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Unit Name: Healthy Activity and Community
Wellbeing
Insert Unit Code: AED5007
Year: 2014
Semester/ Dates: 24/02/2014 – 02/06/2014
Location: Footscray Park and St Albans
Prepared by: Jessica Bennett, Megan Ryan
and Kerry Renwick
Welcome
Welcome to this unit of study. This Unit Guide provides important information and should be kept as a reference to assist with
your studies. This Guide includes information about your reading and resources, independent learning, class activities and
assessment tasks. It is recommended that you read this Guide carefully: you will be expected to manage your learning as you
work towards successful study.
Detailed information and learning resources for this unit have also been provided on the Unit website on WebCT which can be
reached via the Student Portal at vu.edu.au/student-tools/myvu-student-portal
It is important that you access your Unit website regularly.
Please also refer to information provided on the Student Portal that supports studying at VU.
Acknowledgement of Country
We acknowledge the Elders, families and forebears of the Wurundjeri and Boonwurrung tribes of the Kulin Nation who were the custodians of University land for many centuries. We acknowledge that the land on which we meet was the place of age old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and has a unique role in the life of this region.
Contents
Welcome
Acknowledgement of Country
Introduction to the unit ........................................................................................................................................................................ 1
Indicative schedule for this unit .......................................................................................................................................................... 5
Assessment details ............................................................................................................................................................................. 6
Succeeding at Victoria University ...................................................................................................................................................... 8
Providing feedback: Student Evaluation System .............................................................................................................................. 9
1
Introduction to the unit
Unit Title: Healthy Activity and Community Wellbeing
Unit Code: AEG2250 Year: 2014 Semester/Dates:
24/02/2014 – 02/06/2014
Credit Points: 12
Key staff
Unit co-ordinator Name: Dr Kerry RENWICK
Location: C450e
Contact number: 9919 4402
Contact email: [email protected]
Campus: Footscray Park
Days and times: By appointment
Teaching team Ms Jess Bennett
Contact email: [email protected]
Ms Megan Ryan
Contact email: [email protected]
Unit description
In this unit preservice teachers are introduced to the curriculum and pedagogy required for effective teaching of health, physical and outdoor
education with a focus on students in the early and middle years of schooling. Through their participation in project partnerships and formal
inquiry in the related praxis inquiry unit, preservice teachers apply their developing health, physical and outdoor education understanding
and practices to the enhancement of students' wellbeing and community participation. Topics include: planning for teaching; lesson
structures, teaching strategies, questioning strategies and lesson plans in health, physical and outdoor education; planning, organising and
implementing a camp experience; planning sporting carnivals and monitoring student development; planning a children's healthy activity as a
stimulus for learning; understanding personal difference – including gender – and learning in health, physical and outdoor education;
understanding children's wellbeing and resilience as the responsibility of the teacher and the school. Preservice teachers also study:
community, cultural and economic diversity and participation in physical and outdoor activity, including the place of physical activity in
Indigenous communities and enhancing the learning of Indigenous students; the Health Promoting Schools model as a community approach
to health and wellbeing; designing curriculum units which cater for the diversity of young people's interests and capabilities; setting up
learning environments for active learning through individual, small group and whole group activities; resourcing for health, physical and
outdoor education programs, including support on the internet; assessing children's inquiries and understanding in health, physical and
outdoor education.
Mode of delivery
Face to Face
2
Learning Outcomes
At the completion of this unit, students should be able to:
1. Evaluate how children learn in diverse ways in health, physical and outdoor education;
2. Interpret the health, physical and outdoor education curriculum, teaching and learning and the guidelines, procedures and
resources available to support the implementation of the curriculum;
3. Plan, teach and evaluate purposeful lessons that engage and challenge students and foster their personal wellbeing and their
health participation in physical activity at school, outdoors and in the local community;
4. Choose a range of strategies for teaching and learning in health, physical and outdoor studies, including integrated and
inquiry approaches, effective outdoor management approaches, environmental and community issues and the role of
teachers and schools in inter-professional collaboration;
5. Elicit cultural sensitivities for young people's attitudes to and participation in health and physical and outdoor activity.
Learning and teaching strategies
This unit is being delivered in blended mode, which in this instance means that there is a combination of face-to-face workshops, online
learning activities and assessment tasks, and links to an electronic LibGuide that will provide students with extension activities. Lecturers in
this unit assume that students will participate in all of these components.
