Required texts

Required text:

McMaster, N. (2019). Teaching Health and Physical Education in Early Childhood and the Primary Years (1st edition). South Melbourne, Australia: Oxford Â鶹´å Press. 

The required text for this unit can be purchased as a hardcopy or e-book through Book Depository, Amazon, Dymocks or another Australian ordering sites. It can also be loaned through the UC Library. 

Recommended text:

Pill, S. (2015). Play with purpose: For fundamental movement skills teaching. A teaching guide for early years and primary educators for physical education and daily PE. South Australia: Australian Council for Health, Physical Education and Recreation, SA Branch Inc.

Additional readings and other stimulus material for this unit will be provided on unit's Canvas site. Students are expected to utilise these and other resources when preparing for workshops, learning activities and assessment tasks.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the Unit Convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the pre-service teacher's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant Canvas site. If the Unit Convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three (3) days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Lesson planning - pre-service teacher responsibility:

When developing lesson plans, it is encouraged that pre-service teachers are using their skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, pre-service teachers are to reference this in their lesson planning and resource development.

Special assessment requirements

All assessment must be submitted and an aggregate mark of 50% is required to pass the unit, which includes a 'complete' grade for Assessment 1: FMS Competency across the semester. 

Provision of valid documentation

Please note that the Â鶹´å takes student conduct very seriously. All documentation provided to Â鶹´å staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the Â鶹´å. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and Â鶹´å of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

The following provides a breakdown of the unit workload expected of pre-service teachers. 

Workshops:

10 x 3 hour Workshops = 30 hours (3 hours per week).

Lesson Planning:

5 x 45 min lesson plans = 10 hours (a minimum of 2 hours dedicated to planning weekly delivery lesson plans).

General and Assignment Preparation:

Ungraded components, weekly preparation and readings, reflection tasks and assessment preparation = 110 hours.

Inclusion and engagement

No pre-service teacher will be excluded from the PE practical workshops in the event they cannot 'physically' participate because of their medical condition(s), special consideration(s), or injury.

Instead, they will still be able to engage in the PE practical workshops in other capacities, where the Teaching Team will make arrangements for them to participate and be included. 

Participation requirements

Engagement with online materials and all workshops in this unit will assist your preparation for the assessment tasks. 

Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.

*Note: In this unit workshops in weeks 1, 2, 5, 9, and 10 are on campus (see timetable for rooms) and weeks 3, 4, 6, 7, 8, and 9 will be school-based to meet accreditation requirements of 3.5 days professional experience (see the unit's Canvas site for further details).

It is recognised that sometimes absence are unavoidable. If you are absent, please contact your tutor to ensure your engagement with the unit is not considered unsatisfactory.

Required IT skills

None.

In-unit costs

There are some costs associated with this unit which are detailed below:

1. The Unit Convener has listed a recommended textbook for the unit (see section 4. Unit Resources).
    
2. A Sunsmart hat must be worn at every school-based clinic. 
    
3. A UC Faculty of Education or HPE polo shirt must be worn at every school-based clinic. 
    
4. A whistle and wrist and/or hand watch are also required when teaching in schools.

Work placement, internships or practicums

This unit involves work integrated learning (WIL): through schol-based clinics. Students must adhere to Â鶹´å policy during WIL activities, including the Student Conduct Rules 2018, the WIL policy and WIL procedure, and the Assessment policy, and Assessment procedure. For teaching degrees, students need to ensure they have their WWVP or for NSW, their Working with Children, COVID vaccination status and evidence of PSTR uploaded to InPlace.

This unit involves school-based clinics and therefore, additional student responsibilities are required in addition to those described in section 6. Workplace learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. This applies to staff and patrons of any outside agency where an internship or other WIL activity is taking place. The professional nature of this unit also requires 100% participation at all learning activities (lectures, workshops, tutorial, practicals etc. as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.

Additional information

Underpinning pedagogical foundations of the unit:

Health Education 

This unit is informed from evidence-based Health Education research and education. There are active researchers and in-service teachers delivering this unit who are able to engage students in deep and active learning and transmit to pre-service teachers their passion for the research and practice they are carrying out. The Health Education theoretical foundation of this unit is based on the following.Together, these pedagogical frameworks form the foundations for how Health Education is taught in this unit to equip pre-service teachers with the necessary skills to deliver quality, contemporary Health Education in Early Childhood and/or Primary school settings. 

• Evidence-based programs which take a strengths-based, human-rights, and whole-school approach to health topics that is informed by the Australian Curriculum for Health Education Version 9.0. 
• The United Nations Convention on the Rights of the Child (UNCRC).
• United Nations Educational, Scientific and Cultural Organisation (UNESCO) (2018) international technical guidance on Sexuality Education 
• Family Planning Alliance Australia (2016) position statement on Relationships and Sexuality Education in Australian schools.

