HPE Curriculum Studies III (Senior Years)

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

HPE Curriculum Studies III (Senior Years)

Unit ID:

EDHPE3001

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 consolidate their knowledge of the integrated learning area of HPE and refine their pedagogical beliefs, professional values and identity. Working under the current curriculum framework students will continue to strengthen their knowledge and skill in planning, delivering and assessing various learning outcomes with a major focus on senior secondary schooling. 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:

Learning Outcomes:

Knowledge:

K1.	Develop a sound knowledge and understanding in pedagogic practices in senior Health and Human Development and Physical Education

K2.	Interpret and critically analyse contemporary curriculum policies and guidelines relevant to teaching and assessing of senior Health and Human Development and Physical Education

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 senior Health and Human Development and Physical Education.

K4.	Demonstrate critical, creative, reflective and practical understandings relating to teaching senior Health and Human Development and Physical Education.

K5.	Identify how literacy and numeracy skills can be developed among students in Health and Human Development and Physical Education.

Skills:

S1.	Develop a sequential unit plan to meet senior Health and Human Development and Physical Education curriculum guidelines for an area of study.

S2.	Design engaging student-centred lessons that incorporate ICT, and caters for a range of abilities and learners.

S3.	Make informed decisions on pedagogical and teaching approaches.

S4.	Develop assessment criteria and grading procedures

S5.	Apply literacy and numeracy teaching strategies in HPE teaching area.

Application of knowledge and skills:

A1.	Deliver and critically reflect on a senior Health and Human Development and Physical Education learning activity and assessment task which meets curriculum guidelines.

A2.	Deliver engaging student-centred curriculum that incorporates ICT, and caters for a range of abilities and learners.

A3.	Apply assessment criteria to assess a senior Health and Human Development and Physical Education task.

A4.	Display appropriate interpersonal and communication skills when working with colleagues and students.

Unit Content:

Topics may include:
• Current VCE Health and Human Development and Physical Education curriculum and planning strategies.
o Planning sequential lessons informed by student learning, content requirements and effective teaching strategies.
• Assessment
o Role in informing lesson planning and sequencing.
o Nature of assessment, including formal and informal, diagnostic, formative and summative.
o Moderation process for VCE.
• Pedagogical approaches in HPE
• Range of teaching approaches, strategies and resources in Health and Human Development and Physical Education
• Differing abilities, backgrounds and learning needs of Health and Human Development and Physical Education students and how to differentiate for a full range of student abilities.
• Teaching literacy and numeracy, in and through, Health and Human Development and Physical Education.
• Professional identity
• Becoming a reflective practitioner

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.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Learning outcomes (KSA)	Assessment task (AT#)
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.	K1, K2, K3, K4, K5, S1, S2, S3, S4, S5 A1, A2, A3, A4	AT2, AT3
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	K1, K2, K3, K4, K5, S1, S2, S3, S4, S5 A1, A2, A3, A4	AT2; AT3
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.	K1, K2, K3, K4, K5, S1, S2, S3, S4, S5 A1, A2, A3, A4	AT1; AT2; AT3
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.	K1, K2, K3, K4 S1, S2, S3, S4, S5 A1, A2, A3, A4	AT3
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.	Not applicable	Not applicable

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K4 APST 2.1, 3.3, 3.4	Review and critique contemporary teaching practices of the current senior HPE curriculum.	Assignment	20-40%
2.	K1, K2, K3, K4, K5 S1, S2, S3, S4, A1, A2, A4 APST 1.5, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.4, 5.1	Design a sequential unit plan for one area of study from the senior HPE curriculum. Include and justify teaching materials/resources to be used and an assessment with marking criteria that adheres to the current curriculum framework.	Assignment	30-50%
3.	K1, K2, K3, K4 S1, S2, S3, S4, S5 A1, A2, A3, A4 APS: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 4.2, 4.3, 4.5, 5.1	Deliver a learning activity from the senior HPE curriculum to your peers that caters to a range of abilities and needs. Collect student work/data, assess and report back on their learning. Prepare a reflection on all aspects of this task.	Peer Practical/Presentation	30-50%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.	Yes	Intermediate
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Intermediate
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Intermediate
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Intermediate
		2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.	Yes	Intermediate
		2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.	Yes	Intermediate
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Intermediate
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Intermediate
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Intermediate
	4. Create and maintain supportive and safe learning environments
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Intermediate
		4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour.	Yes	Intermediate
		4.5 Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.	Yes	Intermediate
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Intermediate