Course outline. Code: EDU317 Title: Teaching Health and Physical Education in Primary School

Transcription

1 Course outline Code: EDU317 Title: Teaching Health and Physical Education in Primary School Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator: Natalie McMaster Tel: nmcmaste@usc.edu.au Course Moderator: Margaret Marshman 1. What is this course about? 1.1 Course description This is a discipline-specific curriculum course in Health and Physical Education with a focus on developing skills in planning movement experiences and methodologies of teaching fundamental motor skills and their transfer to sports specific contexts in the primary school. You will develop knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages through the HPE learning area. You will learn to facilitate environments that are safe, inclusive and encourage parental, school and wider community engagement to support the Primary school-aged learner. 1.2 Course content Use of curriculum documents to design learning experiences and assess learning outcomes Movement and physical activity for primary school aged learners that develops fundamental motor skills and their transfer into sports specific contexts Pedagogical strategies for the teaching of movement and physical activity in the primary school, including teaching in, about and through movement Whole school approaches to teaching personal, social and community health contexts Pedagogical strategies for the teaching of health in the primary school, including health literacy and a strengths based approach Designing inclusive learning environments in health and physical education Strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities Parental and wider community engagement in health and physical education Aboriginal and Torres Strait Islander histories, cultures and languages in health and physical education contexts 2. Unit value 12 units Version Semester Recfind File Number: F14829

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: Apply knowledge of Australian Curriculum HPE to demonstrate skills in programming and planning students health, wellbeing and physical activity in the Primary years of schooling Design a lesson plan in HPE demonstrating knowledge of age appropriate content and transfer of fundamental motor skills into sports specific contexts Research and critically analyse strategies designed to reduce risks both physical and emotional and create a risk assessment You will be assessed on the learning outcome in task/s: Task 1 Developing A Whole School Approach Task 2 Group Presentation, Individual Risk Assessment and Reflection Task 3 Lesson Sequence And Reflection Task 2 Group Presentation, Individual Risk Assessment and Reflection Task 2 Group Presentation, Individual Risk Assessment and Reflection Completing these tasks successfully will contribute to you becoming: Knowledgeable. Empowered. Empowered. Knowledgeable Apply knowledge of Aboriginal and Torres Strait Islander histories, culture and languages to design learning sequences and assessment with an integrated approach Acknowledge the value of engagement with parents/carers and the wider community and identify opportunities for authentic engagement Task 3 Lesson Sequence And Reflection Task 1 Developing A Whole School Approach Task 3 Lesson Sequence And Reflection Empowered Engaged 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions Enrolled in ED304 Bachelor of Primary Education 4.2 Pre-requisites Nil 4.3 Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills (optional) Nil

3 Page 3 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks Task No. EDU317 Assessment Tasks 1 Developing a Whole School Approach 2 Group Presentation, Risk Assessment and Individual Reflection 3 Lesson Sequence And Reflection Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it? Individual words Friday Week 3 Safe Assign Group 40% (25% oral presentation and risk assessment, 15% reflection) 30 minute presentation and risk assessment word individual reflection Weeks 7-9 Individual words Tuesday Week % In tutorial Safe Assign Assessment Task 1: Developing a Whole School Approach Goal: Product: Format: Demonstrate knowledge of designing a whole school approach to a health issue.. Written proposal document In this task you are required to select a health context from the list below and design a written proposal to present to your school principal to advocate for a whole school approach to an issue within the health context you have selected. Your proposal should outline what a whole school approach is and identify student, teacher, classroom, whole school, parent and community engagement activities, curriculum outcomes, lesson ideas, resources and events you could plan, aimed to engage everyone in your school community to increase their knowledge, understanding and skills in relation to the issue. Choose one health context from those identified below: Alcohol and other drugs Food and nutrition Health benefits of physical activity Mental health and wellbeing Relationships and sexuality Safety Your written proposal must have regard for and reference at least one curriculum descriptor for each band of learning from the Australian Curriculum: HPE Written form, digitally submitted 1000 words

4 Page 4 Criteria You will be assessed on your ability to: Utilise a whole school approach to a health issue Select curriculum outcomes from the Australian Curriculum: HPE Plan student health, wellbeing and physical activity in the Primary years of schooling Plan opportunities for engagement activities for parents/carers and the wider community Write using Academic literacies-including grammar, English expression, APA referencing conventions, technical accuracy Generic skill assessed Organisation Skill assessment level Developing Assessment Task 2: Group Presentation, Risk Assessment and Individual Reflection Goal: Product: Format: Demonstrate your ability to prepare and teach a Physical Education lesson, analyse the physical risks and reflect on the teaching strategies utilized in the lesson Group Lesson plan and lesson delivery, risk assessment and 1000 word reflection In this task you are required to work in a group to prepare one Physical Education lesson for a Year 4 class of 25 students. Your lesson must demonstrate transfer of fundamental motor skills into sports specific contexts and have regard for and reference outcomes from the Australian Curriculum: HPE. Your group must also assess the risks associated with the lesson. Your peers will evaluate the lesson and provide feedback at the end of the lesson. Individually, you will use this feedback to write a 1000 word reflection on your group s lesson and the use of the following teaching strategies: Instruction and demonstration Feedback Assessment and reporting Inclusion, differentiation and modification of activity Behaviour management, student engagement and time on task Safety You will be assigned a group mark for the presentation of the lesson (weighting, 25%). Your individual reflection will be uploaded to Blackboard one week after the presentation (weighting 15%). Oral presentation in tutorial 30 minutes including lesson plan and risk assessment Reflection written form, digitally submitted 1000 words Criteria You will be assessed on your ability to: Design and present a lesson in HPE demonstrating age appropriate content, skills and sequencing Create a risk assessment for a physical education lesson Demonstrate the application of theory by expressing clearly reasoned viewpoints on pedagogies associated with HPE, supported with credible evidence Reflection based on self, tutor and peer feedback Generic skill assessed Skill assessment level Communication Developing Organisation Developing

