| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | HPE Curriculum Studies 2 |
| Unit ID: | EDCEL3003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED2114 or EDCEL2114) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDCEL3000 and EDHPE3000 and EEZED3721) |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
This unit is the second unit in a series of three Health & Physical Education (HPE) curriculum units. Students will expand their knowledge of the integrated learning area of HPE and continue to develop their curriculum, pedagogical and assessment knowledge. Working under the current curriculum framework students will extend their knowledge and skill in planning, delivering, and assessing various learning outcomes, developing skills in the creation and use of valid and reliable assessment approaches. Students will explore HPE relevant strategies to cater for a range of individual learner differences including cultural backgrounds, abilities and learning needs.This unit supports the third-year professional experience in the Bachelor of Education in which students complete 15 days in an education setting. Students are required to complete the activities outlined in Professional Experience Assessment Report (Form A). This will take place in collaboration with their Mentor Teacher/Supervisor in the setting in which the placement occurs (as indicated below). The students will also document their professional learning in Professional Experience Pre-Service Teacher Learning Log (Form B) supported by their assigned University Mentor. Education Setting Bachelor of Secondary Education (Health and Physical Education Teaching) |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 15 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explore contemporary pedagogic practices with a focus on student-led approaches |
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| K2. | Critically review and interpret contemporary curriculum policies and guidelines relevant to the teaching and assessing of HPE |
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| K3. | Explore HPE relevant teaching strategies to meet the learning needs of diverse students across a full range of abilities and backgrounds |
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| K4. | Justify the role of critical reflection as a component of the teaching/learning cycle |
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| K5. | Explain how literacy and numeracy skills can be developed through HPE |
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| K6. | Connect theoretical learning with the practice of teaching in an authentic education environment |
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| K7. | Receive and reflect on critical and meaningful feedback |
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| K8. | Inquire into their own and others teaching practice appropriate to the professional experience setting |
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| Skills: |
| S1. | Develop a unit of study to meet HPE curriculum guidelines |
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| S2. | Design engaging HPE lessons, that incorporate ICT to expand curriculum opportunities for students, and meet the needs of diverse learners across a range of abilities and backgrounds |
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| S3. | Implement a range of teaching strategies based on contemporary pedagogical understandings of HPE and inclusive education |
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| S4. | Establish assessment and feedback opportunities, assessment criteria and grading procedures |
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| S5. | Identify and incorporate literacy and numeracy learning opportunities in HPE lessons |
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| S6. | Negotiate professional duties and teaching and learning tasks with the supervising mentor |
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| S7. | Set personal goals for future learning and research |
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| S8. | Reflect on strengths and future needs as a learner and as a teacher |
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| S9. | Document learning specific to diversity |
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| Application of knowledge and skills: |
| A1. | Nominate, complete and document personal learning tasks that are relevant to the placement setting |
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| A2. | Reflect-on-action related to personal learning in an on-line journal |
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| A3. | Continue to develop an online resource folder that includes tasks based on the Professional Standards, as well as other learning |
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| A4. | Deliver a curriculum based HPE activity which is student-centred, includes assessment opportunities and meets the needs of learners across a range of abilities |
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| A5. | Design HPE curriculum that is inclusive, incorporates appropriate resources (including ICT), includes a variety of contemporary teaching strategies, provides numerous assessment opportunities, and addresses literacy and numeracy skills |
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| A6. | Appraise, using critical reflection skills, developed assessment tasks and assessment criteria |
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| A7. | Display appropriate interpersonal and communication skills when working with colleagues and students |
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| Unit Content: |
Topics may include: • Current HPE curriculum and planning strategies. o Planning sequential lessons that are informed by student learning, content requirements and effective teaching strategies. o Exploring the application of the HPE five propositions. o Exploring cross curriculum and general capabilities curriculum in a HPE setting. • Assessment approaches in HPE o Review of assessment role and approaches (diagnostic, formative, summative) o Development of valid and reliable assessment tasks, criteria, and grading approaches. • Inclusive HPE o Review the nature of student diversity. o Exploration of inclusive teaching strategies (UDL, Differentiation, Personalised learning) in HPE. • Literacy and numeracy in HPE o Exploration of strategies to develop literacy and numeracy skills through HPE. • The role of critical reflection in the teaching a learning process. o The purpose of critical reflection. o Strategies to critically reflect upon teaching practice. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K4, S4, A3 | Critically reflect upon developed assessment tasks and assessment criteria for HPE. | Written Task | 30% - 60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1, A2, A4 | Plan a sequential unit of lessons that align with current HPE curriculum. Deliver a learning activity from that unit that caters to a range of diverse student needs and includes ICT and assessment opportunities. Critically reflect upon task. | Multimodal Task | 40%-70% | | 3. | S6, S7, S8, S9 | Complete Professional Experience Assessment Report (Form A) in collaboration with mentor teacher Establish, reflect and evaluate learning goals and professional learning against the Australian Professional Standards for Teachers in Pre-Service Teacher Learning Log (Form B) | Hurdle | S/U | | 4. | K6, K7, K8, A5, A6, A7 | Completion of 15 days placement in the education setting specified for their particular course | Hurdle | S/U |
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