Graduate Capabilities
Problem solve in a range of settings 4
Locate, critically evaluate, manage and use written, numerical and electronic information 4
Communicate in a variety of contexts and modes 4
Work both autonomously and collaboratively 4
Work in an environmentally, socially and culturally responsible manner 4
Manage learning and career development opportunities 4
In addition to discipline knowledge, skills and their application, the study of this unit is intended to contribute to students developing the
capabilities needed to be:
Adaptable and capable 21st century citizens who can communicate effectively, work collaboratively, think critically and solve
complex problems
Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and
learning
Responsible and ethical citizens who use their inter-cultural understanding to contribute to their local and global communities.
In this unit you will receive feedback on your development of key aspects of the above graduate capabilities through:
through feedback on performance in formative assessment tasks,
self-reflection or peer reflection activities,
in-class activities.
3
Required readings
Australian Institute of Health and Welfare 2002, Australia's children: their health and wellbeing, Canberra: Commonwealth of
Australia.
Tinning, R, MacDonald, D, Wright, J & Hickey, C 2001, Becoming a physical education teacher: contemporary and enduring
issues, Sydney: Prentice Hall.
Victorian Curriculum and Assessment Authority, current curriculum policies and documents.
Resources and Information Pertaining to this Unit:
All the up-to-date information about Health Education that you will need for this Unit can be found on the Health Knowledge and
Promotion F-12 LibGuide (go to: http://guides.library.vu.edu.au/healthknowledge ).
Additional information that pertains to Physical Education and Outdoor Education will be discussed in class and, where
practicable, links will be provided in the WebCT shell for the Unit.
Netiquette This unit requires students to engage in learning tasks provided for within online environments. Students are reminded that all
social interactions and communications have rules of etiquette, and there are those that are specific to adding comments and to
discussions on websites.
The University of Newcastle has provided clear advice about what 'playing nicely with each other' looks like. Students are
expected to make themselves familiar with the issues around website etiquette as everyone will be held to these principles of
fair play. (The University of Newcastle document is located in the same folder on WebCT as this Unit Study Guide.)
4
Contribution to the Unit
There are many opportunities in this Unit for students to contribute to their own, and others’, learning, and these contribut ions
can take place in face-to-face as well as virtual settings. Whereas participation in the Unit can mean being involved and simply
taking part, we urge students to contribute, which we are taking to mean being intellectually involved and prepared to share and
construct knowledge. Ways in which students could contribute include:
Providing summaries of the points that are being made;
Making observations and ask key questions that help to integrate concepts and discussions;
Mention relevant personal experiences
Engage in devils advocacy and
Discuss ideas that lead to further exploration of issues.
Your contribution in classes therefore assumes that you have a presence in the classes. If you do not attend classes for two
consecutive weeks, your lecturer will make contact with you – not for a ‘please explain’, but to ascertain if there are things you
need to put in place to make your attendance possible. If you know that you will be absent from classes, we would appreciate it
if you could advise your lecturer via email as a matter of professional courtesy.
Transitional Arrangements: VELS to AusVELS
From the start of 2013, the Victorian Government and Catholic sector schools have moved away from the Victorian Essential
Learning Standards (VELS) and are transitioning to AusVELS for curriculum planning, assessment and reporting. Schools will
be making their own arrangements to move from one curriculum framework to the other, so to assist students in understanding
the transition from VELS to AusVELS, lecturers in this Unit will be concentrating mainly on the new AusVELS framework but will
also make some reference to the curriculum planning, assessment and reporting materials of VELS.
5
Indicative schedule for this unit
Table A
Week beginning Topics and Activities Readings/Resources Assessment Tasks
24/2
Welcome
Introduction to unit and assessment tasks Introduction to online sites
Introduction to AusVELS
Online units and LibGuide – as directed Online Content – Module 1
Familiarisation with WebCT shell and LibGuide.
3/3
Outdoor Education Workshop Online units and LibGuide – as directed Online Content – Module 2
Big Ideas in Outdoor Education (Part
1)
10/3
Outdoor Education Workshop Online units and LibGuide – as directed Online Content – Module 3
Big Ideas in Outdoor Education (Part
2)
17/3
Inquiry-based learning Online units and LibGuide – as directed Online Content – Module 6a and 6b
Learning about integrated curriculum
and inquiry learning
24/3
Health Workshop:
Food & nutrition
Online units and LibGuide – as directed Online Content – Module 4
Big Ideas in Health (Part 1): Health Promoting Schools
31/3
Health Workshop:
Sexuality Education
Online units and LibGuide – as directed Online Content – Module 5
Big Ideas in Health (Part 2): Health Promoting Schools
Term 1 Holidays 7 – 21/4
7/4
Physical Education Workshop Online units and LibGuide – as directed Online Content – Module 7
Big Ideas in Physical Education (Part
1)
6
14/4
Good Friday 18/4
Physical Education Workshop Online units and LibGuide – as directed Online Content – Module 38
Big Ideas in Physical Education (Part
2)
21/4 VU Mid Semester Break
28/4
Placement Year 4s
Classes for Year 2 and 3 s
OE Workshop: Assessing & reporting in OE.