5 Page 5 Assessment Task 3: Lesson Sequence and Reflection Goal: Product: Format: Demonstrate knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages through the HPE learning area A sequence of three lessons and a 1000 word personal reflection In this task you are required to create a sequence of three lessons for a Year 6 class of 25 students, which are based around a game or activity from the Yulunga: Traditional Indigenous Games (2009) resource. Your lessons must provide students with the opportunity to learn about, appreciate and experience aspects of Aboriginal and Torres Strait Islander histories, cultures and languages. You must include a formative assessment task and have regard for and reference outcomes from the Australian Curriculum Health and Physical Education and Cross Curriculum Priorities. You are also required to write a 1000 word reflection on how you engaged with the wider community to design the lessons. Describe your engagement strategies and using your research, identify why wider community involvement in the preparation and delivery of these lessons is important. Your wider community engagement should include: Local elders and Aboriginal and Torres Strait Islander groups Parents and carers External professionals Written form, digitally submitted 2000 words Criteria You will be assessed on your ability to: Design lessons in HPE demonstrating age appropriate content, skills and sequencing Demonstrate the application of theory by expressing clearly reasoned viewpoints on pedagogies associated with the HPE/Arts learning areas, supported with credible evidence. Utilise knowledge of Aboriginal and Torres Strait Islander histories, culture and languages to design learning sequences and assessment with an integrated approach in HPE Reflection on engagement strategies for parents/carers and the wider community Generic skill assessed Skill assessment level Communication Developing Organisation Developing 5.3 Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure they have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between the students submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course.

6 Page 6 Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours Weekly interaction with online materials prior to classes 10 x 2 hour practical workshops 10 X 2 hour tutorials 6.2 Teaching semester/session(s) offered Semester Course activities Teaching Week / Module Module 1 Week 1-3 What key concepts/content will I learn? Whole School approach in Health and Physical Education What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities Exploring the Australian Curriculum for HPE Exploring integration opportunities in the curriculum with the General Capabilities and Cross Curriculum Priorities Exploring International, National and State health reports, initiatives and policy Planning of children s health, wellbeing and physical activity in the Primary years of schooling Exploring Health education focus areas for primary and the principles of health education including Health literacy and a strengths based approach Set Text Chapters Melbourne Declaration Keeping QLD Schools Safe QLD Closing the Gaps Report Further readings and tutorial/online activities see Blackboard teaching module 1

7 Page 7 Module 2 Week 4-7 Module 3 Week 8-10 Physical Education theory to practice Integrating the Australian Curriculum Health and Physical Education and Cross Curriculum Priorities. Engagement activities for parents/carers and the wider community Practical sessions (Prep to Year 3 active play and modified games) Age appropriate skill development in HPE Instruction and demonstration in physical education Feedback types and their effectiveness in HPE Assessment and reporting in HPE Inclusion, differentiation and modification of activity in HPE Behaviour management, student engagement and time on task in HPE Safety including Risk Management and risk assessment in HPE Lesson Planning Practical sessions (Year 3 to 6 - modified sports focus) Integrating curriculum Aboriginal and Torres Strait Islander histories and culture in relation to HPE Engagement strategies for parents/carers and the wider community Liaising effectively with members of the Aboriginal and Torres Strait Islander community Lesson sequencing Practical sessions (Prep to Year 6 rhythmic movement and physical activity programs) Please note that the course activities may be subject to variation. Set Text Chapters Further readings and tutorial/online activities see Blackboard teaching module 2 Set Text Chapters Australian Sports Commission. (2009), Yulunga Traditional Indigenous Games, Australian Government Printers Further readings and tutorial/online activities see Blackboard teaching module 3 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Graham, G. (2009). Teaching Children Physical Education: Becoming a Master Teacher (3 rd Ed.) USA: Human Kinetics Publishers. 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course.

8 Page Specific requirements It is compulsory for all students to wear suitable exercising clothing and covered footwear appropriate for physical activity in practical classes and for all practical sessions. Appropriate sun protection and hydration strategies for all outdoor and practical activities are also the responsibility of the student 7.4 Risk management There is moderate health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas to minimise any risk. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentlifeandlearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability

9 Page Faculty specific information The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate). Assessment Task Task 1 Developing a Whole School Approach Task 2 Group Presentation, Risk Assessment and Individual Reflection Task 3 Lesson Sequence And Reflection Australian Professional Standards for Teachers (Graduate) 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning 3.3 Include a range of teaching strategies. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 7.3 Understand strategies for working reflectively, sensitively and confidentially with parents/ carers. 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics 3.3 Include a range of teaching strategies. 7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics

10 Page 10 General enquiries and student support Faculty Student Support Office Tel: Fax: SHEinfo@usc.edu.au 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies 3.3 Include a range of teaching strategies. 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/ carers. 7.4 Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice