| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | HPE Curriculum Studies 1 |
| Unit ID: | EDHPE2003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit provides students with an introductory exploration of the current Health & Physical Education (HPE) curriculum. Students will investigate the integrated learning area of HPE and begin to develop their curriculum, pedagogical and assessment knowledge. Working under the current curriculum framework students will develop their knowledge and skill in planning, delivering and assessing various learning outcomes, focusing on constructive alignment. Students will be introduced to the requirements for teaching learners from a range of cultural backgrounds, abilities and learning needs. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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. | Develop a sound knowledge and understanding of pedagogic practices in HPE. |
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| K2. | Understand and interpret contemporary curriculum, relevant to teaching and assessing in HPE. |
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| K3. | Develop a sound knowledge and understanding of a range of resources and tools, including ICT, and how they may be drawn upon to teach and assess HPE and engage students in their learning. |
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| K4. | Demonstrate critical, creative, reflective and practical understandings relating to teaching HPE. |
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| K5. | Explore how literacy and numeracy skills can be developed among students in HPE. |
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| Skills: |
| S1. | Apply constructive alignment to planning and assessing in HPE. |
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| S2. | Design engaging student-centred lessons that utilize a range of teaching strategies, incorporate ICT to expand curriculum opportunities for students. |
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| S3. | Make informed decisions on pedagogical and teaching approaches, considering students range of cultural backgrounds, abilities and learning needs. |
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| S4. | Develop assessment criteria and grading procedures. |
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| Application of knowledge and skills: |
| A1. | Investigate a contemporary pedagogical approach to HPE and justify how it can be used to deliver engaging student-centred learning in the context of the current HPE curriculum. |
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| A2. | Plan and reflect on a lesson plan based on current HPE Curriculum, considering students range of cultural backgrounds, abilities and learning needs. |
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| A3. | Deliver a HPE learning activity with an assessment task which meets curriculum guidelines, and demonstrates the ability to organise classroom activities and provide clear directions. |
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| Unit Content: |
Topics may include: - Current HPE curriculum and planning strategies.
- Planning lessons informed by student learning, content requirements and effective teaching strategies.
- Exploring a range of resources, including ICT, that engage students in their learning.
- Exploring the issues and strategies available to support the safe and responsible and ethical use of ICT in learning and teaching.
- Organising classroom activities and providing clear instructions.
- Constructive alignment in HPE: learning intention, success criteria, assessment and learning experiences.
- Role in informing lesson planning and sequencing.
- Assessment: including formal and informal; diagnostic, formative and summative.
- Pedagogy in HPE: range of teaching approaches, strategies and resources in HPE
- Introduction to inclusion and diversity in HPE
- Literacy and numeracy, in and through, HPE.
- Becoming a reflective practitioner
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| 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 1 - Students require directions and boundaries from mentor | 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. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, S2, S3, A2 | Investigate a contemporary pedagogical approach to HPE. Explain how this approach can be used to deliver engaging student-centred learning in the context of the current HPE curriculum. | Assignment | 40-60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, S4, A1, A2, A3 | Plan a lesson that aligns with the current HPE curriculum. Teach a learning activity from that lesson, and reflect on the planning and teaching process. | Curriculum Design/Presentation | 50-70% |
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