| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | HPE Curriculum Studies II (Middle Years) |
| Unit ID: | EDHPE3000 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
Students continue to explore current Health & Physical Education (HPE) curriculum in this unit. Students will expand their knowledge of the integrated learning area of HPE and continue to develop their pedagogical beliefs, professional values and identity. Working under the current curriculum framework students will continue to improve their knowledge and skill in planning, delivering and assessing various learning outcomes with a major focus on the Middle Years (9 and 10). Students will cater for a range of individual learner differences including cultural backgrounds, abilities and learning needs. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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 in Middle Years HPE. |
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| K2. | Review and interpret contemporary curriculum policies and guidelines relevant to the teaching and assessing of Middle Years HPE. |
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| K3. | Compare and contrast a range of resources and tools, including ICT, and how they may be used to teach and assess Middle Years HPE. |
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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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| Skills: |
| S1. | Develop a unit of study to meet Middle Years 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 learners across a range of abilities. |
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| S3. | Implement a range of teaching strategies based on contemporary pedagogical understandings of Middle Years HPE. |
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| S4. | Establish assessment and feedback opportunities, assessment criteria and grading procedures. |
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| S5. | Identify literacy and numeracy learning opportunities in HPE lessons. |
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| Application of knowledge and skills: |
| A1. | Deliver a curriculum based Middle Years HPE activity which is student-centred, includes assessment opportunities and meets the needs of learners across a range of abilities. |
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| A2. | Design Middle Years 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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| A3. | Appraise, using critical reflection skills, developed assessment tasks and assessment criteria. |
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| A4. | Display appropriate interpersonal and communication skills when working with colleagues and students. |
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| Unit Content: |
Topics may include: Current years 9-10 HPE curriculum and planning strategies. Planning sequential lessons informed by student learning, content requirements and effective teaching strategies. Assessment Role in informing lesson planning and sequencing. Nature of assessment, including formal and informal, diagnostic, formative and summative. Pedagogical approaches in HPE Range of teaching approaches, strategies and resources in HPE Differing abilities, backgrounds and learning needs of HPE students and how to differentiate for a full range of student abilities. Teaching literacy and numeracy, in and through, HPE. Becoming a reflective practitioner |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1, A2, A4. APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 5.1 | Plan a sequential unit of work that aligns with current Middle Years HPE curriculum. Deliver a learning activity from that unit that caters to a range of abilities and includes ICT and assessment opportunities. Critically reflect upon task. | Multimodal Task. | 40-70% | | 2. | K2, K4, S4, A3. APST 1.5, 2.1, 3.3, 3.4 | Critically reflect upon developed assessment tasks and assessment criteria for HPE. | Written Task | 30-60% | | 3. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1, A2, A3, A4 APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 5.1 | Plan a sequential unit of work that aligns with the current Middle Years HPE curriculum. Deliver a learning activity from that unit that caters to a range of abilities and needs includes ICT and an assessment task and related assessment criteria. | Curriculum Design/Presentation | 30-50% |
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