5/5 Seminar Presentations x 3
PE Workshop: Assessing & reporting in PE
Online units and LibGuide – as directed
12/5
Placement Year 3s
Seminar Presentations x 3
Health Workshop: Assessing & reporting in Health
Online units and LibGuide – as directed
19/5
Placement Year 2&3s
Seminar Presentations x 3
OE Workshop: Assessing & reporting in OE.
Unit review and evaluation.
26/5 Catch-up week due to public holidays
7
Assessment details: .
Table B
Assessment Assessment Tasks: Descriptions Learning Outcomes Assessment Criteria Weighting (%) Due date
1. Assignment Unit of work: presentation 1, 2, 3, 4, 5 & 6. See below and Assessment rubrics
for more detail
25% various
Peer Feedback 10% various
2. Assignment Unit of work: lesson descriptions and
commentary 1, 2, 3, 4, 5 & 6. See below and Assessment rubrics
for more detail
40% various
3. Essay Online discussions 1, 2, 3, 4 & 5. See below and Assessment rubrics
for more detail
25 various
Students must successfully complete all assessment tasks to gain a passing grade in this unit.
8
Assessment Task 1: Considered Responses to Online Module Prompts This Unit is being delivered in a blended mode, which, in this instance, means that approximately one third of the content is delivered
online. There is an expectation that students contribute regularly to blogs [asynchronous online discussion sites] that have been set up,
just as they contribute to discussions in the face-to-face classes.
On three occasions, students are expected to make considered written comments in response to prompts contained in the online
modules: one in relation to Physical Education; one in relation to Health, and one in relation to Outdoor Education. These three
considered responses will be assessed. They will not appear on the blog but will instead be made into a journal that will only be seen by
the lecturers and the student making the submission. In other words, these submissions are private.
The prompts will appear in each of the following modules, which will ‘go live’ on the following dates.
Due date:
The submission for each of the tasks will be due by 5.00pm on the date designated below:
Module 3: Outdoor Education (goes live Sunday, March 9; submission due Friday, March 14)
Module 5: Health (goes live Sunday, March 30; submission due Friday, April 4)
Module 7: Physical Education (goes live Sunday, April 20; submission due Friday, April 25)
Value:
25% of the marks for the Unit [this equates to 750 words overall for the task]
Word length:
Total of 750 words (approximately 250 words for each considered response)
Assessment Criteria: to be provided in class.
Assessment Task 2a: Unit of Work Presentation Each student will be allocated a partner to work with for Assessment Tasks 2 and 3. In Assessment Task 2, the focus is on an in-class
presentation to peers. The presentation will be of 20 minutes duration and must include active interaction with the audience. The
presentation will be assessed by the lecturer and a panel of three peers will provide written feedback to the presenters (see the note
below).
In Assessment Task 2, the presenting students are required to develop and present to their peers an integrated unit of work in which they:
Develop a sequence of lessons in which Physical Education and Health and Outdoor Education are integrated with one other discipline (such as Maths, Science or Social Welfare) as a way of answering an essential question*. Students should draw upon their Distinctive Specialisation areas to inform this unit of work.
Provide an overview of the unit of work, which will be summarised as a one-page mindmap and circulated to all students. On the mindmap, students will provide their names as authors, their VU email address, and will provide the initials on relevant parts of the mindmap to show which person has taken responsibility for which tasks. The allocation of tasks should represent an equivalent workload for each team member.
Make explicit connections with, and justification for, the utilisation of at least three of the Principles of Learning & Teaching P-12 (PoLTs) as a way to justify their work and to make their ideas more challenging if they were to present them to their own students.
Describe an excursion that they would incorporate into this unit of work, ensuring that t the requirements for the conduct of the excursion are explained, along with meaningful arrangements for the students who are unable to attend so that they do not feel excluded from the activities of the rest of the class.
Actively interact with audience members.
9
*Please note that the words ‘essential question’ have been used instead of ‘topic’. To understand the difference between these
concepts, students will need to access Murdoch’s (c. 2010) Inquiry Learning: Journeys Through the Thinking Process, available in the
LibGuide under the ‘Teaching and Assessing Health’ tab. The ‘Learning about integrated curriculum and inquiry learning’ module,
Module 6, also contains important information in relation to the development of integrated units.
