EDCU20041 - Teaching Health, Wellbeing and Physical Activity
Term 1 - 2017


All details in this unit profile for EDCU20041 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit develops understanding of the concepts and rationale underpinning Health and Physical Education as a learning area in primary school contexts. Students use their knowledge and understanding of the connectedness between physical activity, fitness, wellbeing and learning, to plan and evaluate a physical activity and motor development program for primary school learners. Investigation of the interaction between individuals and groups and their socio-cultural and economic environments forms the basis for critical reflection on the role of schools in promoting individual and community health. An understanding of social issues that impact on the health and wellbeing of children and families is emphasised through the development of an educational resource that promotes family and community health and social and mental wellness. Students identify strategies that support their own wellbeing as members of a profession and reflect on their own experiences as they position children as active informed citizens of the future. They develop strategies for optimising the wellbeing of learners via the provision of a learning environment that is open, respectful, caring and safe, and via curriculum and pedagogy that teaches personal and social capabilities; builds positive relationships; and is responsive to individual learners. Throughout this unit, students will reflect on how learning and wellbeing are inextricably linked and how a learner’s individual, school and community experiences can significantly impact on their wellbeing.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Group Work 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Assessment requirements were not clear. Student evaluation Review assessment requirements for further clarity and understanding.
Group task was beneficial Student evaluation Intention to keep the group task.
On successful completion of this unit, you will be able to:
  1. Plan and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for primary school learners of varying abilities and characteristics
  2. Manage the assessment of risk and organisation of safe, inclusive physical activities
  3. Match learning goals, teaching strategies and resources to knowledge of child development
  4. Plan and justify health and wellbeing promotion strategies that support primary school learners and families from diverse groups in applying understanding of health literacy
  5. Engage in professional learning to evaluate and enhance education for health and wellbeing in primary school contexts
  6. Evaluate and justify the role of education in influencing personal and community health and wellbeing

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.2 Manage classroom activities

4.4 Maintain student safety

6.2 Engage in professional learning and improve practice

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment      
2 - Group Work      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research            
5. Self-management      
6. Ethical and Professional Responsibility    
7. Leadership            

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Group Work  

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorEmma Killion (e.killion@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Topic 1: Introduction to HPE - National and International policies

Week 2 13-03-2017

Topic 2: The focus on health and physical activity in curriculum documents and frameworks

Week 3 20-03-2017

Topic 3: Motor skill acquisition Play and games as a source of physical and social learning and development

Week 4 27-03-2017

Topic 4: Strategies for supporting the development of fundamental movement skills

Week 5 03-04-2017

Topic 5: Safe teaching practices in HPE Assessment of risk in physical and play environments

Vacation Week 10-04-2017
Planning and Evaluating a Movement Program Due Monday (10 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

Topic 6: Inclusive practices in HPE

Week 7 24-04-2017

Topic 7: Health Literacy and personal development. How can information about the health practice of children and their families be collected?

Week 8 01-05-2017

Topic 8: 21st Century Health Issues

Week 9 08-05-2017

Topic 9: Health promotion and the responsibility of educational professionals

Week 10 15-05-2017

Topic 10: Health, physical activity and social outcomes. The interrelated nature of social, emotion and physical development in childhood.

Multimedia Health Promotion Package Due Friday (19 May 17) 11:45 PM AEST
Week 11 22-05-2017
Week 12 29-05-2017
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Planning and Evaluating a Movement Program
Task Description

You are to plan a program/sequence of lessons of physical activities suitable for developing the fundamental movement skills of young children. Your plan must be a sequence of lessons (no more than 5 lessons of 30 - 45 minute duration within the sequence) that link together through a common theme relevant to a chosen Primary school year level and address the appropriate content descriptors form the Australian Curriculum: Health and Physical Education.

The program should be based on the physical and social developmental characteristics of children described in the Australian Curriculum: Health and Physical Education and be designed to promote / enhance stability or balance, locomotor and object control skills e.g. walking, running, jumping, hopping, skipping, throwing, catching, kicking, etc. In addition, the program design must show how learners will be engaged in game-based social activities that promote positive attitudes to physical fitness and safe, fair play.

