Design task

Assessment Type 1¹: Design task (2000 words max.)

Indicative Time on Task 2²: 51 hours

Due: 10/10/22, 09:00am

Weighting: 50%

On successful completion you will be able to:

• Explain the key concepts in NESA & ACARA syllabus documents for PDHPE/HPE Key Learning Areas.
• Design a sequence of learning experiences for NESA PDHPE syllabus content across diverse K-6 contexts.
• Use curriculum to support assessment knowledge and appropriate teaching strategies.
• Constructively align (design) assessment and learning experiences for K-6 students in PDHPE.
• Critically reflect on HPE practices in K-6 contexts.

Students may receive feedback from the tutor prior to the census date on the development of their draft iteration.

Reflective writing

Assessment Type 2¹: Reflective Writing

Indicative Time on Task 2²: 40 hours

Due: 25/10/22, 23:59pm

Weighting: 50%

Reflective Blog posts plus synopsis (2000 words)

On successful completion, you'll be able to:

• Explain the key concepts in NESA & ACARA syllabus documents for PDHPE/HPE Key Learning Areas.
• Design a sequence of learning experiences for NESA PDHPE syllabus content across diverse K-6 contexts.
• Use curriculum to support assessment knowledge and appropriate teaching strategies.
• Constructively align (design) assessment and learning experiences for K-6 students in PDHPE.
• Critically reflect on HPE practices in K-6 contexts.

More detailed information about assessment tasks is provided on your iLearn site including the rubric / marking scheme, detailed instructions, etc.

¹ If you need help with your assignment, please contact:

• the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
• the Writing Centre for academic skills support.

² Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Assessment Presentation and Submission Guidelines

Specific information regarding exact submission criteria for each individual assessment task and related marking criteria are available on the EDST4140 iLearn site.

Students should regularly save a copy of all assignments before submission. Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Assignment extensions and late penalties

In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration

Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Late Assessment Submission Penalty  

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of ‘0’ (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue.    

This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic. 

Please note:

• Students should regularly save a copy of all assignments before submission.
• Students are responsible for checking that the correct file has been uploaded, that their submission has been successful, and that it has been submitted by the due date and time.

University policy on grading

Criteria for awarding grades for assessment tasks: Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Descriptive Criteria for awarding grades in the unit: In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks.

Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final

grades.

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Before commencing EDST4140, please read this outline very carefully and ensure that you can meet all requirements, including workload requirements, attendance requirements, and assessment requirements. Learning in this unit begins Session 1, Week 1 via iLearn. This unit is offered via participation in two on-campus Blocks. In the workshop, students will discuss issues and questions arising from the prescribed readings and videos. Workshops may include practical, hands-on tasks, participating in small peer-led group activities and whole class discussions. Students are expected to base their reflective arguments and discussions on evidence from published research and other relevant material. Activities completed during the initial workshop is essential for building the core knowledge and/ or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards requirements]. Participation in all workshop learning tasks is expected.

Unit Expectations

Students are required to read workshop material in advance. The study program for the course with the accompanying readings/ preparation is available on the unit iLearn site. Workshops will build upon the knowledge gained from the readings/tasks. Students are required to participate in small group activities, whole class discussions, and to complete tasks either as individuals or in pairs. Workload Credit points indicate the approximate hours per week that a student is expected to spend studying in order to pass a unit. In a 10 credit-point unit you should expect to commit nine (9) hours of your time per week to your studies. Study includes, completing set readings and background readings, completing assignments and using the unit’s iLearn site. Independent study is strongly encouraged in EDST4140. Some students may wish to spend more time on the unit, particularly if attempting to achieve high grades or if problems are encountered understanding the material or meeting unit requirements. Please ensure that you have sufficient time to dedicate to your studies before attempting this unit. We are sympathetic that students often have significant domestic and work related responsibilities. To be fair to our staff and to other students, however, these cannot be used to justify incomplete work or extension requests.

Practical Session Requirements

Since this is a practical based unit, there will be physical activity tasks set as part of workshop activities. Students are expected to be dressed appropriately (e.g. running shoes, shorts, leggings) when completing these tasks, and take care to perform the set activities in a safe space, to the best of their ability.

Pregnancy and Injury

If you are pregnant or injured please be realistic and responsible in relation to both your health and the health of your developing child. PDHPE is a physically demanding unit of study (for example, it might include running, dancing, jumping or standing for extended periods of time.

Recommended texts

The recommended text for this unit is 

Teaching quality health & physical education

by Dudley, Dean, Telford, Amanda, Stonehouse, Claire, Peralta, Louisa, Winslade, Matthew, (Authors).

2nd edition. South Melbourne, Victoria, Australia : Cengage Learning Australia 2021

available via the MQ Library electronic resource collection.

Recommended readings for this unit are noted in full and available via the iLearn site.

Students are expected to purchase or download the following syllabus AND any support documents:

NSW K-10 PDHPE syllabus and support documents: educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe

iLearn / Electronic Communication

This unit has a full web presence through iLearn and students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials to assist your studies.

Any pre-recorded seminars are available on the web through the ECHO360 lecture component or iLearn. You must listen to all prescribed seminars.

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions. Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

It is the student’s responsibility to check all electronic communication on a regular weekly basis.

Communication may occur via:

• Official MQ Student Email Address

• The Dialogue function on iLearn

• Other iLearn communication functions

Please see iLearn for details.

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this Unit, you will learn using the 5Rs framework in the following important ways:

Reflexive: The participation in the reflective writing process will allow all students to reflect on their current teaching practices and consider adaptations to pedagogy and assessment that supports a range of diverse student abilities. During discussions and the writing process, students will engage in convesations and reflexive thinking and describe the relevancy and application of issues in education, including any changes in response to individual evaluation and research.

Research engaged: Students will research and present evidence-based arguments and arguments regarding use of assessment, physical literacy and pedagogical approaches to PDHPE.