Due date:
In VU Weeks 9 to 12, according to the schedule that will be posted on WebCT.
Value:
25% of the marks for the Unit. Each student will receive the same mark for the presentation.
Duration:
20 minutes, including interaction with the audience
Assessment Criteria will relate to the following:
1. Suitability of overview of the unit of work, including a one-page mindmap
2. Evidence of integration with Physical Education Health, Outdoor Education and one other discipline
3. Appropriateness of arrangements for the conduct of an excursion, including the meaningful arrangements for students who are
unable to attend the excursion
4. Extent of explicitness and justification for at least three of the PoLTs
5. Adequacy of interaction with the audience.
Assessment Task 2b: Peer Feedback Panel membership will be determined by the lecturer and a roster will be developed and posted on WebCT so that every student will
have one experience of providing feedback to their peers on their presentation.
Peers will need to make notes of the presentation for which they are responsible. After the conclusion of the presentation, and once they
have had an opportunity to reflect on the presentation, each peer assessor will complete a Presentation Feedback Form (available on
WebCT) and email this as an attachment to the student whose presentation they have observed. This feedback must be provided within
24 hours of the presentation. In order to gain the marks available for this task, the peer providing the feedback will need to copy the
lecturer into the message sent to the presenting student. Please insert this word into the subject line (as a way of ensuring your email
goes into the right Outlook folder: Presentationfeedback (one word, no spacing).
Due date:
In VU Weeks 9 to 12, according to the schedule that will be posted on WebCT.
Value:
10% of the marks for the Unit.
Assessment Criteria: to be discussed in class.
Assessment Task 3: Unit of work: lesson descriptions and commentary This task is an extension of Assessment Task 2 and requires further work with the same partner. In Assessment Task 3, the focus is on
the ways in which the individual student expands upon their earlier development of their unit of work. Even though students will need to
work with each other in the development of the unit of work, each student will develop their own personalised response to the following
requirements. Each student’s work is therefore marked individually and an individual mark will be awarded accordingly.
10
In this task, the student will:
Re-visit the unit of work that they have developed for Assessment Task 2, and will provide a written description – not detailed
lesson plans – of the sequence of lessons that have been developed in order to answer the essential question of the unit of
work at the year level that you will be allocated. Description – or practice described – forms the first step of the praxis inquiry
model being followed in this Unit.
The essential question is: ‘What are the connections between healthy communities and wellbeing?’
Provide a commentary comprised of the next two stages of praxis inquiry:
o Practice explained: in which the student refers explicitly to the article by Wilson and Murdoch (2004)** to explain the
ways in which the sequence of lessons guides the pupils through the Stages of Inquiry. This aspect of the task will be
double-weighted.
o Practice theorised : in which the student draws on their knowledge of relevant theoretical approaches to teaching and
learning.
By using the Insert Comments tool on Word, insert comments into the feedback received from peers to indicate how the unit of
work could be strengthened as a consequence of that feedback. (Please note: this does not mean making changes to the unit
of work. Rather, it means you make comments about how the unit could be changed in light of your peers’ feedback.)
Follow the referencing guidelines (utilising the Harvard Style of referencing), and ensure spelling, grammar, citing of references
are accurate.
**Students will need to draw on ‘Table 1: Inquiry Stages and Purposes’ from the model provided by Wilson and Murdoch (2004), in their
article entitled: What is Inquiry Learning? (refer to the ‘Teaching and Assessing Health’ tab in the LibGuide to view this article). Students
will also need to consult the DEECD website entitled ‘Phase 2: Whole school – primary school curriculum’ (available under the
‘Teaching & Assessing Health’ tab on the LibGuide) and consider examples of primary schools that are following an Inquiry Learning
Model approach in their planning.
Due date:
Friday, May 30, 2013.
Value:
40% of the marks for the Unit. .
Word length:
Total of 1,200 words (for each student).
Submission format:
In a Word document as an email attachment to the student’s lecturer.
Assessment Criteria:
1. Adequacy of description of unit of work overview and lesson descriptions [should there be a minimum number of lessons?] 2. Clarity of practice explained with explicit reference to the model for inquiry learning provided by Wilson and Murdoch (2004). 3. Relevance and appropriateness of practice theorised to the tasks in the integrated unit of work [double weighted] 4. Ability to follow the referencing guidelines utilising the Harvard Style of referencing and use spelling, grammar and punctuation
accurately.
11
Submission procedure
Ensure that all assessments are submitted with the completed assignment cover sheets as appropriate.