You are to also create an assessment checklist of skills for your designed lesson sequences you could use to make judgments about learner attainment of the chosen movement skills. This assessment tool should adhere to the requirements of the content descriptors and achievement standards for the Australian Curriculum: Health and Physical Education.

A suggested format for recording planning ideas will be provided on the Moodle site for this unit however you may also use any format of your own design that allows all task expectations to be demonstrated.

Clearly outline how your program/sequence of lessons achieves:

  • A strengths-based approach that encourages the confidence, participation and competence of learners at different stages of physical development
  • Opportunities for practice of fundamental movement skills and appropriate levels of challenge for learners with a diverse range of ability levels
  • Strategies and resources used to organise participation in the activities; monitor safety and environmental considerations; and meet the social and emotional needs of young children by encouraging appropriate levels of enjoyment, autonomy, risk-taking and creative application of movement skills for learners of both genders.
Assessment Due Date Vacation Week Monday (10-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform student responses to the next assessment task.
Weighting 50%
Assessment Criteria

· Knowledge of children’s physical, motor and skill development and growth, maturation and readiness as determinants of planned physical activity.

· Understanding of the relationship between physical activity and health, well-being, social and psychological development

· Knowledge of the aims, content, structure, teaching strategies, principles and practices of curriculum documents and frameworks for physical learning

· Knowledge of strategies for the management, assessment of risk and organisation of safe inclusive physical activity

· Ability to match learning goals and resources to knowledge of child development

· Strategies for evaluating and improving teaching programs

· Professional levels of personal literacy

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Plan and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for primary school learners of varying abilities and characteristics

2. Manage the assessment of risk and organisation of safe, inclusive physical activities

3. Match learning goals, teaching strategies and resources to knowledge of child development

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility



2 Group Work

Assessment Title Multimedia Health Promotion Package
Task Description

You will complete this task in small groups (of no more than five) to show your understanding of the social construction of health and the factors that affect health and/ or levels of physical activity or wellbeing for children and families in contemporary Australian society.

Your group must research an aspect of social change or a social issue that affects the health of children and families including those from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Suitable topics will be listed on the moodle site for this unit but your group may negotiate a topic of choice with your lecturer.

Your research should show evidence of your group’s ability to apply “health literacy” at a “critical” level by “selecting and critically analysing health information in order to take action to promote personal and community health and wellbeing” (ACARA, 2012).

Use your research to design a multimedia health promotion package that focuses on the chosen issue and that can be used to inform and persuade a specific target group or community to adopt positive personal health practices.

The multimedia package should include at least three resources aimed at health promotion and you are encouraged to explore multiple possibilities for development of these resources e.g. posters, radio or television advertisements, brochures or activity packages for children, parents or communities, newsletters, community displays etc.

Each group member must submit an individual reflection of 250-300 words outlining:

· your contribution to the group’s research and planning

· the impact of your inquiry and planning on your own personal attitudes to adopting lifelong healthy behaviours

· any new understandings you have gained about the role of education and care professionals in promoting healthy lifestyles.

Assessment Due Date Week 10 Friday (19-May-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the date of certification of grades.
Weighting 50%
Assessment Criteria

· Research into and analysis of contemporary social issues affecting lifestyles, health and wellbeing of children and families from diverse backgrounds

· Selection of resources and materials that promote positive attitudes to health

· Use of communication strategies and resources that consider the information needs and diverse social, cultural and linguistic backgrounds of children and families

· Ability to make connections to and critically reflect on the personal and professional roles of educators in health promotion

· Use of authoritative sources to justify decision-making

· Professional levels of personal literacy

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Plan and justify health and wellbeing promotion strategies that support primary school learners and families from diverse groups in applying understanding of health literacy

5. Engage in professional learning to evaluate and enhance education for health and wellbeing in primary school contexts

6. Evaluate and justify the role of education in influencing personal and community health and wellbeing

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility




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