Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit extends the principles of professional practice established in the earlier unit (HMB231) and further encourages you to develop a critically reflective approach to your teaching. It is designed to extend your professional practice with a range of understandings and competencies for interpreting and managing the health and physical education classroom as a complex environment for teaching and learning. It assists you to develop competencies needed for planning and teaching a range of health and physical education units of work.

This unit requires you to explore current health and physical education curriculum documents with a specific focus on the QCAR HPE Essential Learnings (QSA, 2008). This personal exploration provides the opportunity for you to clarify your own thinking regarding the role of health and physical education as an integral component of education. Opportunities are provided for you to study the implications of the above for the organisation of learning in teaching units and lessons.

Aims

The aim of this unit is to provide you with competency in the effective planning and implementation of school work programs, relevant units of work and learning experiences consistent with Queensland health and physical education curriculum documents. It is also expected that you will further develop their skills in a range of understandings and competencies for interpreting and managing the physical education practical classroom as a complex social environment for teaching and learning.

Objectives

On completion of this unit, you should be able to:

1. Identify and analyse curriculum issues and directions in health and physical education (QCT Standards 1 and 3).


2. Design and evaluate appropriate units of work and learning experiences for health and physical education (QCT Standards 1 and 3).


3. Incorporate the principles of assessment into the development of assessment programs and instruments (QCT Standard 5).


4. Design and implement learning experiences that develop language and literacy, provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit (QCT Standard 2)

Content

The following learning experiences are incorporated in the unit and are designed to provide ongoing challenges:

• Analysing current curriculum issues and trends and discussing the implications for the teaching/learning of health and physical education;


• Planning activities that allow recommendations for improvement of the teaching/learning process;


• Designing and preparing for implementation a range of learning experiences and performance tasks;


• Reviewing a range of assessment issues and strategies;


• Implementing and refining teaching skills related to health and physical education;


• Completing tasks that facilitate the discovery of relationships between syllabus and learning experiences for students;


• Developing and practising selected teaching competencies in a variety of set tasks;


• Reflecting on key ideas to make inferences and generalisations.

Approaches to Teaching and Learning

This unit will explore the links that exist between the practice teaching session and the theoretical bases highlighted in this unit. Through this you will develop both theoretical and practical knowledge within the discipline. Learning will take place in an environment in which you not only develop a reflective approach but also learn to value thinking and research. A range of teaching approaches will be modelled and incorporated into tutorials and practical sessions. A group lecture will be part of the unit delivery. Reflection and autonomous learning are encouraged throughout the implementation of the unit, with students developing the capacity for self-assessment.

Assessment

Formative assessment occurs continuously during the unit and includes teacher and student feedback, both in oral and written modes, on a variety tasks. These include group and individual teaching episodes, teacher and student directed discussions and participation in a number of performance based activities and tasks in practical teaching and tutorial contexts. Where possible, feedback is given at the conclusion of the task.

Assessment name: Journal
Description: Student Learning Episode Journal. You are required to:

- Design and evaluate student learning episodes that relate to course content (for example, thinking skills and assessment).

Weighting: Satisfactory/Unsatisfactory
Relates to objectives: All
Internal or external: Internal
Group or individual: Individual
Due date: Week 5


Assessment name: Professional Planning
Description: Years 6-9 Group Work Program. You are required to:

Develop competence in work program planning for physical education using the QSA Essential Learnings.
Relates to objectives: All
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Week 8


Assessment name: Professional Planning
Description: Individual Module Compilation.

You are required to:
Demonstrate your ability to translate mandated HPE requirements, teaching knowledge and skills into a module of learning experiences for a specific grade (7-9).

Due Date: Prior to field studies commencing
Relates to objectives: All
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: See description


Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Recommended Texts:
Tinning et al. (2001). Becoming a Physical Education Teacher. Sydney: Pearson

Journals:
Journal of Physical and Health Education, Recreation and Dance (613.7///8)

Journal of Teaching in Physical Education (613.707///1)

The ACHPER Healthy Lifestyles Journal (613.7///4)

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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.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 06-Jun-2012