Scholarly writing, plagiarism and copyright
An academic course of study requires students to source information in a number of different formats including factual information, data
and analysis, reasoned arguments and the insights of others. Part of what it means to be a ‘scholar’ is to engage with the work of others,
for example, to extend or refine one’s own ideas, critique the work of others, or test and extend theories. However, remember to give
credit where credit is due, that is, acknowledging the work of others in your own work by using the correct referencing system. Failure to
acknowledge other people’s work appropriately may be regarded as plagiarism or academic misconduct. VU deals with plagiarism
according to the Academic Honesty and Preventing Plagiarism policy (http://wcf.vu.edu.au/governancepolicy/PDF/POA040915000.PDF)
Copyright law gives the owner of text, photos, pictures, films and recordings the rights to control reproduction, publication,
communication, performance and adaptation of their work. All students and staff of Victoria University are bound by the requirements of
the Copyright Act (1968) when using third party copyright material in the course of their research and study.
For information on copyright entitlements and responsibilities for study and research please see
vu.edu.au/library/referencing-copyright/copyright
Referencing requirements within this unit
The referencing convention that is applicable to this unit is HARVARD
Academic writing and referencing guidelines:
Two VU online support sites on academic writing and appropriate referencing are:
vu.edu.au/library/referencing-copyright/referencing-guides
vu.edu.au/campuses-services/student-support/language-learning/academic-writing
Failure to meet assessment deadline(s)
Any option for late assessment submission must be discussed and agreed upon with the unit co-ordinator.
This must be done prior to the due date of the assessment
Any late work will be assessed at a pass or fail standard.
12
Extensions, Alternative Examinations and Special Consideration
If you are not able to submit your work by the submission date or able to attend the final examination, and there are grounds (medical,
personal hardship, extenuating circumstances, etc.) for not attending the examination or submitting your work on time, or for your
performance being impaired, you may submit an application for an extension, an alternative exam or for special consideration. Please
consult your unit co-ordinator for the appropriate form. These forms are available on the student forms webpage (vu.edu.au/student-
tools/student-forms) under ‘Assignment cover sheets and extensions’ and ‘Exams and results’. You may need to contact a student
counsellor to assist you with this process. For further information please see vu.edu.au/student-life/getting-help/counselling
Supplementary Assessment
Supplementary Assessment may be available to students who have marginally failed a task, have not demonstrated competency for a unit, or who were successful in a claim for special consideration. If you wish to be considered for Supplementary Assessment you should refer to the policy http://wcf.vu.edu.au/GovernancePolicy/PDF/POA090212002.PDF Forms are available at vu.edu.au/student-tools/student-forms The student assessment policy is available at http://wcf.vu.edu.au/GovernancePolicy/PDF/POA090212002.PDF
Student Complaints Resolution
Victoria University has a Student Complaints Resolution policy to guide you through the steps you can take to resolve issues related to
your time at the University. If your issue relates to your study, the first step is to raise it directly with your college or academic staff. You
also have the option to make a confidential appointment with a Student Advocate if you are unsure how to approach the situation. For
more information go to vu.edu.au/student-life/getting-help/student-complaints-resolution
Succeeding at Victoria University As a university of opportunity, Victoria University is committed to providing all students with the opportunity to succeed in their studies.
If you require any support during the semester you are advised to speak to your unit co-ordinator, course co-ordinator or class teacher.
There is also additional support and guidance for students. The VU Student Portal (vu.edu.au/student-tools/myvu-student-portal)
provides information on a range of student services with which you should become familiar, as shown in the table below.
Table C
General student support services
Services for international students
Services for students with disabilities and/or medical
conditions
The Library
Academic development and support
Student life and student associations
Course structures
Calendars and timetables
Student email
Assignment cover sheets a forms
Students’ rights and responsibilities
Social networking at VU
Student complaints
Student advocacy
13
Providing feedback: Student Evaluation System (SES)
Your feedback on your experiences within this unit is important, because it assists VU to improve the learning experience of units and courses for future students.
You are encouraged to provide informal feedback directly to your unit and course co-ordinators. The University also collects your
anonymous feedback systematically through the Student Evaluation Survey (SES), the name for the two combined student evaluation
instruments: the Student Evaluation of Unit (SEU) and the Student Evaluation of Teaching (SET). Students are asked to complete the
SEU and SET near the end of each unit. SEU and SET results are anonymous, and are not made available to the teaching staff in the
unit until after the University has released your final grades.
Examples of actions taken recently to improve this unit, based on student feedback
At the conclusion of the delivery of this Unit, students completed a Student Evaluation of the Unit (SEU). All of these
suggestions have been considered and, where appropriate, have been incorporated into this version of the Unit.
Unit Guide Version Number: 1
Last Validation Date: 14 February 2014
