EDCU11032 - Health and Physical Education
Term 1 - 2017


All details in this unit profile for EDCU11032 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

Health and Physical Education develops understanding of the concepts and rationale underpinning HPE as a learning area in schools and other educational and care settings. Students use their knowledge and understanding of the connectedness between physical activity, fitness and learning, to plan, organise, implement and evaluate a physical activity and motor development program for young children. 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, childcare centres and education and care professionals in promoting individual and community health. An understanding of social issues that impact on the health of children and families is emphasised through the development of educational resources that promote family and community health and social and mental wellness.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
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
  • Bundaberg
  • Cairns
  • Mixed Mode
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

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 Undergraduate 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. Practical and Written Assessment 50%
2. Presentation 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
There were too many group tasks in this course Course Evaluation The first group task will be changed to an individual task.
Moodle design allows ease of navigation Course Evaluation Continue to maintain the current format within the moodle site
On successful completion of this unit, you will be able to:
  1. Explain the role of education and/ or care settings in influencing healthy behaviour and physical activity.
  2. Apply knowledge of the benefits of physical activity to analyse a contemporary health issue.
  3. Plan, implement and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for children of varying abilities and characteristics.
  4. Plan and justify health promotion strategies that support children and families from diverse groups in understanding the relationship between physical activity and good health.

Successful completion of the unit Health and Physical Education provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.3, 2.1, 2.2, 3.1, 3.4, 3.6, 4.1, 4.2, 4.4, 6.2, 7.3 and 7.4. Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCPR301B: 1, 2, and 3; CHCFC 502A: 1, 2 and 3; CHCPR502D: 1, 2, 3 and 4; CHCRF511A: 1 and 3; and CHCCN520C: 2 are also scaffolded and assessed in this unit

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment      
2 - Presentation  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving        
3. Critical Thinking
4. Information Literacy    
5. Team Work      
6. Information Technology Competence    
7. Cross Cultural Competence    
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment          
2 - Presentation  

Textbook Information

There are no required textbooks. Note:

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 CoordinatorGillian Busch (g.busch@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

Introduction to HPE 21st century priority and National and International policies

A detailed reading list will be provided on the moodle site.

Week 2 13-03-2017

The nature of the learning area

The focus on health and physical activity in curriculum documents and frameworks – Australian Curriculum

Early Years Learning Framework – Relationship between Learning Outcomes and physical learning

Week 3 20-03-2017

Motor skill acquisition

Play and games as a source of physical and social learning and development

Week 4 27-03-2017

Strategies for supporting the development of fundamental movement skills

Week 5 03-04-2017

Safe teaching practices in HPE

Assessment of risk in physical and play environments

Vacation Week 10-04-2017
Week 6 17-04-2017

Inclusive practices in HPE

Strategies for engaging with parents and carers

Cultural sensitivity in relation to health issues affecting children and families

Implementation of movement program (times will be negotiated with campus based staff)

Practical Assessment and Evaluation Due Friday (21 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Health literacy and personal development

How can information about the health practices of children and their families be collected?

Week 8 01-05-2017

Health, physical activity and social outcomes

Interrelated nature of social, emotional and physical development in childhood

Week 9 08-05-2017

21st century health issues

Week 10 15-05-2017

Health promotion and the responsibility of educational professionals

Week 11 22-05-2017

Bringing it all together

Week 12 29-05-2017

Presentation and Review

Group Research Project and Multimedia Presentation Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Practical and Written Assessment

Assessment Title Practical Assessment and Evaluation
Task Description

Planning, implementing and evaluating a movement program

Part A - Small group or Individual

You are to plan a program of physical activities suitable for developing the fundamental movement skills of young children. The program should be based on the physical and social developmental characteristics of children described in the Early Years Learning Framework learning outcomes and the Foundation Year of the Australian curriculum 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.

The plan should include a risk assessment of the physical environment for implementation of the program and planned use of equipment for the safety and stage of development of the group of learners

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

Part B - Small group or individual (Students attending face-to-face classes will implement an aspect of the larger program at a site organised/suggested by their campus tutor).

This section of the task will be organised in a variety of ways depending on students’ mode of enrolment and local class arrangements. Students attending face-to-face tutorials for this course will implement an aspect of the larger program at a site organised/suggested by their campus tutor. It is not expected that the entire program would be delivered. At a minimum, a 30 minute session would be all that is required to inform Part C. Distance students may implement sections of the program individually in a range of possible settings including a child-care centre, school setting or other negotiated context (family).

Implementation is not assessed but will provide information that contributes to the completion of Part C.

Part C - Individual component (no more that 500 words and this could be dot points)

Annotate the original plan clearly indicating your observations upon implementation and your own evaluation of the program and how it was designed or needed to be adapted to achieve the following:

  • A strengths-based approach that encouraged 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 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.

NOTE: This assessment task builds professional knowledge and understanding of physical, motor and social development and strategies for supporting the acquisition of fundamental movement skills for young children based on current curriculum documents. Establishing learning goals based on knowledge of developmental stages and strategies for implementing safe, inclusive activities that develop children’s confidence and self-regulation are important expectations of the professional learning undertaken in completing this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 2.1, 2.2, 3.1, 3.6, 4.1, 4.2, and 4.4

Assessment Due Date Week 6 Friday (21-Apr-2017) 11:45 PM AEST
Return Date to Students Week 9 Monday (08-May-2017)
The assignments will be returned via moodle
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
  • Demonstration of professional levels of personal literacy
Referencing Style American Psychological Association (APA)
Submission Online
Group submission

All written work will be submitted via moodle

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

3. Plan, implement and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for children of varying abilities and characteristics.

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

1. Communication

3. Critical Thinking

4. Information Literacy



2 Presentation

Assessment Title Group Research Project and Multimedia Presentation
Task Description

You will complete this task in small groups to show your understanding of the social construction of health and the factors that affect health and/ or levels of physical activity 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. Use course readings as background for framing an inquiry question and select appropriate methods for collecting primary and secondary data on the issue. You will record your research and ideas in a group Wiki or similar created for this purpose. 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). Collate and analyse the data to draw conclusions that inform an audience of your peers about the causes, prevalence and/or attitudes to the issue you have researched and to justify the design of a multimedia health promotion package.

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. Students will present their packages to their peers in week 12 of the term. Where possible, distance students will present their packages using the online platform. This will occur in the online tutorial of week 12. If required, a number of sessions will be scheduled to ensure that sharing can occur.

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.

NOTE: This assessment task provides opportunities for demonstrating knowledge of the social dimensions of health and the impact contemporary social issues have on the learning of children from diverse backgrounds. Practical strategies for engaging with communities and critical reflection on the role educational professionals play in promoting positive attitudes to health and personal development in communities are emphasised. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.3, 2.1, 3.4, 6.2, 7.3 and 7.4.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
The presentations of your multimedia package will occur during week 12. The timing will be determined at a campus level and will align with tutorial times.
Return Date to Students Exam Week Friday (16-Jun-2017)
Assignments will be returned in accordance with the university's policy on 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
  • Evidence of working as a member of a team to research and design a multimedia health promotion package
  • Demonstration of 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. Explain the role of education and/ or care settings in influencing healthy behaviour and physical activity.

2. Apply knowledge of the benefits of physical activity to analyse a contemporary health issue.

4. Plan and justify health promotion strategies that support children and families from diverse groups in understanding the relationship between physical activity and good health.

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

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




© 2017 CQUniversity
Page generated by apps-prod-02.cqu.edu.au at Fri Mar 24 22:11:05 AEST 2017