In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit develops understanding of the concepts and rationale underpinning Health and Physical Education as a learning area in primary schools and other educational and care settings. You will use your knowledge and understanding of the connectedness between physical activity, fitness, wellbeing and learning, to plan, organise and evaluate a physical activity and motor development program for children. Investigation of the interaction between individuals and groups and their socio-cultural and economic environments forms the basis for critical reflection on the role of schools and education and care settings in promoting individual and community health. An understanding of social issues that impact on the health and wellbeing of children and families is emphasised through the development of an educational resource that promotes family and community health and social and mental wellness. You will identify strategies that support your own wellbeing as members of the teaching profession. Throughout this unit, you will reflect on how learning and wellbeing are inextricably linked and how a learner’s individual, school and community experiences can significantly impact on their wellbeing.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Evaluation
Valuable assessment tasks offered.
Maintain assessment tasks.
- Plan and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills of varying abilities and characteristics
- Manage the assessment of risk and organisation of safe, inclusive physical activities
- Match learning goals, teaching strategies and resources to knowledge of child development
- Plan and justify health and wellbeing promotion strategies that are underpinned by analysis of contemporary research and support children and families from diverse groups
- Engage in research to evaluate and enhance education for health and wellbeing in educational settings
- Evaluate and justify the role of education in influencing personal and community health and wellbeing.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
5.1 Assess student learning
6.2 Engage in professional learning and improve practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 50% | ||||||
| 2 - Group Work - 50% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Knowledge | ||||||
| 2 - Communication | ||||||
| 3 - Cognitive, technical and creative skills | ||||||
| 4 - Research | ||||||
| 5 - Self-management | ||||||
| 6 - Ethical and Professional Responsibility | ||||||
| 7 - Leadership | ||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||||