Physical Education 

This unit is informed from evidence-based Physical Education research and education. There are active researchers and in-service teachers delivering this unit who are able to engage students in deep and active learning and transmit to pre-service teachers their passion for the research and practice they are carrying out. The Physical Education theoretical foundation of this unit is based on the following. Together, these pedagogical frameworks form the foundations for how Physical Education is taught in this unit to equip pre-service teachers with the necessary skills to deliver quality, contemporary Physical Education in Early Childhood and/or Primary school settings. 

• Evidence-based approaches which take a strengths-based, human-rights, and whole-school approach to Physical Education topics that is informed by the Australian Curriculum for Health Education Version 9.0. 
• Arnold's (1988, 1979) conceptualisation of three dimensions of ‘about', ‘through', and ‘in' movement. 
• Penny et al. (2009) dimensions of quality Physical Education.
• Pill (2016) Play with Purpose approach using a Game Sense to Sport Literacy.
• Contemportary pedagogies for teaching Physical Education outlined by Mosston and Ashworth's (2008) and Metzler (2017) for Physical Education.

References:

Arnold, P. 1988. Education, Movement and the Curriculum. London: Falmer.
Arnold, P. 1979. Meaning in Movement, Sport and Physical Education. London: Heinemann.
Family Planning Alliance Australia (2016). Position statement - Relationships and sexuality education in schools.
Mosston and Ashworth's (2008) Spectrum of Teaching Styles 
Metzler, M. (2017). Instructional models in physical education. Routledge.
Penney, D., R. Brooker, P. Hay, and L. Gillespie. 2009. Curriculum, Pedagogy and Assessment: Three MessageSystems of Schooling and Dimensions of Quality Physical Education. Sport, Education and Society 14 (4):421–442.
Pill (2016) Play with Purpose: Game Sense to Sport Literacy (Revised 3rd Edition).
United Nations Committee on the Rights of the Child. (2016). Convention on the rights of the child: General comment No. 20 (2016) on the implementation of the rights of the child during adolescence.
United Nations Educational, S. C. O. (2018). International Technical Guidance on Sexuality Education: An evidence-informed approach for schools, teachers and health educators: revised edition (Vol. 2). UNESCO. 

Communication from Teaching Staff:

• Notifications will be made through the Canvas 'Announcements' or the Canvas 'Discussion' forums to the unit cohort.
• It is the responsibility of pre-service teachers to ensure they check for announcements on the unit's Canvas site.
• Note: these Canvas forums also prompt an individual message to pre-service teachers UC student email. Pre-service teachers should therefore ensure they check their UC student email regularly. 

General questions about unit content and assessment content to Teaching Staff:

• Please direct enquiries to the 'Discussion' forum on the unit's Canvas site.
• The rationale for this is to ensure transparent communication around the unit's requirements and expectations between the unit's teaching team and students.

Specific enquires, including attendance, and assessment extensions to Teaching Staff:

• Please direct enquiries to your direct tutor by email with the Unit Convener copied in. 

When to expect an email reply from Teaching Staff:

• The Unit Convener and Teaching Team will check and respond to 'Discussion' forum and email enquires at certain timepoints across the work week (Monday to Friday). 
• Students should expect a reply within 2-3 business days (this excludes weekends). 
• If you do not receive a response in 2-3 business days please politely follow up your enquiry with the Unit Convener and/or Teaching Team member. 

Use of Student Email Account:

• The Â鶹´å Email Policy states that "students wishing to contact the Â鶹´å via email regarding administrative or academic matters need to send the email from the Â鶹´å account for identity verification purposes".
• Therefore, all unit enquiries should be emailed using your UC student university email account.
• Pre-service teachers should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Email Etiquette to Teaching Staff:

When using your UC student email to communicate with the unit's Teaching Team, you should always make sure that your message contains the following:

1. A subject clearly outlining the nature of your query or request, including the unit code.
   • The Unit Convener and Teaching Team receive a high volume of email each day, and they also teach more than one (1) unit across the semester.
   • If your email does not contain the unit code it makes your enquiry difficult to put in context.
   • If the subject does not indicate the nature of the message, it may well remain unanswered.
2. Change the default setting on your email program to include previous messages in replies, and make sure that any previous communication are included in an ongoing exchange.
   • The Unit Convener and Teaching Team manage a high volume of student enquiries. Having a copy of the previous exchanges included in your current email will expedite a response.
3. Professionally address your Unit Convener or Teaching Team member by their name. 
4. State your question or request clearly and concisely.
5. Insert a signature at the end of your email that contains:
   • Your first and last name/family name.
   • Your UC student number.

Failure to follow these guidelines may result in your email not receiving a timely reply.

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