline. Reflection is encouraged throughout the implementation of the unit.

Feedback on Learning and Assessment

You will gain regular feedback on your learning in this unit through active participation in the practicals and lecture activities. This feedback will help you to enhance the knowledge and skills necessary in your future career as a Physical Education teacher

A range of self, peer, academic and industry feedback strategies will be applied in this unit including:

• Formative assessment occurs continuously during the unit and includes teacher and student feedback on a variety of written, oral and practical tasks. These include group and individual teaching episodes, written tasks, teacher and student directed discussions and participation in a number of performance based activities and tasks;
• In-class discussions and writing tasks related to Senior Physical Education content and learning design, provide opportunities for questioning and formative feedback;
• Summative assessment criteria sheets aligned to the unit outcomes and with descriptors aligned to the specific assessment tasks; and
• Qualitative comments provided on summative tasks and/or associated criteria feedback sheets.

Assessment

Overview

Assessment Task 1: Reflective Journal (50%)

TASK: Reflect on your experiences and observations during the KGSC teaching episodes and associated readings, discussions, and weekly reflections. What specifically did you learn about physical education teaching in relation to practice task design and delivery of instruction aimed at each of the below:

• developing students’ technique and/or tactical awareness (e.g., passing, catching, maintaining possession, rucking, spreading out)?
• developing students’ motivation/engagement (e.g., effort, enjoyment, performance, learning)

Assessment Task 2: Professional Plans (50%)

Part A: Apply the pedagogical framework within the Senior Physical Education syllabus to plan a series of Integrated Learning Experiences to enable students the opportunity to investigate how specific sports science and sociological concepts enhance personal sports performance and encourage student engagement. These worksheets will be completed and submitted in class.

Part B: Design an Assessment Task (and associated response) that investigates an intervention strategy to address your allocated research question using the Stages of Inquiry. Justify the effectiveness of your strategy in optimising personal sports performance or engagement using primary and secondary data. The research questions incorporate subject matter concepts from the following Physical Education Senior Syllabus Unit Topics:

• Motor Learning
• Functional Anatomy and Biomechanics
• Sports Psychology
• Equity

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Reflective Journal

This project will be developed over a series of weeks following the process:
- discussion of key senior physical education motor learning concepts
- design and implementation of authentic performance environments
- observation and interpretation of the teaching and learning process
- reflective evaluation of teaching and learning in terms of key motor learning concepts
- accurate record keeping of student achievement

Specifically, the project will consist of multiple components for analysis including lesson planning, pedagogical practices and assessment in line with new QCAA guidelines including Instrument Specific Marking Guides (ISMGs). 2000 words.

Assessment Focus:
Criterion 1: Knowledge and understanding
Criterion 2: Application and analysis
Criterion 3: Synthesis and evaluation

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Professional Plans

Design Senior Physical Education integrated learning experiences based on the stages of inquiry, and an associated assessment task response in line with new QCAA guidelines including Instrument Specific Marking Guides (ISMGs).

Assessment focus:
Criterion 1: Knowledge and understanding
Criterion 2: Application and analysis
Criterion 3: Synthesis and evaluation

This assignment is eligible for the 48-hour late submission period and assignment extensions.

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.

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

Resource Materials

Recommended text(s)

Amezdroz, G. Hosford, G., Kelso, A., Moy, B. and Sweeper, R. (2019). Macmillan Physical Education QCE Units 1 + 2. Macmillan: South Yarra.

Safety and protective equipment

The following are required for leading and participating in physical activity lessons in an outdoor environment:
Clothing (collared polo shirt and shorts)
Enclosed sport shoes
Broad brimmed hat
Personal protective equipment (e.g. sunscreen and sunglasses)
Whistle

Other

Queensland Curriculum and Assessment Authority (2018). Physical Education 2019 v1.1
General Senior Syllabus. Brisbane.

https://www.qcaa.qld.edu.au/downloads/portal/syllabuses/snr_pe_19_syll.pdf

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.